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North Coast Beginning Teacher Program

SUPERINTENDENTS

Superintendents have an important and on-going role in the success of new teachers, their Support Providers, and the professional credential process.  Through our joint efforts, school districts 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 the educational experiences for students. 

Superintendents increase the success of teachers participating in the North Coast Beginning Teacher Program in a variety of ways:

Commitment to Philosophy of Program:

The superintendent’s awareness and acceptance of the supportive and non-judgmental approach to new teacher support provides nem teachers with a sense of collegiality and security during their critical first years in the profession.  It is essential that the superintendent and principal convey to all involved parties that the Intern, BTSA Induction, Education Specialists, and Designated Subjects (Career Technical and Adult Ed) 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.  Aligning the CSTPs with the district evaluation tool and ongoing professional development efforts will strengthen ALL teachers in your district.

Selection of Support Providers: 

• Highly qualified Support Providers make all the difference for new teachers!
• Adopt district policies that reflect a rigorous selection process for Support Providers
• Build a pool of highly qualified Support Providers
• Support site principals in their ability to fully implement the Intern and/or Induction Programs, including release time for Support Providers to do their job

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 new teachers with their own classrooms and give veterans the “roving carts”
• Limit the number of special needs students
• Avoid giving new teachers the combination classes
• Maintain low student-teacher ratio in new teachers’ classrooms
• Eliminate adjunct duties for new teachers and support providers
• Provide new teachers with sufficient supplies and material

The NCBTP appreciates and thanks superintendents for their ongoing support of our program and of new teachers across the region!

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