Licensure Plan
The Charter Academy, Inc.
123 Choice Way
Robinson, NC 62196
TO: Tom Ballard
Executive Director, NCPTSC
FROM: Dr. V. O. Ucher
Headmaster, The Charter Academy
DATE: August 30, 2000
RE: Professional Teaching Standards at Charter Academy
PROGRAM NARRATIVE
In keeping with the plan articulated in the licensure renewal memo of 6/4/99. This plan:
- focuses on one's licensure area and job responsibility.
- is aligned with the Board of Education strategic priorities.
- addresses our strategic priorities and becomes our formal improvement plan.
- addresses the appropriate job specific performance standard
- develops a technology competence
- encourages supervisory review on an annual basis leaving peer review to the
Licensure Department and the NEA.
Because Charter Academy, Inc. is a charter school, it is organized in a different way than traditional public schools. It has more clearly stated objectives and a completely different organization than what the department of public instruction normally encounters.
Charter Academy, Inc. is organized around grade level team leaders who are given
autonomy to function as leaders. Ours is a school based management project. Therefore team leaders play a critical role in our school development. The second critical difference in our charter school is that teacher assistants are treated as instructional assistants whose business it is to improve student learning, rather than act as clerks or errand people for teachers. Thirdly, our approach to technology is not restricted to computers, but instead recognizes technology in science through a hands-on, process oriented, elementary science program. Finally, we have developed our own multi-media technological approach to learning by merging computers, video sets and stereophonic sounds into classroom lessons that are superbly presented and well taught.
The mentoring process at Charter Academy begins with MBWA (Management by Walking Around). The headmaster circulates throughout the building frequently each
day. This way he gets a feel for the school he runs and identifies the teachers who may be
having classroom difficulties. Serious difficulties are dealt with immediately usually in a
conference between the headmaster and the teacher. Frequently the conference culminates in a linkage between the teacher with a difficulty and a strong classroom operator. The teacher is given time to observe and meet with the better operator and sometimes the headmaster assumes the role as mentor and shares information on classroom control and discipline techniques.
The second part of the process occurs through formal supervisory visits. The headmaster visits the class and writes a supervisor's report. The report is shared with the teacher and discussed. If the report identifies a serious deficiency (subject knowledge, teaching methodology & tactics, program deficits, classroom organization, etc.) a mentor who is strong in the deficiency area is recruited and works with the teacher during preparation time during and after school. In this way teachers with deficiencies are mentored and assisted by colleagues who are endeavoring to achieve the same objectives as the teacher being mentored.
The third part of the process deals with lesson planning. The headmaster collects everyone's lesson plans on Friday afternoon. The next Monday morning those plans are returned with comments made by the headmaster as to the plans, completeness, voracity and some suggestions as to how the plan may be improved.
The fourth part of this process deals with team leaders. Team leaders are selected for their position, which is a paid position, through their reputation as superior teachers and good potential administrators. Team leaders meet twice a week with their teams and once a week with the headmaster. It is through this series of meetings and coordination that the objectives of the school are constantly monitored and that each teacher's progress for those objectives are also monitored.
These processes are possible because of the exceptional nature of the Charter Academy faculty. Part of our selection process is to recruit people who are not sclerotic with bureaucracy and traditional attitudes. Teachers at Charter often stay until 4.30 or 5.00 at night in order to complete their tasks. This is a voluntary activity on their part. Because of this teamwork attitude on the part of most of the faculty, a mentoring process is easily implemented and is quiet effective. There is a bonus program that is part of the Charter remuneration plan. Significant bonuses are distributed at the end of the year to teachers who have demonstrated superior performance, either in the classroom, in faculty endeavors or in mentoring activities. Consequently, a teacher who volunteers to mentor a
fellow professional knows full well that he or she will be rewarded with a significant bonus at the end of the year. The entire process of staff development is considered critical at Charter Academy because as pedagogy changes and differentiates, teachers are expected to do the same.
Charter Academy considers teaching assistants a critical addition to the classroom process. Appropriate use of assistants is another skill that Charter teachers are required to have. The Charter Academy schedule calls for a teacher assistant to be involved in all areas of what is called critical learning. These would include reading, mathematics, writing and activities around the core knowledge curriculum. Teaching assistants are active in teaching children under the supervision of a classroom teacher at all times of the day. This can not be overstated; consequently the entire program of staff development includes teaching assistants at every level of the program. This includes bonuses at the end of the year for teaching assistants who perform over and above what is normally expected of them.
Teaching assistants are also provided mentors, usually teachers who assist them in getting better. The dean of students at Charter is responsible for the entire program of teaching assistants development. He answers directly to the headmaster and his written plans are submitted on a regular basis.
At Charter teachers are recruited as much for their flexibility as for their current
expertise. Teachers who are young are selected for their adaptability so that they are
amenable to being mentored. Because there is no tenure at Charter Academy, staff development is ongoing. We have no intention of walking away from staff development when that mythical tenure award is given. Since we don't award it, teachers are expected to grow and improve every year for as long as they are with the organization.
