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Annual Human Resources Report

P.E. 5.A.1 Employee Recruitment Report

P.E. 5.A.2.3 Employee Retention Report and Employee Retention Improvement Report

P.E. 5.A.4 Employee Exit Interview Report

P.E. 5.A.5.6 Nepotism

P.E. 5.B.4 Employee Grievances

P.E. 5.C.1.2 Evaluate All Staff

P.E. 5.C.3 Recognize Excellence

P.E. 5.C.4 Recognize Support Staff Person and Teacher of the Year Alice W. Walton, Chief Administrative and Human Resources Officer

Presented to the Beaufort County Board of Education

November 19, 2019


Table of Contents

P.E. 5.A.1 Employee Recruitment Report Page 1 P.E. 5.A.2.3 Employee Retention Report and Page 10 Employee Retention Improvement Report P.E. 5.A.4 Employee Exit Interview Report Page 37 P.E. 5.A.5.6 Nepotism Page 39 P.E. 5.B.4 Employee Grievances Page 41 P.E. 5.C.1.2 Evaluate All Staff Page 43 P.E. 5.C.3 Recognize Excellence Page 45 P.E. 5.C.4 Recognize Support Staff Person and Teacher of the Year Page 49

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P.E. 5.A.1

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Beaufort County Board of Education Beaufort, South Carolina

Performance Expectations Stipulation Report

November 19, 2019

Performance Expectation being monitored: 5.A.1

I hereby present my stipulation report on Performance Expectation: 5.A.1 according to the schedule set by the Beaufort County Board of Education. I certify the information contained in this report is true.

Date: ____________________ Signed: ___________________________ Alice W. Walton

Chief Administrative and Human Resources Officer

Date: ____________________ Signed: ____________________________ Frank J. Rodriguez, Ph.D. Superintendent Accepted: Date: ____________________ Signed: _____________________________ Christina Gwozdz, M.D.

Chair Beaufort County Board of Education

_______________________________________________________________________________________ Stipulated Statement: P.E. 5.A.1: Recruit and hire top-quality employees of diverse backgrounds. Superintendent’s Interpretation

• Expand the district’s efforts to place more student teachers. • Establish and maintain strong recruiting strategies, including a focus on recruiting excellent male and

minority candidates. • Consistently use interview screening instruments for hiring with consistent standards.

Statement of Compliance Throughout the year, the Office of Human Resource Services implements recruitment strategies in order to recruit and employ quality professionals for our school district. This is an ongoing effort that focuses on the recruitment, application, and interviewing processes.

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RECRUITING PLAN 2018-2019 GOAL Maintain focused recruiting to offer positions and hire competent educators to increase teacher effectiveness; positively impacting student achievement in every cluster. • Action 1

• Action 2: Discuss the evaluation requirement that out of state veteran teachers experience in their first year at BCSD.

• Action 3: Require hiring managers to speak to the most recent supervisor for a verbal reference before a

hiring request is submitted.

• Action 4: Continue to build a database for roommate opportunities using a google document for interested candidates.

2019-2020 GOAL Recruit teachers to attend BCSD career fair in with a laser-like focus on cluster needs and openings. CAREER FAIRS 2018-2019 GOAL Focus attendance at career fairs outside of the district based on the number of education graduate minority candidates and prior success.

• Action 1: Contact every HBCU career fair organizer for potential teacher candidates. • Action 2: Interview candidates on college/university sites, reducing travel expenses and offering

contracts to exceptional teachers at the site-based career fairs. • Action 3: Enhance recruiting materials to better represent “Why Beaufort County?”

Focus attendance at the annual BCSD career fair.

• Action 1: 104 teacher candidates were interviewed by 34 administrative teams.

• Action 2: 66 candidates were recommended for further conversation with HR senior staff.

• Action 3: 56 contracts were offered in March of 2019. 2019-2020 GOAL Expand recruiting to include a career fair in Texas, recruiting bilingual teachers. Recruit in Ohio at a large career fair sponsored by 12 colleges and universities in northeast Ohio and State College, PA. Increase attendance at the BCSD career fair.

