Administrators
Welcome!
This page provides important information for administrators about the NC Beginning Teacher Support Program and our local induction program. We trust it will be a beneficial resource to you as you support your beginning teachers and their school-based mentors.
Working Conditions for BTs
BCS recognizes that novice teachers are applying new knowledge and skills during their first three years of teaching. The following working conditions are established to ensure BTs have the opportunity to develop into highly effective educators:
▪ The job assignment of the BT will be in the area of licensure.
▪ The mentor will be assigned early, and when possible, in the licensure area of the BT and in close proximity.
▪ A reasonable assignment that includes:
limited preparations (i.e., when feasible, based upon the school’s faculty or structure);
limited number of exceptional or difficult students (no more than veteran teachers in the same setting);
limited non-instructional duties; and
no extra-curricular assignments unless requested in writing by the beginning teacher. (See Extra-curricular Agreement Form linked below.)
Non-instructional duties are not directly involved with the instructional program or the implementation of the standard course of study, but that all teachers are expected to do (e.g., bus duty, lunch duty, and hall duty).
Extra-curricular activities are activities performed by a teacher involving students that are outside the regular school day and not directly related to the instructional program.
NCEES Timeline
Beginning teachers will be assessed annually using the Comprehensive Evaluation Cycle. This timeline ensure BTs receive appropriately spaced observations, feedback, and support in a timely manner throughout the year for professional growth.
Administrators should have any Beginning Teacher (1, 2, or 3) complete this form if they voluntarily participate in or lead any extra-curricular activity during the school year. Extra-curricular activities are those outside the regular instructional day.
BTSP Handbook 2021.pdfBeginning Teacher Support Program Handbook
This handbook provides an overview of the NC Beginning Teacher Support Program.
Getting New Teachers Off to a Strong Start
(Originally titled “How Principals Can Support New Teachers”)
In this article in Educational Leadership, Todd Whitaker and Madeline Whitaker Good
(University of Missouri) and Katherine Whitaker (a Kansas City, Missouri high-school
teacher) say new teachers can bring energy and ideas to schools, but that depends on getting
good support from their principals. Whitaker, Good, and Whitaker have these suggestions:
• Be in classrooms.
Many school leaders believe it’s wise to leave new teachers alone
for 4-6 weeks. “In actuality,” say the authors, “new teachers say they want principals in their
room immediately.” Frequent informal visits starting on the first day of school are the best way
to provide reassurance, build trust, and give the quick tips that will help rookies succeed.
Regular visits are also the key to preventing bad habits from forming; those will take much
more time to undo later in the year.
• Assign the right mentors.
Convenience is often the default criterion, with mentors
assigned by seniority or with location on campus, grade level, and schedule in mind. Instead,
say Whitaker, Good, and Whitaker, principals should make choices much more intentionally,
based on the implicit message being given to the new teacher: This is who we want you to be
like. “The right mentor,” they say, “can be a blessing and serve as a guide and role model.”
• Reduce isolation.
“This is important,” say the authors, “because the club that pushes
negativity always has room for one more member.” Positive staff members should be
encouraged to reach out to newbies and stay in touch as the year progresses.
• Help with classroom management.
Administrative presence in classrooms is
important, but the key is new teachers having the toolkit they need to manage students when no
other adults are around. Simple things like greeting students at the door and moving around the
classroom can prevent many problems, but when a class goes off the rails, new teachers need
to learn how to do a “reset,” dramatically reminding students of expectations and putting new
systems in place.
• Give permission to say no.
New teachers should be told that they don’t have to be at
every school event, volunteer for every committee, and get involved in the PTA or fall social.
Their full energy should be focused on their classroom and curriculum. “We need to give them
the time, support, and space to find success within their classroom walls,” say Whitaker, Good,
and Whitaker, “before we expect them to complete less crucial tasks.”
Original Source:“How Principals Can Support New Teachers” by Todd Whitaker, Madeline Whitaker Good,and Katherine Whitaker in Educational Leadership, September 2019 (Vol. 77, #1, pp. 50-54),https://bit.ly/2kouIqW ; Todd Whitaker can be reached at whitakertc@missouri.edu .