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North Coast Beginning Teacher Program

ADMINISTRATORS

Administrators play an important role in the success of new teachers. Through our joint efforts, school and district administrators and the North Coast Beginning Teacher Program recruit more teachers into the profession, support new teachers in becoming fully qualified and credentialed, increase new teacher retention rates, and improve the quality of educational experiences for students. 

Administrators increase the success of teachers participating in the North Coast Beginning Teacher Program in a variety of ways.  Thank you for your support of new teachers and for your ongoing dedication to their success! 

Here are a few important highlights regarding ways school and district administators support their new teachers:

First Steps for Beginning Teacher Success:

• Work with the District Coordinator to select support providers who meet selection criteria

• Identify as soon as possible all eligible beginning teachers

• Match beginning teachers with support providers (preferred match includes same site and similar grade level, credential authorization, and subject matter) within 30 days of employment

• Conduct initial Site Orientation for beginning teachers to inform them about site and district resources, personnel, health and safety, and special education policies and procedures

• Limit extracurricular duties for both beginning teachers and support providers

• Provide release time for classroom observations for beginning teachers and support providers

• Provide opportunities for ongoing professional development

• Attend Administrators’ training, workshops, and/or informational meetings

Commitment to Philosophy of Program:

The administrator’s awareness and acceptance of the supportive and non-judgmental approach to beginning teacher support provides teachers with a sense of collegiality and security during their critical first years in the profession.  It is essential that the superintendent, principal and district administrators convey to all involved parties that the credential programs are separate and distinct from the school’s legally mandated teacher evaluation cycle.

Understand the Underpinnings of the NCBTP:

All components of credentialing are firmly grounded in the California Standards for the Teaching Profession (CSTP).  Aligning the CSTPs with the district evaluation tool and ongoing professional development is beneficial for ALL teachers in your district.

Selection of Support Providers:

Highly qualified Support Providers make all the difference for beginning teachers!

• Adopt district policies that reflect a rigorous selection process for Support Providers

• Build a pool of highly qualified Support Providers

• Facilitate the full implementation of the roles and responsibilities of the Intern and/or Induction Program Support Providers

Appropriate Assignments:

Novice teachers are more likely to be successful in the first few years of the profession if they are placed in settings with a minimum number of “challenges.”

• Avoid multiple preps

• Provide beginning teachers with their own classrooms and give veterans the “roving carts”

• Limit the number of special needs students

• Avoid giving beginning teachers the combination classes

• Maintain low student-teacher ratio in beginning teachers’ classrooms

• Eliminate adjunct duties for beginning teachers and support provider

• Provide beginning teachers with sufficient supplies and material

Continuum of Teaching Practice-2010Cover Letter - Support Provider
Moving Beyond Survival
Roster
Mid-Year Check-In