As Charter Academy grows, the mentoring system also grows. While last year we had 8 teachers, this year we have 15 and next year we anticipate 34. At our facility there will be at least 10 teachers and each of these people will also be part of the supervisory mentoring process. In this way we can take young people and bring their expertise to a level that will help them earn certification, but will also help them to have the satisfaction of knowing that they are superior performers in their profession. This we believe is the ultimate reward of any mentoring program. Excellent performance in every classroom is the objective of Charter Academy and we feel that we are well on our way to reaching that objective
Teacher Courses already taught in 1999/2000:
- TEACHING READING AT THE ELEMENTARY LEVEL, the teacher is a McGraw-Hill SRA Consultant. Time spent; 8 hours
- TEACHING SAXON MATH AT THE ELEMENTARY LEVEL, the teacher is a
Saxon Consultant. Time spent: 4 hours
- CORE KNOWLEDGE CURRICULUM, that is 14 hours taught by a representative of
The Core Knowledge Program
PROGRAM PROCESS
The coordinator of this program will be Dr. V.O. Ucher, Headmaster of The Charter Academy, Inc. He will act as coordinator and eligibility verifier. Mr. V. Robinson will be the authorized signing official.
The school will identity teachers eligible for the program. The Charter Academy's mission statement (our specific objectives and outcomes already articulated in the charter agreement) will be the basis for an individual teacher program.
FORMAL ORIENTATION
School administrators will conduct a formal orientation based on state requirements and our objectives for each new teacher. Information will include a review of our particular school's goals, policies and procedures, available services and training opportunities, the performance based licensure process and the process for achieving continuing license. When the program is finished each beginning teacher will have received a complete overview of the Teacher Induction Program from state and school expectations.
OPTIMUM WORKING CONDITIONS FOR INITIALLY LICENSED TEACHERS
Teacher assignments will be reviewed to see that exceptional and difficult students have been assigned to participating teachers in limited numbers. Teacher schedules will also be reviewed to see to it that teachers are not over assigned to extracurricular activities.
MENTOR TEACHER SELECTION CRITERIA
School administrators guarantee that appropriate mentors will be selected in each licensure area in our school or if needed in a nearby charter school. Charter Academy will attempt to select mentors from within its own school, however, if we feel it is necessary to look beyond our own staff for a qualified mentor we are willing to seek highly experienced and highly rated teachers from other charter schools. Since our school is small with a large number of new teachers we feel this is the best alternative to assure qualified mentors.
PRINCIPAL SUPPORT
The headmaster, Dr. V.O. Ucher, of our school is fully supportive of this endeavor. He is the coordinator of the entire program.
SUPERVISION & OBSERVATIONS
The process of supervision and classroom observation (partly based on The INTASC Standards) is being implemented by Dr. V.O. Ucher, who is a specialist in this area. He will see to it that initially licensed teachers will be observed at least three times annually and shall have an annual evaluation. Mentors will be involved in these evaluations. They will be trained in classroom observation techniques.
INDIVIDUALIZED GROWTH PLAN
The individualized growth plan for each beginning teacher will be a direct result of an observation schedule. As weaknesses or areas in need of improvement are identified, growth plans will be cooperatively developed between the mentor, the principal and the initial teacher. These plans wilt be monitored by the mentor and evaluated by the principal. All programs will be periodically updated and revised and the teacher's permanent record will be a repository of the entire program.
TECHNICAL ASSISTANCE
A number of resources and services will be made available. These will include
consultants from outside firms like, SRA, Saxon Math and Core Knowledge Curriculum. They will also include teachers of status and recognition who can be brought in to work with small groups of initial teachers in developing the kinds of assistance that teachers need. The principal will be responsible for the development, identification and service delivery program for each beginning teacher.
CUMMULATIVE FILE FOR BEGINNING TEACHERS
All items as stated before will be kept in the teacher's personnel file.
INSTITUTIONS OF HIGHER EDUCATION INVOLVEMENT
Teachers who are felt in need of higher education exposure will be encouraged to enroll in programs designed to assist them in their professional development.
EVALUATION OF BEGINNING TEACHER INDUCTION PROGRAM
The systematic evaluation of this program will be conducted by Dr. V.O. Ucher who is the coordinator of the entire program. Program quality, effectiveness and management will be reviewed and an overall design for continuous program evaluation will be developed.
Submitted by
__________________________________________
Dr. V.O. Ucher - Headmaster
Charter Academy, Inc.
Form A
North Carolina Beginning Teacher Induction Program Plan
Information Form ___________School Year
School/System:__________________________________________________________
Address:________________________________________________________________
________________________________________________________________________
City:____________________________________________Zip:____________________
Courier Number:__________________________________________________________
COORDINATOR OF BEGINNING TEACHER INDUCTION PROGRAM
Name:__________________________________________________________________
Position:________________________________________________________________
Telephone:________________________ E-mail:________________________________
ELIGIBILITY VERIFICATION OFFICIAL
Name:__________________________________________________________________
Position:________________________________________________________________
Telephone:_______________________________E-mail:_________________________
_________________________________________________________________________
Signature of Authorized Official Date
The INTASC Standards
"What teachers know and can do makes the most difference in what children learn."
- Linda Darting-Hammond
An integral component of the new performance-based process is the use of the Interstate New Teacher Assessment and Support Consortium (INTASC) standards. These standards reflect the requisite knowledge, skills, and attitudes necessary for teachers starting their career.
1. Content Pedagogy
The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
2. Student Development
The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.
3. Diverse Learners
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4. Multiple Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
5. Motivation and Management
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
6. Communication and Technology
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
7. Planning
The teacher plans instruction based upon knowledge of subject matter, Students, the community, and curriculum goals.
8. Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
9. Reflective Practice: professional Growth
The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
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