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APPLITRACK 2018-2019 GOAL Utilize APPLITRACK for all recruiting, interviewing and hiring functions.

• Action 1: Offer additional APPLITRACK training for all hiring managers. • • Action 2: Increase BCSD social media presence for recruiting, highlighting the diversity of options within

the Beaufort County School District.

• Action 3: Utilize TWITTER to post highlights at school sites in our district. 2019-2020 GOAL Require interview notes in APPLITRACK by principals before and after an interview. CERRA 2018-2019 GOAL Distribute rural recruiting fund stipends totaling $890,369.99 to 692 teachers of math, science, social studies, fine arts, foreign language, CATE and special education. PARTICIPATE (International Teacher Placement Agency) 2018-2019 GOAL Utilize PARTICIPATE to recruit international teachers for foreign language positions.

• Action 1: Place 28 PARTICIPATE teachers in foreign language classrooms with trained support. 2019-2020 GOAL Continue our PARTICIPATE partnership. Consider partnering with other agencies to fill critical needs openings. COST OF LIVING 2018-2019 GOAL Highlight cost of living supplement at every recruiting event.

• Action 1: Discuss the cost of living supplement which began in 2014 at $1,000 per classroom teacher and rose to $5,000 in 2017 and 2018-2019.

2019-2020 GOAL Continue to use the cost of living supplement as an incentive. EXIT INTERVIEWS 2018-2019 GOAL Collect timely feedback to positively impact retention.

• Action 1: Offer and encourage face-to-face exit interviews to any certified teacher who breaks their

contract or resigns.

• Action 2: Address any concerns, patterns and trends with the Director of Personnel.

• Action 3: Identify solutions. 2019-2020 GOAL Implement district-controlled offboarding process.

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ORIENTATIONS 2018-2019 GOAL Provide focused curriculum, instructional and technology training for all new hires.

• Action 1: Schedule each new hire for a .5-day orientation.

• Action 2: Schedule each new hire for a 2-day curriculum overview training, entitled Making Connections.

• Action 3: Distribute computers to all new hires at a .5-day mandatory technology training.

2019-2020 GOAL Continue 3-day orientation plan.

• Action 1: Schedule each new hire for a .5-day orientation. o Attendees may choose which of the 9 offered orientations to attend. o New employee orientations are scheduled on Mondays from 8:30 am - 12:00 pm. o Content covered:

Background information on Beaufort county, including: Gullah culture, military connection

Overview of schools’ needs and demographics: employees examine state report card for each cluster to identify common needs and strengths

Evaluation breakout sessions and evaluation contract levels: induction requirements, formal evaluation requirements overview

Employee Services: policies and procedures, benefits, retirements and benefits sign-up Risk Management: SAFE Schools virtual training introduction and employee wellness Administrative Rules: HR Policies and Procedures, Salary/Certification

• Action 2: Schedule each new hire for a 2-day curriculum overview training, entitled Making Connections

o Attendees are provided with training sessions related to SCTS 4.0 Rubric. o Attendees are broken into content groups to attend 2 – 4 sessions daily. o Attendees are broken into content groups to attend 2 – 4 sessions daily. o Sessions included information on: How do I meet all needs? How will I assess? What will I

teach? What’s my plan? How do I use Google in the classroom? Who else can help? Where is the data? Who is in the room?

o Specialty groups targeting ESOL and special education teachers. o Distribution of essential classroom supplies to all new employees as a welcome to BCSD.

• Action 3: Distribute technology devices to all new hires at a mandatory .5-day technology training.

o Attendees are offered 9 technology orientations to attend. o Technology orientations are held on Mondays. o Attendees will be issued district devices. o Provide overview training on: Acceptable Use Policy, Rubicon Atlas, Google Classroom,

Boxlight boards.

• Action 4: Schedule CPI training during the summer for new special education paraprofessionals and teachers.

