Beginning handbook teacher

Our Teacher Learning Centres TLCs have been established as part of an exciting initiative to enhance support for preservice, beginning and early career teachers during their teaching journey. Each year, our education regions host beginning teacher induction events. These events are a great way for you to meet other beginning teachers and obtain information and resources to support your transition into teaching.

One of the most valuable things you can do throughout your career is to build your networks. While you settle into your new school, local networking events are a great way to meet other beginning teachers and build more connections to complement school induction programs.

The format of these programs can vary so your Principal will be able to advise you on what is available in your area. Kickstart your career with engaging online content and resources related to: Classroom management, Wellbeing, Building relationships, Inclusive education, Curriculum delivery, Performance and development, and OneSchool.

For more information, including how to register, email LearningandPD. You may be trying to access this site from a secured browser on the server. The North Carolina Professional Teaching Standards define what teachers need to know and do to teach students in the 21st century. This module explores the teacher standards, their elements, and the rating scales for each element. Developing and Maintaining a Positive Learning Environment in Your Classroom: This module offers strategies that will enable teachers to shape the management of their classrooms by building relationships with students, establishing procedures, and planning lessons.

Beginning teachers who have completed a teacher preparation program, as well as those who are entering the profession via alternative routes, will benefit from this module. It will also help veteran teachers who would like to refresh their management techniques. The 21st Century Mentoring Module: The NC 21st Century Mentoring module provides mentors with the 21st-century skills and knowledge needed to support beginning teachers.

This module is built around the North Carolina Mentor Standards which are aligned with the North Carolina Professional Teaching Standards and provides direction in how mentors can support beginning teachers in each of the teaching standards. The module was designed to provide the official training required of all mentors in North Carolina. LEAs may use this module to train mentors who have never been trained or to retrain mentors who were trained prior to when the new NC Mentor Standards were adopted.

Former teachers. It had five sections: 1 employment status including general information about employment, salary, pension from a teacher retirement system, and retirement incentives; 2 information on leaving the teaching profession and future plans; 3 information on education and training e. Current teachers. It had seven sections: 1 information about the current school, including location, grade level, and perception of principal support; 2 information about changes from the previous school year to the present school year e.

Returning teachers. The BTLS questionnaire path for returning teachers obtained information on teaching status and assignments and ratings of various aspects of teaching and returning to teaching. The third, fourth, and fifth waves of BTLS data collection were conducted yearly thereafter. The fifth wave was the final wave for the —08 cohort of BTLS.