Top 10 Tips for Helping Your Initially Licensed Teachers (ILTs)
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Helping new teachers wind their way through initial licensure process isn’t always easy, but there are ways to help ensure that the process works properly and that beginning teachers receive the support they need — and that schools keep new teachers in their classrooms.
Gayenell Gull, a consultant in beginning teacher induction with the NC Department of Public Instruction, has a "Top 10" List of how school principals and other leaders can help initially licensed teachers. She’s also available to consult with local educators who need addition information or help. You can reach her at 919-807-3377, ggull@dpi.state.nc.us
- Know their licensure status.
- It helps to know the actual licensure status of every initially licensed teacher in your school. Do you have teachers on emergency permits? Have all your ILTs cleared their PRAXIS requirements?
- Are they lateral entry? If so, what about their program of work? Keep this information on file and ask ILTs about their progress. Initially licensed teachers must be within six hours at the beginning of the school year in order to do the Performance-Based Licensure product.
- Know what to ask when hiring!
- Quality Mentors
- Assign mentors early in the year.
- Be sure your mentors have current mentor training.
- Set expectations for meetings between mentors and the ILTs to whom they are assigned.
- Allow time for these meetings to happen.
- Use the orientation day(s).
- Encourage the mentor and the ILT to set timelines for the year’s progress.
- Set expectations for the year.
- Have the IGP done early in the year.
- Be knowledgeable about Performance-Based Licensure.
- Attend all available information sessions.
- Invite someone to talk to your faculty about Performance-Based Licensure and beginning teacher induction in North Carolina.
- Become a trained assessor.
- Don’t make assumptions. If in doubt, ask questions!
- The 50-percent-of-the-day rule is important. ILTs must be teaching in and submit their product in the area of their licensure.
- A product assessor per school
- It helps to have a product assessor in each school to provide guidance on current requirements.
- Remember that products cannot be assessed outside of an assessment center.
- Having an "expert" available will help relieve some fears.
- Provide materials and resources.
- Buy your ILTs the notebook, videotape, pencil pocket., etc. that they will need for the process (two would be nice as they need to keep a copy).
- Provide access to laptops or computers.
- Provide assistance with videotaping.
- Ask if there are other supplies they need.
Some local schools actually have "ILT showers" to help new teachers stock up on materials they need for Performance-Based Licensure.
- Listen to what ILTs are saying or not saying.
- Take time to review your ILTs’ progress on their product.
- Ask how they are doing – and take an interest in them as people.
- Accentuate the positive whenever you can.
- Know resources available.
You are not alone in the ILT and Performance-Based Licensure process! There are many resources to help:
- PBL coordinators in each region.
- Coach2Coach at colleges and universities.
- Trained assessors within your school district.
- ILTs who have already successfully completed the process.
- Release days for ILTs doing their product.
- School improvement plans.
- Adhere to the "extra duty" law.
- The intent is there — be sure the spirit is too!
- Think "outside the box."
- Compensate for time lost to extra duties – not just in terms of dollars.
- Remember your experiences as a beginning teacher and how easily you could be overwhelmed.
- Celebrate!!!
- Do things monthly, quarterly and at the end to celebrate ILTs’ progress and success.
- Don’t make celebrations an afterthought.
- Demonstrate that the entire school and system cares about their success.
North
Carolina Department of Public Instruction
301 N. Wilmington St.
Raleigh, NC 27601
Phone: 919-807-3300
