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State Board policy outlines Beginning Teacher Support Standards for Traditional and Lateral Entry Teachers. According to policy, every LEA and Charter School must have an approved Beginning Teacher Support Plan on file. The BTSP plan incorporates the three year induction period and evaluation requirements. A template is provided to guide coordinators in the development and approval of the BTSP plan.

  • Policies on the Beginning Teacher Support Program - TCP-A-004
    (pdf, 108kb)
  • Beginning Teacher Support Program Plan Template
    (doc, 36kb)
  • TCED-016


In order to assist LEAs/ Charters in progressing along the Beginning Teacher Support Program continuum to provide the highest quality support to beginning teachers, LEAs and Charters with approved BTSP plans participate in a regionally-based annual peer review and support system. The Peer Review Process is on a 5 year cycle that is conducted annually, concluding with a formal review after the 5th year. LEAs/Charters complete a Self-Assessment of their programs. During the year, LEAs/Charters are partnered with a critical friend to review their Beginning Teacher Support Programs. During the Peer Review, LEAs/Charters provide information on each standard and element as it pertains to their specific program and share artifacts as evidence to support their level of proficiency. By the 5th year, LEA/Charter programs are expected to be Proficient on all the standards and elements listed on the Peer Review rubric. If not, the LEA/Charter will receive additional support from DPI to assist in the growth of the LEA/Charter beginning teacher support program.


Beginning Teacher Support Monitoring Wikispaces

LEA/Charter Beginning Teacher Support Programs are monitored every 5th year for compliance with State Board policies TCED-014, EVAL-004 and GS 115C-333. The monitoring process includes a review of 30% of the LEA/Charter BT files which shows evidence of BT participation in a 3 year induction period that includes documentation of the following: required observations and evaluations, assigned a mentor, provided an orientation, completed professional development plan, North Carolina Educator Evaluation training/orientation, and professional development opportunities. Additional documentation includes the LEA/Charter BTSP Plan, evidence that mentors have received training on the most recent mentor standards, and examples of mentor/mentee engagement. The goal is to be proficient on all the elements listed under each standard. If an element is not checked under Developing or Proficient, the LEA/Charter will receive a work plan they complete that identifies the strategies the LEA/Charter will employ to improve the listed Areas of Concern.



Charter Schools create a Beginning Teacher Support Program plan and a Licensure Renewal Plan. Regional Education Facilitators and Charter School Consultants are available for assistance in these areas.


LEA/Charter Technical Assistance occurs within 12 months of the monitoring visit if Areas of Concern were noted during the monitoring visit. Areas of Concern are those elements not checked under the Developing or Proficient columns. The LEA/Charter receives a work plan to complete that identifies the Areas of Concern, their strategies to improve, and resources they might need to achieve proficiency. The Regional Education Facilitator contacts the LEA/Charter to review their submitted work plan and is available for support or works to access support needed for the LEA/Charter.