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Rationale

Establishing and maintaining effective recruiting strategies is essential to attracting and retaining quality staff. Human Resources is committed to establishing a strong recruiting model that focuses on hiring diverse and talented candidates. The Talent Acquisition Specialist, the Director of Personnel and selected new graduates who are successful teachers with our county will continue to recruit for the district. Recruiting efforts are managed in order to create a defined and succinct focus on talent for our District. This strategic talent acquisition approach was developed to fill current vacancies and build a viable talent pool of teachers for openings. Applicants complete an application using APPLITRACK, selecting positions for which they are qualified to teach. Applications are carefully vetted before they become “active” in the system. The team will continue to implement the District’s recruitment plan, develop new and innovative recruitment strategies using social media, with special attention on diversity and every critical shortage area. The strategic talent acquisition approach was designed to build relationships with the candidates, principals, and the education department at colleges and universities. Building relationships has proven to be effective with recruiting and retention.

Our recruiting efforts last year yielded a substantial number of candidates. Bear in mind that candidates may have applied for multiple positions. For example, if John Doe is certified to teach SPED, middle and high school, he could have applied in three categories. The following chart is provided from our APPLITRACK data:

Certification Area Applications 2016-2017

Applications 2017-2018

Elementary 1,518 1,737 Middle 1,243 1,358 High 1,451 1,632 SPED 382 435

2019-2020 Recruiting Fairs

• Georgia Augusta University Armstrong University Georgia Southern University of Georgia

• North Carolina Appalachian State Fayetteville State University of NC, Wilmington Newberry College Eastern NC Career Alliance

Recruiting Efforts

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University of North Carolina - Charlotte

• New York Buffalo Area Teacher Recruitment Days (Canisius College, Daemen College, D’Youville College, Houghton College, Medaille College, Niagara University, St. Bonaventure University, SUNY Buffalo State, SUNY Empire State College, SUNY Fredonia, University at Buffalo)

• Ohio The Ohio State University

• Pennsylvania Penn State Consortium

• South Carolina Benedict College CERRA SC Expo (includes: Clafin, Columbia College, SC State) Clemson University Coastal Carolina College of Charleston SC Independent Colleges and Universities Career Fair: Allen, Anderson, Benedict, Charleston Southern, Coker, Converse, Erskine, Furman, Limestone, Morris, Newberry, Presbyterian, S. Wesleyan, Spartanburg, Methodist, Voorhees, Wofford University of South Carolina University of South Carolina, Upstate Winthrop University

2019-2020 Recruiting Plan

Recruiting will continue at the colleges and universities with a proven track record. Recruitment efforts will focus on all critical needs positions: (Special Ed, Dual EC, Middle School, Secondary – Math and Science, ESOL, Special Education, Foreign Languages, School Psychologists, and Speech Pathologists.)

The following recruiting sites will be added to the 2019-2020 recruiting plan:

New York:

Rochester Area Teacher Recruitment Day (Alfred University, SUNY @ Brockport, Eastman School of Music, Empire State College-Rochester, SUNY @ Geneseo, Hobart & William Smith Colleges, Keuka College, Nazareth College-Rochester, Roberts Wesleyan College, Rochester Institute of Technology, St. John Fisher College, University of Rochester)

Ohio

Northeastern Ohio Teacher Education Day (Ashland University, Baldwin University, Cleveland State University, Hiram College, Lake Erie College, Malone University, Notre Dame College, The University of Akron, University of Mount Union, Ursuline College, Walsh University, Youngstown State University)

Texas

Texas State University

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USCB Student Teachers

USCB student teachers placed in our schools are informally evaluated during their field experience by building administration. Candidates who apply to the Beaufort County School District are interviewed at the school level, as well as the BCSD Career Fair. Principals may recommend a student teacher for hire. In the 2017-18 school year, we hosted 15 USCB student teachers. Twelve of these were hired with the Beaufort County School District. During the 2018-19 school year, we hosted 19 USCB student teachers; 16 were hired. In the 2019-20 school year, we anticipate hosting 26 student teachers. Five will graduate in December 2019.

Additional Student Teachers

Beaufort County Schools are hosting 17 practicum and/or student teacher candidates from the following universities: Ashland University, Capella University, Edinboro University, Georgia Southern, Grand Canyon University, St. Augustine University, University of Phoenix, University of South Carolina-Columbia, Walden University and Western Governors University.

