Rutherford County Schools' support program for Beginning Teachers is provided in a variety of ways.
1. are assigned a mentor.
2. have access to a system Teacher Support Specialist.
3. develop a professional development plan to help them focus on areas they wish to strengthen.
4. can attend school level and system level BT Meetings designed to help them grow as a professional.
5. have access to both online and face to face professional development opportunities.
6. are observed by administrators and peers to provide feedback and to offer support.
Who is a Beginning Teacher?
* New Graduates of Teacher Education Programs
* Teachers who have taught less than three years in states where we have reciprocity
* Teachers who have taught any length of time in states where we do not share reciprocity are subject to participation in the initial licensure program unless otherwise determined by the NC Department of Public Instruction
* Teachers who have taught any length of time in non-public schools are subject to participate in the initial licensure program unless otherwise determined by NC Department of Public Instruction
* Teachers who have taught at Institutions of Higher Education for any length of time
* All lateral entry teachers
The Beginning Teacher Program
Rutherford County Schools provides beginning teachers with a three day orientation program in August which includes information on personnel policies and benefits, an overview of state and local curriculum initiatives as well as testing and accountability information, classroom management and technology. The New Teacher Orientation includes a time set aside for a special breakfast honoring the beginning teachers. They are introduced to the school board and to the central office staff . Prior to the New Teacher Orientation, lateral entry teachers attend a seven day orientation to help prepare them for the classroom. These teachers are also involved in the three-day New Teacher Orientation.
Monthly meetings are held for first year teachers. Topics include classroom management, lesson design, differentiation of instruction, assessment, graphic organizers, stress and time management, the evaluation process, reflection, EOC/EOG survival skills, parent/community collaboration, and working with students with disabilities. Ongoing classroom visits and in-classroom support as well as individual teacher meetings are conducted.