Beginning Teachers

Supporting new educators is essential to helping them thrive in their first three years—and to ensuring they build long, productive careers in education.

At Orange County Schools, we believe that supporting high-quality mentorship fosters growth and success.

We consider the success of our beginning teachers a shared responsibility across our entire school community.

Every new teacher in OCS receives layered support from Lead Mentors, Instructional Coaches, School Administrators, the Teacher Support Coordinator, and our Central Office team.

Our goal is to create a nurturing and collaborative environment where new educators feel confident, supported, and empowered to excel.

We don’t just want you to begin your career with Orange County Schools—we want you to grow with us and become a lasting part of our community.

 

The Purpose of Beginning Teacher Support

North Carolina State Board of Education Policy TCED-016 is the foundation for the Orange County Schools (OCS) Beginning Teacher Support Program (BTSP).

The primary goal of the OCS BTSP is to help new teachers strengthen their skills, build confidence, and grow into successful educators. We are dedicated to ensuring that our newest faculty members have every opportunity to achieve success. Through this program, we aim to develop a qualified, experienced team of teachers who drive student achievement.

In alignment with TCED-016, OCS delivers a structured, high-quality support system focused on the following standards:

• Standard 1: Systematic Support for High Quality Induction Programs: This standard is designed to promote the commitment of all stakeholders to ensuring mentoring and induction programs succeed.  Key program elements include the creation of an institutional plan, demonstrating institutional commitment and support, and principal engagement.
   
• Standard 2: Mentor Selection, Development, and Support: This standard articulates the process and criteria for mentor selection, discusses mentor roles and responsibilities, and delineates foundational mentor training.  Key program elements include mentor selection, defining the role of mentors, and mentor professional development.
   
• Standard 3: Mentoring for Instructional Excellence: Mentors are given protected time to support beginning teachers in achieving success in the areas set forth by the North Carolina Professional Teaching Standards.  Key program elements include providing time for mentors and beginning teachers, ensuring mentoring is focused on instruction, and addressing issues of diversity.
   
• Standard 4: Beginning Teacher Professional Development: Professional development is provided to beginning teachers that orients them to their new career and supports their efforts to meet the North Carolina Professional Teaching Standards.  Key program elements include structured orientation to the school site and professional development designed to meet the unique needs of beginning teachers and aligned with the North Carolina Professional Teaching Standards and the North Carolina Teacher Evaluation System.
   
• Standard 5: Formative Assessment of Candidates and Programs: New teachers and mentoring programs are monitored and supported using a formative assessment system to guide their work. Key program elements include formative assessment systems and program evaluation.

By embedding these standards into our Beginning Teacher Support Program, OCS ensures that new teachers are not only welcomed into our district but are set up for sustained success. To learn more, visit the NC DPI web page on Beginning Teacher Support.