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Summary of New Teachers Hired for the 2018-2019 School Year

Art 5 Induction 69 20-25 41Chinese 3 Induction 2 7 26-30 43Fifth Grade 15 Induction 3 1 31-35 21First Grade 14 Annual - Summative 110 36-40 22Fourth Grade 13 Annual - Summative 2 1 41-45 24Guidance Counselor 3 Annual - GBE 3 46-50 31Interventionist 1 Annual - Comprehensive 4 51-55 23Kindergarten 7 Continuing - GBE 2 56-60 18Literacy Teacher 2 Continuing - Summative 10 61-65 5Media Specialist 3 Continuing - Comprehensive 24 66 & Up 6Multi-Age 1 Letter of Agreement Total: 234Music 4 Retiree - LOA 3Pre-Kindergarten 1 Total: 234Reading Interventionist 1Second Grade 11Special Education - ECSE 3Special Education - ID 1 0-5 128 BA 90Special Education - LD 3 6-10 39 BA+18 11Special Education - MD 1 11-15 30 MA 91State Reading Coach 1 16-20 12 MA+30 32Third Grade 13 21-25 14 PHD/EDD 10

TOTAL: 106 26-30 7 Total: 23431-35 3

36 & Up 1ESOL 1 Total: 234Language Arts 3Fifth Grade 1First Grade 1 NEW HIRE DEMOGRAPHICSFourth Grade 2 2019-2020 2018-2019 2017-2018 2016-2017 2015-2016Kindergarten 1 % % % % %Literacy Teacher 1 African American 4 10.26% 9.76% 11.15% 11.15% 8.30%Math 2 Asian 2.14% 1.05% 1.39% 2.44% 0.72%Music 1 Caucasian 41 84.62% 86.05% 85.37% 83.62% 87.73%Physical Education 1 Hispanic 2.56% 3.14% 2.09% 2.79% 3.25%Science 1 Other 1 0.43% 0.00% 0.00% 0.00% 0.00%Second Grade 2Social Studies 2 TOTAL MINORITY % 15.38% 13.94% 14.63% 16.38% 12.27%Spanish 1Special Education - LD 3Third Grade 4 RESIGNATION, RETIREMENT and TERMINATION DEMOGRAPHICS

TOTAL: 27 2018-2019 2017-2018 2016-2017 2015-2016 2014-2015% % % % %

African American 5 12.12% 15.05% 10.91% 11.54% 14.50%Art 4 Asian 1.89% 0.67% 1.21% 2.80% 0.38%Band 2 Caucasian 40 82.20% 82.27% 86.97% 82.17% 83.59%Biology 1 Hispanic 3 3.79% 2.01% 0.61% 3.50% 1.53%Biomedical Science 1 Other 0.00% 0.00% 0.30% 0.00% 0.00%Business Education 4Dance 1 TOTAL MINORITY % 17.80% 17.73% 13.03% 17.84% 16.41%Engineering - PLTW 1English 9ESOL 10Fifth Grade 1Gateway To Technology 1Guidance Counselor 3Health Science Technology 2Interventionist 1Language Arts 12Math 10Media Specialist 1Physical Education 4Science 11Social Studies 9Spanish 3Special Education - ID 2Special Education - LD 7Sports Medicine 1

TOTAL: 101

275

1777

Secondary Positions

Contract Levels

Degree Levels

Primary Positions

Ethnicity Males

Years Experience

Age Ranges

Females

MalesFemalesEthnicity

Intermediate (K-8) Positions

205

1576

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Annual Human Resources Report P.E. 5.A.2.3

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Performance Expectations Monitoring Report November 19, 2019

Performance Expectation (PE) being monitored: PE 5.A.2.3

I hereby present my Executive Summary on Performance Expectation 5.A.2.3: Human Resource Services and Monitoring Report on Performance Expectation 5.A.2.3 according to the schedule set by the Beaufort County Board of Education. I certify the information contained in this report is true.

