• UNION COUNTY PUBLIC SCHOOLS (UCPS)

    BEGINNING TEACHER SUPPORT PROGRAM

    Meet your customer-friendly Beginning Teacher Support Coordinators...

    Delivering support that is...

     "Personal, Positive, Professional"

    (Forest Hills, Piedmont, and Porter Ridge Clusters)

    Ms. Christy Scott

    Beginning Teacher Support District Facilitator

    christy.scott@ucps.k12.nc.us

     

     
    (Cuthbertson, Sun Valley, and Weddington Clusters)
     

    Mrs. Julie Kohlbrenner

    Coordinator-Beginning Teacher Support

     
     
     
     
    (Monroe and Parkwood Clusters)
     

    Dr. Adriane Mingo

    Coordinator-Beginning Teacher Support

     
     

    Union County Public Schools 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.                                                                        

    The Beginning Teacher Timetable

    Timetable

     

    Year 1

     The beginning teacher:

    • 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 2021-2022 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 2

     The beginning teacher:

    • 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 2021-2022 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 3

    The beginning teacher:

    • 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 2021-2022 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.

      RESOURCES

    Resources

    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

    BT-Mentor Support Facilitator Handbook - Revised August 2021

    2021-2022 NCDPI Beginning Teacher Support Program Audit

    2021-2022 Timelines for Evaluation Procedures

     

    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

    Queens University Degree Program Resources

    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?

     Click the link below to review the UCPS Mentor Application/ Agreement. 

    UCPS MENTOR APPLICATION - AGREEMENT

    Make the greatest difference by supporting a beginning teacher who will continue to positively impact students for the rest of their lives.

     

    HISTORICAL FILE: BEGINNING TEACHER NEWSLETTERS

    BT Newsletter April 2022

    BT Newsletter March 2022

    BT Newsletter February 2022

    BT Newsletter January 2022

    BT Newsletter October 2021

    BT Newsletter September 2021

    BT Newsletter October 2019

    BT Newsletter April 2019

    BT Newsletter March 2019

    BT Newsletter February 2019

    BT Newsletter January 2019

    BT Newsletter December 2018

    BT Newsletter November 2018

    BT Newsletter October 2018

    BT Newsletter November 2019

    BT Newsletter December 2019

    BT Newsletter January 2020

    BT Newsletter March 2020

     

    **********************

    SNAPSHOTS OF HISTORICAL BT SUPPORT ACTIVITIES

    Snapshot

    HR BEGINNING TEACHER (BT) SUPPORT SESSIONS 

    Scott BT Support BT Support- Elementary and Secondary

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

      

    Lateral Entry Support Session  BT Continuum

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

    Beginning Teacher Continuum  

    Mingo 2  Mingo

      Dr. Adriane Mingo presents resources for effective classroom management.

     

    BT Support Session  V.G. Snippet

    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

     BTMSF Meeting  BTMSF

     

    TBTMSF3  BTMSF Roles

    Our AWESOME Beginning Teacher-Mentor Support Facilitators (BTMSF) 

     

    Dr. McNeil-Horton BT-MENTOR SUPPORT FACILITATOR MEETING

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

                              

     

    U Snippet

     

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