Union County Public Schools Beginning Teacher Support/ Orientation Session

1. Union County Public SchoolsBeginning Teacher Support/ Orientation Session Agenda Greetings and Gratitude Overview of the BT Support Program Available Resources and Information Questions and Answers Adjournment

2. Human Resources DivisionDr. David Clarke, Deputy Superintendent of Human Resources CHILDREN FIRST

3. The UCPS Mission and the Method • The Mission: • Preparing All Students to Succeed • The Method: • Highly Qualified Teachers and Support Staff in all Schools

4. Human Resources Support Services Dr. Lillian G. Rorie, Director of HR Support Services lillian.rorie@ucps.k12.nc.usMrs. Vernell O’Leary, Office Assistant

5. Human Resources Support Services Department • Beginning Teacher Support Program • Employee Transfer Procedures • Evaluation Procedures • Licensure Services • NCEES Online Evaluation Tool • National Board Certification Support • Recruitment Program • Substitute Program

6. Beginning Teacher Support ProgramPresented by: Dr. Lillian G. Rorie

7. BT- Mentor Support Facilitator Leadership Roles • Provide site-based leadership in the effective administration of the Beginning Teacher Support Program. • Conduct site-based activities based on the UCPS Beginning Teacher Support Program for Mentors and Beginning Teachers. • Maintain a file of all site-based support activities for auditing purposes.

8. BT- Mentor Support Facilitator Leadership Roles • Ensure that BTs participate in the school’s site-based orientation program within thirty (30) days after reporting to work. • Facilitate four site-based Mentor/BT meetings during the year. • Identify instructionally sound and available resources for BTs and mentors at the district and building levels. • Facilitate the collection and timely submission of Second-Year Interim Requirements.

9. BT- Mentor Support Facilitator Leadership Roles • Facilitate the timely submission of Third-year BT Cumulative Files. • Serve as a liaison between the school and the Human Resources Office to ensure that all Beginning Teachers participate in required or prescribed beginning teacher support activities. • Assure that the Beginning Teacher Timetable is efficiently administered at the school-level as applicable.

10. BT- Mentor Support Facilitator Leadership Roles • Assure the timely completion of Mentor Timeline/Checklists as scheduled. • Assure that site-based mentoring activities are aligned with the new North Carolina Mentor Standards as outlined in the state-adopted North Carolina Mentor Program, the Union County Public Schools Beginning Teacher Support Program Handbook, and the Beginning Teacher/ Mentor Site-Based Plan.

11. Beginning Teacher Support ProgramHR Contact: Dr. Lillian G. Rorie, Director of HR Support Services(704) 296-1012 or lillian.rorie@ucps.k12.nc.us Beginning Teacher Support Program: • Supports Beginning Teachers • Promotes Reflective Practice • Strengthens the Profession • Requires Local Education Agencies (LEAs) to develop Beginning Teacher Support Programs

12. Beginning Teacher Support Program Beginning Teachers must: • Be at least “Proficient” on all of the NC Professional Teaching Standards by the third year: • Standard I: Teachers Demonstrate Leadership • Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students • Standard III: Teachers Know the Content They Teach • Standard IV: Teachers Facilitate Learning for Their Students • Standard V: Teachers Reflect on Their Practice

13. Professional Growth Plan (PDP)Individual Growth Plan (IGP Beginning Teachers mustcomplete a Professional Growth Plan (PDP)/ Individual Growth Plan (IGP) that establishes goals, strategies, and timelines for professional growth. The PDP/IGP must be reviewed and signed by the beginning teacher, administrator, and mentor three times per year (Initial, Mid-Year, and End-of-Year).

14. Compliance with PDP/IGP Requirements • At scheduled intervals during the year, designated HR Staff will run completion reports to determine if the PDP/IGP has been signed by the beginning teacher, mentor, and administrator. HR Staff will follow up with the schools’ BT-Mentor Support Facilitator as appropriate based on missing entries on the completion report.