Date: ____________________ Signed: _______________________________ Alice W. Walton

Chief Administrative and Human Resources Officer Date: ____________________ Signed: _______________________________

Frank J. Rodriguez, Ph.D. Superintendent Accepted: Date: ____________________ Signed: _______________________________ Christina Gwozdz, M.D.


_____________________________________________________________________________________________

PE 5.A.2.3 Retain a highly qualified and diverse workforce.

Superintendent’s Interpretation

• Improve working conditions. • Update and maintain appropriate instructional and management technology tools. • Ensure that all teachers have balanced class loads. • Provide trained mentors for beginning teachers. • Continue a comprehensive Induction Program to provide opportunities for beginning teachers to interact with

Master teachers. • Provide mentors for second-year teachers, teachers new to the district, and teachers needing support.

Statement of Compliance

As a part of the work of the Human Resources Office, it is critical that we retain the most qualified and effective staff possible for our district. Reviewing the retention rates at our schools and across the district will assist with this effort.

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School Staffing In order to maintain balanced class loads, BCSD utilizes staffing allocation formulas for elementary, middle and high schools. The following staff allocation formula for high schools is shown as an example:

Beaufort County School District Basic Staffing Allocation Formula

High School

Number of

Position Enrollment FTE Work Days

Administrative Staff Principal 0+ 1.0 @ 260 Assistant Principal 0-750 1.0 @ 220 751-1000 2.0 @ 220 1001-1500 3.0 @ 220 1501+ 4.0 @ 220 Athletic Director 0+ 1.0 @ 220

Certified Staff Teachers 20.5 to 1 @ 190 (low enrollment in related arts areas may result in itinerant staff) Guidance Counselor 300 to 1 @ 205 Media Specialist 0+ 1.0 @ 200 Testing Lead Teacher 0+ 0.5 @ 190

Classified Staff Social Worker Case Driven Media Assistant 751+ 1.0 @ 190 Nurse (RN/LPN) 0+ 1.0 @ 190 Nurse Assistant 1501+ 1.0 @ 190 Data Specialist/PowerSchool 0+ 1.0 @ 260 Bookkeeper 0+ 1.0 @ 260 Support Staff 0-750 3.0 @ 190 751-1000 4.0 @ 190 1001-1250 5.0 @ 190 (one is 260 days; all others are 190 days) 1251+ 6.0 @ 190 Behavior Interventionist 0+ 1.0 @ 180 Hall Monitor Based on need @ 180 Behavior Management Specialist Case Driven @ 190

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Staffing Formula Ratios by Levels

High School 20.5 to 1 Middle School 21 to 1 Elementary Pre-K – 20 to 1

Kindergarten – 24 to 1 (classroom aide) Grade 1 – 22 to 1 Grade 2 – 22 to 1 Grade 3 – 22 to 1 Grade 4 – 24 to 1 Grade 5 – 24 to 1

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Mentoring/Induction Program Overview

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Program Overview

BCSD Induction and Mentoring Program Mission Our mission is to create and retain professionally-minded educators whose practices positively impact student growth and achievement over a span of time. As such, our Induction and Mentoring program offers mentoring support to teachers within the Induction Cohorts (years 1 thru 3), Annual Summative and Continuing Summative contract levels.

Induction and Mentoring Goals 1. To provide a systematic and comprehensive approach to fully supporting and assimilating Induction teachers

into the Beaufort County School District by building trusting relationships with participants to improve retention and create a mindset for ongoing professional growth.

2. To provide sufficient time for induction teachers to grow, through professional practice, as they work within the requirements of district mandates, building expectations and the parameters of the Induction program using best practices.

3. To fully implement State mandated guidelines for Induction by logically and sequentially training our induction teachers based on the four domains of the ADEPT 4.0 rubric (Planning; Instruction; Environment & Professionalism) with a specific emphasis placed on Instruction and Environment during the first year.

4. To engage summative evaluation teachers in mentoring conversations that provide insights and opportunities to reflect upon professional practice.

