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Beginning Teacher Support Program Peer Review Process Training for Charter Schools June 2013

Beginning Teacher Support Program Peer Review Process Training for Charter Schools June 2013 . Goals of Peer Review Process Increase teacher effectiveness, thus student achievement Help build capacity for “critical friend” collaboration Encourage reflection for BT support and retention

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Beginning Teacher Support Program Peer Review Process Training for Charter Schools June 2013

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  1. Beginning Teacher Support ProgramPeer Review ProcessTraining for Charter SchoolsJune 2013

  2. Goals of Peer Review Process • Increase teacher effectiveness, thus student achievement • Help build capacity for “critical friend” collaboration • Encourage reflection for BT support and retention • Strengthen our profession through regional collaboration

  3. Benefits of the Process Aligns with what is expected from teachers 21st century skills, collaboration Improves BT Support Increases guidance and benefits for BTs by holding districts and charters accountable Improves retention Increases Student Achievement Recognizes uniqueness of each charter school Increased awareness and development through collaboration in professional learning communities

  4. Background Information • How did we get here? Concerns of Beginning Teachers…. • 58% said they received no release time to observe other teachers. • 47% had no formal time to meet with their mentor during school hours. • 31% never met with their mentor to develop lesson plans. • 53% never observed their mentor teaching. • 33% never analyzed student work with their mentor. (2010 Teacher Working Conditions Survey)

  5. BTSP Peer Review Process State Policy #TCP-A-004 (November 4, 2010) Self-Assessment Annual Peer Review Process Five Year Review

  6. BTSP Peer Review Implementation Process 2009-2010 Mentor Task Force Work: Creating Standards and Elements 2010-2011 BTSP Ad Hoc Committee Work: Designing Process, Forms, Training May 2011 BTSP Pilot Process August 2011 Training for LEAs2011-2012 BTSP Peer Review Implemented for LEAs

  7. BTSP Peer Review Implementation Process June 2013 Training for Charters2013-2014 BTSP Peer Review - Year 1 for Charters -Regional Pairings -Guided by REFs 2014-2015 Year 2 for Charters2015-2016 Year 3 for Charters2016-2017 Year 4 for Charters2017-2018 Year 5 for Charters, 5 Year Review

  8. Mentor Task Force Charge (in relation to the Peer Review Process) *Share information*Engage in new learning on new teacher induction*Dialogue with stakeholders, policymakers, and representatives from higher education including community colleges and universities within the region to learn about innovative research and programs*Systematically assess where the induction program fits on the Beginning Teacher Support Program continuum.

  9. BTSP Ad Hoc Committee Create informal learning groups within each of the eight North Carolina regions. Under the management and leadership of the Regional Education Facilitators the groups will: Be matched, to the degree possible, according to size, new teacher population and/or program design. Participate in annual Peer Reviews to learn about Beginning Teacher Support Programs and offer/receive “critical friend” feedback. Work together during the Peer Review meetings to assess where each induction program is on defined program standards and offer insights on ways to move forward on the continuum.

  10. State Board Policy TCP-A-004 4.130 Beginning Teacher Support Program Annual Reports, Annual Peer Review and Process, and Five Year Formal Review Reports Each LEA, charter school, or non-public institution with an approved Beginning Teacher Support Program plan must submit an annual report on its Beginning Teacher Support Program to the Department of Public Instruction by October 1 that includes evidence of demonstrated proficiency on the Beginning Teacher Support Program Standards and of mentor success in meeting Mentor Standards.

  11. State Board Policy TCP-A-004 Every fifth year NCDPI will formally review Beginning Teacher Support Programs to review evidence and verify that program proficiency is demonstrated on all Beginning Teacher Support Program Standards. The monitoring team should report any standards and key elements where programs are not deemed at least proficient to NCDPI. Programs that are rated developing on the standards continuum should be put on an improvement plan and reviewed more frequently to ensure that all beginning teachers are supported.

  12. State Board Policy TCP-A-004 In order to assist in progressing along the Beginning Teacher Support Program continuum to provide the highest quality support to beginning teachers, schools will participate in implementing a regionally-based annual peer review and support system

  13. BTSP Self-Assessment Growth Process Critical review of current BTSP program Rating Scale (aligned with NCEES) Five Program Standards Sample Evidences Document

  14. Self Assessment Standard 3: Mentoring for Instructional Excellence

  15. BTSP Annual Peer Review Process Growth Process documented by REFs Review of current BTSP program by “critical friend” Within regions Optional cross region additional collaboration Rating Scale (aligned with NCEES) Five Program Standards Sample Evidences Document

  16. BTSP Peer Review Process Standard 5: Formative Assessment of Candidates and Programs

  17. BTSP Annual Peer Review Process What to bring to Annual Peer Reviews? Self-Assessment (and next steps based on reflection of self-assessment) Evidences and Artifacts Current BTSP Plan Previous Annual Peer Review forms (after first year) Other?

  18. BTSP Annual Peer Review Support Support options through technology Web Conferencing: Skype, Webinars, Wimba Websites: NCDPI Professional Development Repository Interactive tools: Wikis, User Group, Blog, etc

  19. 5 Year BTSP Review What to prepare for 5 Year BTSP Reviews? Five annual Self Assessments Five annual Peer Reviews Current BTSP Plan Other Supporting Documentation

  20. 5 Year BTSP Review Every fifth year NCDPI will formally review district BTSPs to review evidence and verify that program proficiency is demonstrated on all BTSP Standards. NCDPI will address any program standards and key elements where programs are not deemed at least proficient. Programs that are rated developing on the standards continuum will be put on an improvement plan and reviewed more frequently to ensure that all beginning teachers are supported.

  21. Expectation of 5 Year BTSP Review Although the first 5 Year BTSP Review for charter schools will not occur until 2018, charters are required, beginning school year 2013-2014, to: Complete annual Self-Assessment and make necessary adjustments to plans as a result Participate in annual BTSP Peer Review process **The 5 Year BTSP Review will closely mirror the Self-Assessment and Peer Review forms**

  22. Questions, Comments, Concerns Any further explanation needed? Any questions? Expect a schedule from your REF for Peer Reviews during the 2013-2014 school year. If you have a particular school you would like to be paired with, please let your REF know.

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