CMS New Teacher Induction Program (NTIP)
S.E.E.K.
(Supporting Educational Excellence for Kids)
Charlotte Mecklenburg Schools is dedicated to making a positive impact on teacher development and retention. New teacher support is strategic and targeted. The over-arching goal of the New Teacher Induction Program (NTIP) initiative is to provide opportunities that focus on solidifying the basics for effective teaching through job-embedded professional development opportunities and provide on-going support through one-on-one, small group and zone-based sessions to address individual content and pedagogical needs.
New Teacher Academy (NTA) includes face-to-face and online courses and follow-up site-visits to provide more targeted instructional planning support. Participation in one online and two 10-hour New Teacher Academies are part of this initiative to retain, support, and develop teacher leaders. The 10-hour Academies focus on instructional strategies and classroom management, while the online module is an independent study through Action Research.
New teachers also receive the monthly newsletter, S.E.E.K. & FIND, which highlights district PD designed specifically for new teachers and includes other professional development opportunities important to the development of effective classroom teachers. The newsletter is packed full of online and print resources for teachers.
In alignment with the state mentoring model, the CMS Mentor Program is implemented to ensure our beginning teachers have every opportunity to attain success. Each school site has a mentor contact who is also a trained mentor. Each new teacher is assigned a site-based mentor and participates in an orientation at the school level. Mentor Contacts arrange monthly, school-based, support meetings and professional development for beginning teachers and mentors. Training is provided for mentors and mentor contacts at the district level throughout the year. In Academy I mentors receive system-level training for their positions. Academy II provides ongoing training and participants are encouraged to participate in Supportive Interaction courses, Differentiation Academy, or an Urban Education course. Contact support, administrative support, and school visits are all provided within the mentoring programs.
New Teachers are encouraged to take advantage of Learning Lab Visits to Professional Development Master Teachers (PDMTs). An individual visit to a PDMT Learning Lab includes a pre-conference conversation to discuss the focus for the visit and a post-conference to ensure the successful implementation of new strategies in the visiting teachers’ classrooms. Visiting teachers develop and implement a lesson plan as a result of the visit and analyze student work samples before attending the post-conference to discuss the impact of teacher learning on student learning. This completion of the circular PD process provides support to visiting teachers as they implement strategies learned during the Lab Visits.
New Teacher Orientation, NTO, is a 3-day experience for new teachers. NTO takes place in August and allows the new teachers to meet with the Teacher PD Department as well as their content area specialists. Teachers have a chance to learn more regarding what they are teaching and how they are supported in CMS.
The investment we are making in new teachers today will ultimately create teacher leaders tomorrow.
S.E.E.K.
(Supporting Educational Excellence for Kids)
Charlotte Mecklenburg Schools is dedicated to making a positive impact on teacher development and retention. New teacher support is strategic and targeted. The over-arching goal of the New Teacher Induction Program (NTIP) initiative is to provide opportunities that focus on solidifying the basics for effective teaching through job-embedded professional development opportunities and provide on-going support through one-on-one, small group and zone-based sessions to address individual content and pedagogical needs.
New Teacher Academy (NTA) includes face-to-face and online courses and follow-up site-visits to provide more targeted instructional planning support. Participation in one online and two 10-hour New Teacher Academies are part of this initiative to retain, support, and develop teacher leaders. The 10-hour Academies focus on instructional strategies and classroom management, while the online module is an independent study through Action Research.
New teachers also receive the monthly newsletter, S.E.E.K. & FIND, which highlights district PD designed specifically for new teachers and includes other professional development opportunities important to the development of effective classroom teachers. The newsletter is packed full of online and print resources for teachers.
In alignment with the state mentoring model, the CMS Mentor Program is implemented to ensure our beginning teachers have every opportunity to attain success. Each school site has a mentor contact who is also a trained mentor. Each new teacher is assigned a site-based mentor and participates in an orientation at the school level. Mentor Contacts arrange monthly, school-based, support meetings and professional development for beginning teachers and mentors. Training is provided for mentors and mentor contacts at the district level throughout the year. In Academy I mentors receive system-level training for their positions. Academy II provides ongoing training and participants are encouraged to participate in Supportive Interaction courses, Differentiation Academy, or an Urban Education course. Contact support, administrative support, and school visits are all provided within the mentoring programs.
New Teachers are encouraged to take advantage of Learning Lab Visits to Professional Development Master Teachers (PDMTs). An individual visit to a PDMT Learning Lab includes a pre-conference conversation to discuss the focus for the visit and a post-conference to ensure the successful implementation of new strategies in the visiting teachers’ classrooms. Visiting teachers develop and implement a lesson plan as a result of the visit and analyze student work samples before attending the post-conference to discuss the impact of teacher learning on student learning. This completion of the circular PD process provides support to visiting teachers as they implement strategies learned during the Lab Visits.
New Teacher Orientation, NTO, is a 3-day experience for new teachers. NTO takes place in August and allows the new teachers to meet with the Teacher PD Department as well as their content area specialists. Teachers have a chance to learn more regarding what they are teaching and how they are supported in CMS.
The investment we are making in new teachers today will ultimately create teacher leaders tomorrow.