15. Beginning Teacher Support Program Beginning Teachers must: • Teach in the content of their licensure area • Serve 3 years within a five-year period from the date of enrollment • Participate in formal orientation • Receive mentor support based on the new mentor standards

16. Beginning Teacher Support Program Beginning Teachers must: • Receive a minimum of 4 observations and a Summary Evaluation each year by established timelines • Participate in district-level professional development & site-based professional development activities sponsored by the Instructional Division and the Human Resources Division • Submit Interim Requirements in the second year • Complete all requirements of the Beginning Teacher Support program

17. Effective Dates and Effects on Licensing Beginning TeachersEffective 2010-2011, beginning teachers must be rated “Proficient” on all five North Carolina Professional Teaching Standards on the most recent Teacher Summary Rating Form in order to be eligible for the Standard Professional 2 License.

18. UCPS Mentor Program • State Policy • All beginning teachers (BTs) with less than three years of experience must participate in a three- year induction program. Participants must be assigned a mentor. • First-Year Student Service Personnel (SSP) will receive a mentor for one-year only. Student Services Employees are not required to participate in the Beginning Teacher Support Program.

19. UCPS Mentor Program • Procedures • Each school is assigned a BT-Mentor Support Facilitator. • Mentors are required to complete support activities, document the activities on quarterly Mentor Timeline/Checklists, and submit the checklists to the BT-Mentor Support Facilitator. • Mentors are required to participate in Site-Based BT/Mentor Meetings. • Mentors participate in the development of a Site-Based Beginning Teacher/ Mentor Support Plan.

20. Licensure Support Services Presented by: • Virginia Gutierrez, Lead Licensure Specialist/VIF Support Facilitator • Lorayn DeLuca, Licensure Specialist • Elizabeth Potter, Licensure Specialist • Mary Mical, Assistant Lead Licensure Specialist

21. Ms. Virginia GutierrezLead Licensure Specialist(704) 296-1018 Ext. 4058virginia.gutierrez@ucps.k12.nc.us Assigned Schools South Providence School Union County Early College Union Elementary Waxhaw Elementary Western Union Elementary Wingate Elementary Fax: (704) 289-9154 • East Union Middle • Forest Hills High • Kensington Elementary • Marshville Elementary • New Town Elementary • Parkwood High • Parkwood Middle • Prospect Elementary • Rock Rest Elementary • Rocky River Elementary

22. Ms. Mary Mical, Licensure SpecialistAssistant Lead Licensure Specialist(704) 296-1019 Ext. 4059mary.mical@ucps.k12.nc.us Assigned Schools Sun Valley High Sun Valley Middle Unionville Elementary Central Office Career & Technical Education Licensed Technology Services Fax: (704) 289-9154 • Cuthbertson High • Cuthbertson Middle • Fairview Elementary • Indian Trail Elementary • New Salem Elementary • Piedmont High • Piedmont Middle • Shiloh Elementary • Sun Valley Elementary

23. Ms. Lorayn DeLucaLicensure Specialist (704) 296-1015 Ext. 4056lorayn.deluca@ucps.k12.nc.us Assigned Schools • Benton Heights Elementary • East Elementary • Hemby Bridge Elementary • Monroe High • Monroe Middle • Poplin Elementary • Porter Ridge Elementary • Porter Ridge High • Porter Ridge Middle • Sardis Elementary • Stallings Elementary • Walter Bickett Elementary Fax: (704) 289-9154

24. Ms. Elizabeth PotterLicensure Specialist(704) 296-0656 Ext. 4036liz.potter@ucps.k12.nc.us Assigned Schools • Antioch Elementary • Central Academy of Technology and Arts • Marvin Elementary • Marvin Ridge High • Marvin Ridge Middle • Rea View Elementary • Sandy Ridge Elementary • Walter Bickett Education Center • Weddington Elementary • Weddington Middle • Weddington High • Wesley Chapel Elementary • Wolfe School Central Office • Academically Gifted • Elementary Education • Exceptional Children • Federal Programs • Human Resources • Technology Services • Middle School Education • Secondary Education Fax: (704) 289-9154

25. No Child Left Behind Act • The No Child Left Behind (NCLB) Act is the newly revised version of the Elementary and Secondary Act that was first enacted in 1965 and last reauthorized in 1994. • The No Child Left Behind (NCLB) Act was signed into federal law by President George W. Bush on January 8, 2002. • The new law is now in effect and requires school districts to have 100% highly qualified teachers.

26. North Carolina Licensure • North Carolina statutes specify that all professional employees of public schools must hold the appropriate license for the subject or grade level taught or for the professional assignment held. • Employees are responsible for maintaining a valid North Carolina License. • If there are licensure issues that must be resolved, the employee is expected to maintain a close working relationship with his/her designated Licensure Specialist until all issues have been resolved.