Overview of the Induction and Mentoring Initiative Beaufort County’s Induction and Mentoring Initiative is grounded in the belief that teachers develop when involved in professional relationships where inquiry and reflection are supported. Beaufort County recognizes the importance of an educator’s Induction years, as it is the norms and professional ideas that are developed early in an educator’s career that dictate the future of that professional. Beaufort County School District is committed to supporting our Induction teachers through a comprehensive Induction and Mentoring Program that works to promote growth within the domains of planning, instruction, classroom environment and professionalism.

“The purpose of induction is to facilitate beginning teachers’ successful transition into the profession. The primary emphasis during this time is on the “assisting” component of the Expanded ADEPT System. As a part of the ADEPT assistance process, school districts must make certain that beginning teachers are knowledgeable about the Expanded ADEPT System. Detailed information regarding this assistance process is contained in the SCDE document “South Carolina Mentoring and Induction Program: Implementation Guidelines”. The ultimate goal of the assistance process is, of course, to help these teachers meet or exceed these performance expectations as part of their everyday practice.” (Expanded ADEPT Support and Evaluation System Guidelines, March 14, 2017)

A component of South Carolina’s Expanded ADEPT system, beginning teacher induction is a Formative Evaluation Process designed to promote the professional performance and effectiveness of novice educators through structured assistance and ongoing, formative feedback. Expanded ADEPT Formative Evaluation applies to and is required for all groups of PARTICIPATE, as well as beginning teachers, including classroom-based teachers, school counselors, library media specialists, school psychologists and speech-language therapists.

Based upon the passage of Act 231 during the 2012 legislative session, amended Section 59-26-40 of the Code of Laws of South Carolina, Beaufort County School District will provide for an induction period of up to three years for beginning teachers, prior to advancement to an annual contract. All Induction teachers in Beaufort County School District will be enrolled in BCSD’s Induction Program. Our Induction program is a mandatory two-year cohort program that includes structured professional development activities and formal mentoring for teachers with an Induction contract. The Induction teacher will compile artifacts and evidence of South Carolina Teaching Standards 4.0

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throughout BCSD’s Induction Program. The length of the induction-contract period for each teacher – two or three years – is left to the discretion of the employing school district and should be based upon a beginning teacher’s successful completion of induction requirements and his or her readiness to participate in the summative evaluation process.

• Cohort 1 - provides teachers with an understanding of the South Carolina’s Teaching Standards 4.0 Rubric, including: short and long-range planning, choosing instructional strategies that support mastery of objectives, developing classroom routines and procedures that assure students are safe to learn, and teacher professionalism.

Develop quality lesson plans with rigor that promote learning for all students. Select a variety of instructional activities and materials to address various learning styles

and intelligences. Create a safe learning environment in which students’ efforts are reinforced and valued in

order for students to experience success. Differentiated support sessions are offered for special education teachers, speech-

language therapists, media specialists, and school counselors. • Cohort 2 - continues to support professional growth with the South Carolina Teaching Standards 4.0 Rubric

Domains of planning, instruction, environment and professionalism, with an in-depth look at differentiation, assessment, thinking and problem-solving.

Utilize differentiated instructional methods that are demanding for every student and create opportunities for all students to experience success.

Practice a variety of techniques to maintain appropriate behavior, which are dependent upon having knowledge of individual student’s needs.

Implement opportunities for students to apply their thinking and problem-solving abilities and skills.

Document reflective growth mindset through the completion of a Teacher Learning Opportunity cycle.

Differentiated support sessions are offered for special education teachers, speech-language therapists, media specialists, and school counselors.

• Cohort 3 - individual program based upon teacher’s professional needs as selected by building administration and the teacher’s completion of the Teacher Learning Opportunity cycle.

Teachers are placed on an Induction 3 contract at the discretion of the Principal • NOTE: Cohorts may be comprised of teachers at different Induction contract levels based on teacher need.

One example where this applies is a new to district teacher who has an Induction 2 contract may participate in Cohort 1 to become familiar with the expectations, processes and procedures of the Beaufort County School District.

