vations and evidence accumulated through the teacher’s annual performance evaluation and one area for development of professional practice derived from individual, collaborative team, school, or school district improvement goals. The code allows for more than the minimum requirements, and additional hours of PD may be required for teachers in low-performing schools, as determined by the Commissioner. Progress on meeting the individual PDP should be discussed at each educator’s annual summary conference, but can occur more frequently throughout the year. Evidence of progress toward meeting the requirements of the PDP may be provided by either the teacher and/ or the supervisor. It is important to note that all teachers governed by the professional development requirements must have an individual PDP within 30 instructional days of the beginning of their respective teaching assignments. The code requires that the school district (through the immediate supervisor) “maintain accurate records of each teacher’s progress in meeting the individual professional development requirement … Such records shall include a copy of each teacher’s current PDP and timeline, as well as any documentation and evidence showing the teacher’s progress toward meeting the plan’s requirements.” “If a teacher leaves the employ of one New Jersey school district and is hired by another, the previous employing school district shall share with the new employing school district the teacher’s individual PDP and all supporting documentation. If the current individual PDP is found to be unsuitable to the teacher’s new assignment, the new employing school district shall ensure a revised 54 – AR Handbook individual PDP and timeline is created within 30 days of hire by the employee’s new supervisor in collaboration with the new teacher.” Mentoring New Teachers – Not Optional! The code also requires that all school districts “develop a district mentoring program to provide non-tenured teachers, including novice provisional teachers who hold a CE or CEAS, with an induction to the teaching profession and to the school district community through differentiated supports based on the teachers’ individual needs and to help them become effective professionals.” The goals of the district mentoring program are to enhance teacher knowledge of, and strategies related to, the New Jersey Student Learning Standards (NJSLS) to facilitate student achievement and growth; identify exemplary teaching skills and educational practices necessary to acquire and maintain excellence in teaching; and assist first-year teachers in performing their duties and adjusting to the challenges of teaching. All novice provisional teachers whose positions require possession of instructional certificates pursuant to are required to comply with the district mentoring program requirements and be assigned a one-to-one mentor. Districts are also required to develop an alternative mentoring experience for all teachers new to the district who hold permanent certificates. What’s Required of the District Mentoring Plan? All district boards of education that employ nontenured teachers must develop a plan that will identify how each nontenured teacher in his or her first year of employment will be provided with the following supports: • Comprehensive induction to school district policies and procedures, including, but not limited to, introduction to school district curricula, student assessment policies, and training on the school district’s evaluation rubric, including setting and assessing student learning through student growth objectives. • Individualized supports and activities, which shall be assigned at the school district’s discretion and shall be aligned with the Professional Standards for Teachers, the Standards for Professional Learning, and the school district’s Commissionerapproved teaching practice instrument. The supports and activities shall be guided by: • The nontenured teacher’s degree of preparation and experience. • The nontenured teacher’s individual professional development plan (PDP) developed within 30 instructional days of the beginning of the teaching assignment. • Areas of focus within the district mentoring plan. • Goals of the school and school district plans for professional development. • One-to-one mentoring, which is required for each novice provisional teacher through the provision of an individual mentor to work one-to-one with a novice provisional teacher at the beginning of the contracted teaching assignment. • The mentor teacher should provide observation and feedback, opportunities
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