Human Resources

Dr. Walter Jackson, III Assistant Superintendent Melissa Rogers Director of Certification

Beginning Teachers• The Initially Licensed Teacher (ILT):

• Receives a Standard Professional 1 License, valid for 3 years• Assigned a mentor by the LEA, administrator must assign in McREL• Provided an orientation/training• Develops a PDP, updates for the remaining 2 years• Observed at least 4 times, (3 administrator/1 peer) culminating with a summative evaluation

– LEA submits required information, and requests a Standard Professional 2 (SP2) License• At which time the teacher will receive a license valid for 5 years

– Year 4 is a Probationary year, Status is “Probationary 4”• At the end of the year, tenure recommendation takes place and Career Status is awarded.• Teacher is “Career Status 1” for the following school year

• Status for an ILT:Probationary 1, 2, 3, 4; Career Status 1, 2, 3, 4, 5.

Beginning Teachers (cont.)• The Lateral Entry Teacher (LE):

Is issued a “Lateral Entry Provisional Professional Educator's License”. Valid for 3 years Must submit coursework at the end of each year as stipulated in plan Must have completed all coursework/requirements by the end of year 3.

Plus, Assigned a mentor by the LEA, administrator must assign in McREL Provided an orientation/training Develops a PDP, updates for the remaining 2 years Observed at least 4 times, (3 administrator/1 peer) culminating with a summative evaluation

(which will satisfy his/her BT requirements at the end of the 3 year process)

LEA submits required information, and requests a Standard Professional 1 (SP1) License

At which time the teacher will receive a license valid for 3 years

The LE Teacher Status: LE 1, 2, 3; Probationary 1, 2, 3, 4; (the tenure process begins here with year 1. Career Status

Qualifying for a Lateral Entry License Must have at least a Bachelor’s degree from a Regionally Accredited College or University and Meet (1) of the criteria from each side below

ONE OF THE FOLLOWING: ANDRelevant Degree*See Note Below

OR 24 Semester Hours of course work in

core area *See Note Below

OR Passing score on the Praxis II subject assessment test(s) for the area of license

ORThe American Council on the Teaching of

Foreign Languages (ACTFL)(The ACTFL is only for WorldLanguages except English)

ONE OF THE FOLLOWING:2.5 GPA

ORFive years of experience considered relevant

by the employing LEA

ORPassing scores on Praxis I, or a total SAT

score of 1100, or total ACT score of 24

plus one of the following:

GPA of 3.0 in the major field of study

OR

GPA of 3.0 in all courses in senior yearOR

GPA of 3.0 on a minimum of 15 semester

hours of courses completed within the last five years after the bachelor’s degree.

CONTINUED from Slide 1

*NOTE:

Qualifying for a lateral entry license requires a bachelor’s degree from a regionally accredited college/university and one the items from both sides of the above table. Further requirements will be outlined upon receipt of a lateral entrance license to be satisfied in order to qualify for a clear, Standard Professional I or II license.

Qualifying for a lateral entry license in Elementary Education OR Exceptional Children (Teacher of Record) requires prior to employment, the Praxis II subject assessment and at least a bachelor’s degree.

Qualifying for a lateral entry license in English as a Second Language requires a degree in English, OR 24 semester hours in English OR Linguistics, OR passing the Praxis II subject assessment.

Effective 7/1/08, individuals who do not fulfill the requirements of their lateral entry license within the three years they are initially given may be issued another lateral entry license provided: *They have passed the required Praxis II exam(s) for the specialty area in which the license will be issued and *At least six years have passed since the prior lateral entry license was issued.

Example: *The initial license was issued 2005-2008; *Applicant did not complete all requirements; *The ineligible time period 2008-2011; *Upon employment, the applicant is eligible for another lateral entry with passing Praxis II effective 7/1/2011.

Professional Educator’s Licensure Renewal Process (CEU’s)

During the 2011 session, the General Assembly reduced the number of renewal credits required to renew a Standard Professional 2 license from 15 to 7.5. As a result, the State Board of Education approved the following requirements to renew the Standard Professional 2:

Professional Educators: 1 renewal credit for literacy 1 renewal credit in the specific academic subject area and 2 renewal credits for technology (LEA mandated) 3.5 general credits (as determined by the LEA, if employed), not to include years

of experience

Administrators: 3.5 credits focused on the school executive’s role as instructional, human

resources and managerial leader 2 renewal credits for technology (LEA mandated) 2.0 general credits (as determined by the LEA, if employed), not to include years

of experience

http://www.ncpublicschools.org/licensure/update/

HOW DO TEACHERS ACHIEVE NATIONAL BOARD CERTIFICATION?

