Beginning Teacher Support Program

The Beginning Teacher Support Program is a state-mandated three-year induction program designed to support beginning teachers. The program is structured so that the experiences of beginning teachers are positive and focused on the knowledge, skills, and dispositions associated with effective teaching. The support program's platform is aligned with the North Carolina Professional Teaching Standards, the North Carolina Educator Effectiveness System, and the research-based Beginning Teacher Continuum with targeted support from mentors within the school's Professional Learning Community (PLC). Each school is assigned a highly skilled Beginning Teacher Support Coordinator who aligns resources based on feedback from administrators, BT surveys, partnering stakeholders, and one-on-one and group support sessions with beginning teachers.

Dr. Lillian G. Rorie, Director of HR Support Services

lillian.rorie@ucps.k12.nc.us

Beginning Teacher Timetable

Year One
- Is assigned a mentor
- Is provided an orientation
- Completes the initial, mid-year, and end-of-year Professional Development Plan by the established timelines with the signature of the mentor and administrator
- Is observed on the NC Teacher Evaluation System at least three times by an administrator and once by a peer observer according to established timelines (See UCPS 2022-2023 Timelines for Evaluation Procedures).
- Receives a summary evaluation by the principal according to the established timelines
- Completes an Optimum Working Conditions Consent Form for any extra-curricular activities.
- Attends professional development activities required/prescribed by the district/school
- Signs the Mentor Timelines/Checklists on a quarterly basis.
- Submits First-Year Beginning Teacher Files to the Canvas Course according to established timelines.
Year Two
- Continues to have a mentor
- Is provided an orientation
- Completes the initial, mid-year, and end-of-year Professional Development Plan by the established timelines with the signature of the mentor and administrator
- Is observed on the NC Teacher Evaluation System at least three times by an administrator and once by a peer observer according to established timelines (See UCPS 2022-2023 Timelines for Evaluation Procedures.)
- Receives a summary evaluation by the principal according to the established timelines
- Completes an Optimum Working Conditions Consent Form for any extra-curricular activities.
- Attends professional development activities required/prescribed by the district/school
- Signs the Mentor Timelines/Checklists on a quarterly basis.
- Submits Second-Year Interim Requirements Files to the Canvas Course according to established timelines.
Year Three
- Continues to have a mentor teacher
- Is provided an orientation
- Completes the initial, mid-year, and end-of-year Professional Development Plan by the established timelines with the signature of the mentor and administrator
- Is observed on the NC Teacher Evaluation System at least three times by an administrator and once by a peer observer according to established timelines (See UCPS 2022-2023 Timelines for Evaluation Procedures).
- Receives a summary evaluation by the principal according to the established timelines
- Completes an Optimum Working Conditions Consent Form for any extra-curricular activities.
- Attends professional development activities required/prescribed by the district/school
- Signs the Mentor Timelines/Checklists on a quarterly basis.
- Submits the Third-Year Cumulative File to the Canvas Course according to established timelines.
Note: The Third-Year Cumulative File initiates the process for converting the Initial License to the Continuing License.

Mentoring

Are you an experienced, highly effective teacher who is interested in mentoring a beginning teacher?

Do you have a sense of optimism for teaching; the ability to listen well, the capacity to engage in reflective dialogue that nurtures the independent ability of a beginning teacher to asses and enhance his or her practice; a commitment to continuous professional development; a desire to serve all students equitably regardless of socio-economic status, first language, exceptionality or race; the ability to adapt instructional methods to the individual needs of students; a commitment to collaboration; and the ability to utilize multiple types of assessments of student work and adapt instruction from the analysis of assessment?

Make the greatest difference by supporting a beginning teacher who will continue to positively impact students for the rest of their lives. Review the UCPS Mentor Application / Agreement .

Contact Us

Local Resources

UCPS Licensure Exams Resources

UCPS Beginning Teacher Support Program Approved Plan

Beginning Teacher Support Site-Based Plan Samples

Licensure Support Services

Alternative Licensure Ten-Day Professional Development Form

First-Year Alternative Licensure Ten-Day PD Infographic

BT-Mentor Support Facilitator Handbook - Revised August 2021

2021-2022 NCDPI Beginning Teacher Support Program Audit

2021-2022 Timelines for Evaluation Procedures

Classified Personnel Assignments

Licensure Assignments

State Resources

NCDPI Beginning Teacher Support Website

SBE Policy TCED-016 Beginning Teacher Support

NCDPI Educator Resources

NC New Teacher Support Program

NC Regional Education Facilitators

Regional Alternative Licensing Center, Charlotte, NC

NC Mentor Program Manual

Historical Information

Newsletters
Beginning Teacher Support Activities

HR BEGINNING TEACHER (BT) SUPPORT SESSIONS

Ms. Christy Scott, BT Support District Facilitator, provides an overview of beginning teacher support systems.

Mrs. Julie Kohlbrenner provides information on course requirements (left) and the Beginning Teacher Continuum (right).

Dr. Adriane Mingo presents resources for effective classroom management.

Ms. Virginia Gutierrez shares requirements for converting an Initial License to a Continuing License.

BT-MENTOR SUPPORT FACILITATOR MEETING WITH GUEST PRESENTER, DR. KAROL MCNEIL-HORTON

T

Our AWESOME Beginning Teacher-Mentor Support Facilitators (BTMSF)

Dr. Karol McNeil-Horton, NCDPI Southwest Region Education Facilitator, and Dr. Lillian G. Rorie, Director of Human Resources Support Services.