Regulations State Board of Education Regulation 205.1, Part III, Item B

Each local school district must develop and implement a plan to provide induction-contract teachers with comprehensive guidance and assistance throughout the school year.

(South Carolina, Induction and Mentoring Program: Implementation Guidelines, 2006)

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Impact Data suggests the following impacts of BCSDs Induction and Mentoring Program:

• Schools – positive affect on school culture and learning community • Student Achievement - positive student growth • Building Mentors – increased instructional effectiveness, self-efficacy, peer-coaching skills and building

leadership capacity • Administration – awareness of Induction teacher needs and increased support for teachers undergoing

evaluation • Induction and Summative Teachers - increased instructional effectiveness, confidence, self-efficacy, and

retention • Profession – higher retention rate, positive changes in pedagogy

Evolution of BCSD Induction and Mentoring Program 2005 • Graduate Course for Induction teachers (45 seat hours)

• Portfolio required • Building Mentors • No District Mentors • Induction Seminars • Partnerships with community organizations • Provided professional resources • Building Mentors • District Mentors assigned to select schools • Induction Advisory Committee • District Mentors led State Mentor Training • Mentor Forums • Defined roles of mentors

Rationale “To provide all students with quality teachers, we must strive to improve the professional skills and the retention rate of beginning teachers. If we want to build strong school communities that are capable of improving student achievement, we must develop programs that support beginning teachers’ continued growth as they learn on the job how best to meet the needs of their students. Research shows that intensive, mentor-based induction programs can significantly reduce teacher turnover and help teachers to focus on improving instruction.” (SC South Carolina Induction and Mentoring Program: Implementation Guidelines)

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2008 • Partnerships with community organizations • Provided professional resources • District Mentors assigned to all schools • Support for ADEPT special areas • Mentor Advisory Committee • Created a Mentor Guidebook • Mentoring Logs using MyLearningPlan • Conscious Classroom Management

2017 • Building Mentor and administration onsite orientations • Mentor accountability forms using Google forms and monthly mentoring checklists • Professional Networking via Google Classroom • Instructional videos on SCTS 4.0 Rubric • Additional Classroom Management training offered through SAFE Schools online training • Development of a mandatory 2-year Induction program, with an optional Induction 3 • Targeted specialized support from district mentors for: VIF, Speech Language Therapists, School Guidance Counselors, Library Media Specialists, and Psychologists • Created a Google Induction Drive for each school • 15 retired District mentors

2018 • Induction teachers document building mentor support monthly via a Google form • Instructional videos on Teacher Learning Opportunity • Implementation of a mandatory 2-year Induction program, with an optional Induction 3 • Targeted specialized support for special education teachers through District Special Education Lead Mentor • 16 retired District mentors in addition to the 4 District Lead Mentors • Participation in Curriculum Preview Days by all new employees, including Induction 1-3 teachers • Utilization of videos and Blackboard Collaborate meetings with both mentors and induction teachers • Targeted feedback based upon a teacher’s ability to meet Induction professional responsibilities

2019 • Monthly recognition of exemplary building administrators • Monthly recognition of exemplary building mentors • Conducted virtual online seminars to maximize effective and efficient use of time • Offered differentiated support sessions for the Induction 3 cohort • Facilitated Zoom collaborative seminars for all school building mentors • Trained building administrators and district leadership on strategies and the importance of supporting all teachers and their role in the process to increase quality employee retention • Train all Assistant Principals within the District to become South Carolina Mentors • Supported new teachers by providing a standard set of basic school supplies for classrooms • Facilitated “Making Connections” days for all staff new to Beaufort County School District in collaboration with the Instructional Services Department. This two-day training helped to orient employees new to BCSD with the expectations, procedures and processes of the District

Based upon district data and changing research, BCSD’s Induction and Mentoring Lead Team continues to modify and develop a dynamic program to meet program guidelines, create effective induction teachers, and increase student growth.

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Formative Evaluation Requirements Formative assessment refers to the ongoing cyclical process during which a beginning teacher examines his or her professional practice with the guidance of an Assistance Team. Formative assessment data is used to identify the teacher’s strengths and challenges so that the appropriate assistance and guidance can be provided to him or her.