• The assessment process for National Board Certification requires candidates to complete two major components: – a portfolio of classroom practice including samples of student work and videotapes

of teacher instruction, – and an assessment of content knowledge administered at a computer-based

testing center. • It is estimated that the process will take the better part of a school year and involve a total of 200-

400 hours of work outside of the classroom.

• Application Process:– www.nbpts.org

• Support from the state of North Carolina/Funding– http://www.ncpublicschools.org/recruitment/nationalboardcertification/

• teachers who complete National Board Certification may earn the 7.5 credits. Those who are in the 10-year National Board renewal cycle may earn 2 credits (1 for content and 1 for literacy).

Purpose• Purpose • The intended purpose of the North Carolina Teacher Evaluation

Process is to assess the teacher’s performance in relation to the North Carolina Professional Teaching Standards and to design a plan for professional growth. The principal or a designee (hereinafter “principal”) will conduct the evaluation process in which the teacher will actively participate through the use of self-assessment, reflection, presentation of artifacts, and classroom demonstration(s).

• A local board shall use the North Carolina Professional Teaching Standards and North Carolina Teacher Evaluation Process unless it develops an alternative evaluation that is properly validated and that includes standards and criteria similar to those in the North Carolina Professional Teaching Standards and North Carolina Teacher Evaluation Process.

Process• Process • The North Carolina Teacher Evaluation Process shall include

the following components: • Component 1: Training • Before participating in the evaluation process, all teachers,

principals and peer evaluators must complete training on the evaluation process.

• Component 2: Orientation • Within two weeks of a teacher’s first day of work in any school

year, the principal will provide the teacher with a copy of or directions for obtaining access to a copy of:

Process• A. The Rubric for Evaluating North Carolina Teachers; • B. This policy; and • C. A schedule for completing all the components of the evaluation process. • Copies may be provided by electronic means. • Component 3: Teacher Self-Assessment • Using the Rubric for Evaluating North Carolina Teachers, 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.

• Component 4: Pre-Observation Conference • Before the first formal observation, the principal shall meet with the teacher

to discuss the teacher’s self- assessment based on the Rubric for Evaluating North Carolina Teachers, the teacher’s most recent professional growth plan, and the lesson(s) to be observed. The teacher will provide the principal with a written description of the lesson(s). The goal of this conference is to prepare the principal for the observation. Pre-Observation conferences are not required for subsequent observations.

Process• Component 5: Observations • A. A formal observation shall last at least forty-five minutes or

an entire class period • B. Probationary Teachers • 1. The principal shall conduct at least three formal

observations of all probationary teachers. • 2. A peer shall conduct one formal observation of a

probationary teacher.

Process• C. Career Status Teachers • 1. Career teachers shall be evaluated annually, unless the LEA

establishes a different evaluation cycle for career teachers. • 2. During the year in which a career status teacher participates

in a summative evaluation, the principal shall conduct at least three observations, including at least one formal observation.

Process• During observations, the principal and peer (in the case of a

probationary teacher) shall note the teacher’s performance in relationship to the applicable Standards on the Rubric for Evaluating North Carolina Teachers.

• Component 6: Post-Observation Conference • The principal shall conduct a post-observation conference no

later than ten school days after each formal observation. During the post-observation conference, the principal and teacher shall discuss and document on the Rubric the strengths and weaknesses of the teacher’s performance during the observed lesson.

Process• Component 7: Summary Evaluation Conference and Scoring

the Teacher Summary Rating Form • Prior to the end of the school year and in accordance with LEA

timelines, the principal shall conduct a summary evaluation conference with the teacher. During the summary evaluation conference, the principal and teacher shall discuss the teacher’s self-assessment, the teacher’s most recent Professional Growth Plan, the components of the North Carolina Teacher Evaluation Process completed during the year, classroom observations, artifacts submitted or collected during the evaluation process and other evidence of the teacher’s performance on the Rubric.

Process• At the conclusion of the North Carolina Teacher Evaluation

Process, the principal shall: • A. Give a rating for each Element in the Rubric; • B. Make a written comment on any Element marked “Not

Demonstrated”; • C. Give an overall rating of each Standard in the Rubric; • D. Provide the teacher with the opportunity to add comments

to the Teacher Summary Rating Form; • E. Review the completed Teacher Summary Rating Form with

the teacher; and • F. Secure the teacher’s signature on the Record of Teacher

Evaluation Activities and Teacher Summary Rating Form.

Process• Component 8: Professional Development Plans • Individual Growth Plans • Teachers who are rated at least “Proficient” on all the

Standards on the Teacher Summary Rating Form shall develop an Individual Growth Plan designed to improve performance on specifically identified Standards and Elements.