27. Licensure Topics! • Converting from Standard Professional 1 License to Standard Professional 2 License • Lateral Entry License • Licensure Renewal • On-line Licensure System • Contracts

28. Standard Professional 1and Standard Professional 2 License • If you have less than three (3) years of full-time teaching experience and you are “fully licensed and highly qualified” (No Child Left Behind rules) in another state, you are eligible for a Standard Professional I (SP I) License. • You may be subject to NC testing or other criteria to convert to a Standard Professional II (SP II) License. You will participate in a State developed program for Beginning Teachers and will be required to attend an orientation to the program.

29. Standard Professional 1and Standard Professional 2 License • If an individual has three (3) or more years of full-time teaching experience and he or she is “fully licensed and highly qualified” (NCLB rules) in another state and he or she has met NC’s Praxis II testing requirements or has National Board Certification, he or she will be issued the SP II license. • If the individual has not met NC’s testing requirements or earned National Board Certification, he or she will be issued the SP I license and after one year of teaching in NC can convert to the SP II License with the recommendation of the LEA Superintendent and an offer of re-employment

30. Lateral Entry License • An initial Lateral Entry License is issued for three years. • In order to keep a Lateral Entry License valid, the Lateral Entry Teacher must meet testing and progressive credit requirements within a three-year limit, whether or not employment continues with a North Carolina School System.

31. Lateral Entry License • At the beginning of the first year of the Lateral Entry License, the Lateral Entry Teacher must affiliate with a college or university that has an approved education program in the area of the Lateral Entry License or affiliate with the Regional Alternative Licensing Center (RALC). • During the first and second year of holding a Lateral Entry License, the teacher will need to submit documentation showing satisfactory completion of six (6) semester hours of coursework for each year or the total remaining, if less than six (6) semester hours. • During the third year, the Lateral Entry Teacher must submit proof of completion of all coursework and passing State required testing Scores for the licensure area.

32. Licensure Renewal Process • To renew a professional license expiring June 30, 2016, the employee must have completed a total of eight (8) continuing education units of credit. If teaching K-8, three of the 8 units must be in Literacy, three of the units must be in the Academic Subject Area in which the employee taught during the renewal year, and 2 units in general. All other educators must complete three of the 8 units in the Academic Subject Area in which the employee taught during the renewal year and the remaining five (5) in general units. If renewing a validated license, 15 units must be completed.

33. Licensure Renewal Process • Teachers completing the National Board Certification process for the first time will receive eight (8) CEUs that can be used in their current renewal cycle or can be banked for the next renewal cycle. • Teachers who are renewing their National Board Certification will receive a total of 3 CEUs. • Beginning Teachers are not required to earn CEUs for the purpose of renewing their license at the end of the three-year BT Program. Upon successful completion of the BT Program, the beginning teacher will be issued a SP2 License with a five-year renewal cycle.

34. Licensure Renewal Process • If a person is employed at the time of his or her license renewal year, the process is automatic and no fee is required. He or she will receive a conviction statement (usually the end of March or early April) from the State Department of Public Instruction that must be completed and returned to the Human Resources Division Licensure Section. Upon processing these statements, a request will be electronically submitted to the State to issue the five-year license renewal extensions accordingly.

35. NCDPI On-line Licensure System • The Department of Public Instruction Licensure Section will be launching an on-line licensure system on August 1, 2015. A link to the new system will be available at that time on the Licensure website at http://www.ncpublicschools.org/licensure • Two key features of the system include: • The automation of the license application, supporting documentation and payment, which will eliminate the time consuming manual process currently in place. • And informative and easy-to-navigate user interface that will allow an applicant to check the status of applications and monitor the progress.

36. Presentation of the North Carolina Educator Effectiveness System NCEES)http://ncees.ncdpi.wikispaces.net/NCEES+WikiPresented by: Dr. Lillian G. RorieDirector of Human Resources Support Serviceslillian.rorie@ucps.k12

37. UCPS Evaluation Procedures • Each UCPS Employee should receive formative and summative evaluation activities according to the evaluation system that is designated for his or her category of personnel. • Licensed employees will receive training on the appropriate evaluation system through their school designees, central office staff, and others as applicable.