Process• Monitored Growth Plans • A teacher shall be placed on a Monitored Growth Plan

whenever he or she: • A. Is rated “Developing” on one or more Standards on the

Teacher Summary Rating Form; and • B. Is not recommended for dismissal, demotion or nonrenewal. • A Monitored Growth Plan shall, at a minimum, identify the

Standards and Elements to be improved, the goals to be accomplished and the activities the teacher should undertake to achieve Proficiency, and a timeline which allows the teacher one school year to achieve Proficiency. A Monitored Growth Plan that meets those criteria shall be deemed to satisfy the requirements of N.C. Gen. Stat. § 115C-333(b).

Process• Directed Growth Plans • A teacher shall be placed on a Directed Growth Plan whenever he or

she: • A. Is rated • 1. “Not Demonstrated” on any Standard on the Teacher Summary Rating

Form; or • 2. “Developing” on one or more Standards on the Teacher Summary

Rating Form for two sequential years: and • B. Is not recommended for dismissal, demotion or nonrenewal. • The Directed Growth Plan shall, at a minimum, identify the Standards

and Elements to be improved, the goals to be accomplished, the activities the teacher shall complete to achieve Proficiency, a timeline for achieving Proficiency within one school year or such shorter time as determined by the LEA. A Directed Growth Plan that meets those criteria shall be deemed to satisfy the requirements of N.C. Gen. Stat. § 115C-333(b).

Process• Component 9: Effective Dates and Effect on Licensing and

Career Status • Effective with the 2008-2009 school year, LEAs may evaluate

teachers using this policy. • Effective with the 2010-2011 school year, all teachers in North

Carolina will be evaluated using this policy unless a local board develops an alternative evaluation that is properly validated and that includes standards and criteria similar to those in the North Carolina Professional Teaching Standards and North Carolina Teacher Evaluation Process in which case the local board shall use that instrument.

Process• Beginning Teachers • Effective 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.

• Probationary Teachers • Effective 2010-2011, a principal must rate a probationary

teacher as “Proficient” on all five North Carolina Professional Teaching Standards on the most recent Teacher Summary Rating Form before recommending that teacher for career status.

Sample of Action PlanPROBLEM GOAL STRATEGIES EVIDENCE OF

COMPLETIONCOMPLETION

DATE

STANDARD I a:Teachers lead in the classroom• Failure to use data to

understand the skills and abilities of students

• Failure to take responsibility for the progress of students to insure they graduate from high school

• No evidence of data driven

instruction

1. Teacher does not

maintain grade book

2. Teacher does not use data

notebooks or track

student data

based as required

Use data to organize andplan instruction

Show evidence of student maintained data notebooks and data tracking on bulletin boards

Conduct remediation sessions for students needing extra help in attaining goals

Incorporate enrichment activities for students who are superseding performance goals

1. Seek assistance fromthe curriculum facilitator to design assessments that are aligned with the NC- SCOS/Common Core.

2. Track student performance

on assessments to identify strengths and weaknesses on various objectives and goals

3. Have students take ownership

of their performance by their maintaining personal data notebooks and tracking data on bulletin board displays

Assessments are markedand identified by goals and objectives

Grade book is up to date and individual student progress in tracked

Bulletin boards and student data notebooks are up to date and maintained

Lesson plans denote remediation/enrichment strategies

50% of class exhibits growth on upcoming benchmark

Ongoing December20 to March 20

Significant improvement must be observed in all performance expectation areas by April 1, 20

Sample continued:

DEFICIENCY PERFORMANCEEXPECTATION

NCSCOS/COMMON CORE

EVIDENCE OFCOMPLETION

PROGRESS REVIEWDATES

STANDARD II a, e:Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults

Teachers work collaboratively with the families and significant adults in the lives of their students

•Failure to appreciate and establish nurturing relationships with students•Failure to respond and communicate with family of students1. All students are

Work on being fair to allstudents in class either through verbal or nonverbal communication

Teacher works collegially and collaboratively with colleagues, families of students, and contributes to the community

1. Unannouncedobservations will occur by instructional support personnel. These observations will serve as data collection events where the teacher’s responses to students will be tallied and document. After the observations, a post- conference will occur to give the teacher an opportunity to reflect on the data and make a plan to change any negative patterns.2. Create a notebook

where you record conversations with colleagues and

The plan developed afterdata collection to improve teacher/student interaction.

Reflective section of communication notebook.

Parent newsletter or other form of documentation of consistent communication with parents.

Ongoing from _______, 20_, to_____, 20__.

Significant improvement must be observed in all performance expectation areas by ___,20__.