38. NCEES Online Evaluation Tool • The North Carolina Educator Effectiveness System (NCEES) online evaluation tool is used for the following categories of personnel: Principals, Assistant Principals, Teachers, Counselors, Instructional Technology Facilitators, Media Coordinators, Psychologists, and Social Workers. NCEES is accessed through the Identity Access and Management (IAM) Service. All users of the online tool must be trained on the tool prior to performing any evaluation activities.

39. The Identity and Access Management (IAM) Service What is the IAM Service? • The Identity and Access Management Service (IAM Service) is one of the NCEdCloud initiatives for the K-12 community of North Carolina. • The IAM Service provides LEAs and Charter Schools a tool to enable their students, teachers and employees, to use a single account to log in to integrated Cloud Applications, including Home Base. • The IAM Service has been integrated with Home Base applications for back-to-school 2015-2016 and will replace the current PowerSchool-based single sign-on process. 40

40. The Identity and Access Management (IAM) Service How does the IAM Service work? Applications Integrated with the IAM Service Teachers Students Staff Users select a Cloud Application Integrated with the IAM Service 9 PowerSchool IAM Service 9584313192 NCEES NCEES routes request to the IAM Service The IAM service presents a logon screen User enters UID# (username) and password The IAM Service authenticates the user User accesses application with privileges based on their role(s) User may access all other integrated applications without logging on again. Schoolnet Open Class Google Apps Follett Destiny 41 Discovery Ed

41. Accessing the NCEES Online Tool Through the IAM System • To access the NCEES Online Tool, through the IAM System, the employee will need to go through a process to claim his or her account and then log into the IAM System using his or her ten-digit UID Number that serves as his or her user name and a password developed by the employee. • Once logged into the IAM System, the user should click on the NCEES Module to access his or her evaluation account. • Employees will receive further instructions on the IAM System from their supervisors.

42. NC Standards for Teachers • Standard 1: Teachers demonstrate leadership. • Standard 2: Teachers establish a respectful environment for a diverse population of students. • Standard 3: Teachers know the content they teach. • Standard 4: Teachers facilitate learning for their students. • Standard 5: Teachers reflect on their practice.

43. Sixth Standard for Teachers TEACHERS CONTRIBUTE TO THE ACADEMIC SUCCESS OF STUDENTS. • The work of the teacher results in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth.

44. Definitions Rubric for Evaluating North Carolina Teachers– A composite matrix of the standards, elements and descriptors of the North Carolina Standards for Teachers Performance Standard – The distinct aspect of teaching or realm of activities which form the basis for the evaluation of a teacher Performance Elements – The sub-categories of performance embedded within the standard Performance Descriptors – The specific performance responsibilities embedded within the components of each performance standard

45. Definitions • Performance Rating Scale – The scale used for determining the final evaluation rating for North Carolina school teachers • Developing – Demonstrated adequate growth but did not demonstrate competence on standard(s) of performance • Proficient – Demonstrated basic competence on standard(s) for performance

46. Definitions • Accomplished– Exceeded basic competence on standard(s) of performance most of the time • Distinguished – Consistently and significantly exceeded basic competence on standard(s) of performance • Not Demonstrated– Did not demonstrate competence on or adequate growth toward achieving standard(s) of performance [NOTE: If the “Not Demonstrated” rating is used, the principal/evaluator must comment about why it was used.]

47. Definitions School Executives – Principals and assistant principals licensed to work in North Carolina Self-assessment – Personal reflection about one’s professional practice to identify strengths and areas for improvement (conducted w/out input from others) Summary Evaluation Form – A composite assessment of the teacher’s performance based on the evaluation rubric and supporting evidence

48. Component 1: Training Before participating in the evaluation process, all teachers, administrators, mentors, and peer observers must complete training on the evaluation process. .

49. Component 2: Orientation • Must occur annually • Must occur within two weeks of the first workday • At a minimum, the orientation must include a copy of or access to the following: • Rubric for Evaluating North Carolina Teachers and • Policy TCP-C-004 http://sbepolicy.dpi.state.nc.us/policies/TCP-C-004.asp?pri=02&cat=C&pol=004&acr=TCPand

50. Component 3: Self-Assessment Using the Rubric for Evaluating North CarolinaTeachers, the teacher shall rate his or her own performance at the beginning of the year and reflect on his or her performance throughout the year.