Formative Evaluation for Induction-Contract Educators

Induction Cohort I Induction Cohort 2 Induction Cohort 3 District Induction Program

Participation required o Seminar

attendance o Electronic

portfolio

Participation required o Seminar

attendance o Electronic portfolio

Targeted participation, as needed

Assigned Mentor An assigned mentor is specifically matched to the teacher in order to provide more intensive and individualized support, beyond the level of support provided to other teachers.

Required o Building

Mentor (School building administration selection and placement)

o District Mentor

Required o Building Mentor

(School building administration selection and placement)

o District Mentor


(School building administration selection and placement)

o District Mentor

Assistance Team An Assistance Team must observe and assist the beginning educator.

Required o School

Administrator o District Mentor

Required o School


Required o School


Required Processes and Induction Components During the induction period, particular emphasis is placed on the growth of the teacher.

Formative evaluation processes must address all components of the SCTS 4.0 Rubric or ADEPT Performance Standards

o Performance Data Guide

o Induction Formative Evaluation Summary

o School Induction Support Plan

Formative evaluation processes must address all components of the SCTS 4.0 Rubric or ADEPT Performance Standards




Formative evaluation processes must address all ADEPT Performance Standards, with targeted focus on the beginning educator’s identified area(s) for improvement




Immediate feedback must be provided to the teacher A Professional Growth and Development Plan may be developed with the educator based on data gathered through the formative evaluation process at the conclusion of the Induction 1 year.

The Professional Growth and Development Plan must be reviewed and updated with the educator based on data gathered through the formative evaluation process.

The Professional Growth and Development Plan must be reviewed and updated with the educator based on data gathered through the formative evaluation process.

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Formative assessments are usually conducted collaboratively by the Assistance Team and the beginning teacher in response to the teacher’s developmental needs. An essential component of the induction and mentoring process, the mentor-guided formative assessment is directed toward the goal of the teacher’s professional growth and a resulting rise in the level of student learning.

The Expanded ADEPT Formative Evaluation process must address all components of the SCTS 4.0 Rubric and types of evidence documentation that apply to each group of teachers (classroom-based teachers, school guidance counselors, library media specialists, and speech-language therapists). The most important distinctions between formative and summative processes are that, during Formative Evaluation:

• the observers will follow the POP Observation cycle which includes the pre-conference (to discuss the teacher’s plan for creating a standards-based lesson which leads to student mastery of the objective), the observation and the post-observation conference (to provide the teacher a chance to reflect on his or her practice);

• the observers are to provide immediate feedback to the teacher on all types of performance evidence, including observations and documents;

• the observers are to conference with the teacher and coach the teacher through processes such as reflections, planning and the like;

• the observers are to provide assistance to the teacher, as needed; • the observers are to ensure that the teacher has the necessary resources and the opportunities to engage in

professional collaborations; • School Administrators will work with Induction teachers to develop, implement and review Student Learning

Objectives; • Mentors will work with Induction 2 and 3 teachers to identify a Teacher Learning Opportunity; • School Administrators will create a Professional Growth and Development Plan for Induction Teachers, as

needed.

During the Expanded ADEPT Formative Evaluation process, particular emphasis is placed on the professional growth of the beginning teacher.

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Induction Assistance Team Selection/Assignment Prior to the beginning of the school year, school administrators complete the assignment of Assistance Teams and submit to the District Mentoring Team via the Google Drive. Assistance Teams are comprised of the following:

• At least two observers must be assigned to each educator on the Formative Evaluation level • Induction Assistance Teams are made up of a school administrator and an assigned district mentor

Their work will be supported by a building mentor whose teaching assignment is matched as closely as possible to the Induction teacher’s placement. Building mentors are assigned by school administration. Additional support is provided by building level instructional coaches. (See Building Mentors)

Induction Assistance Teams work to meet the needs of Beginning Teachers on the Social/Emotional, Physical and Instructional levels.

Beginning Teacher Common Needs Social/Emotional Needs - basic needs of feeling that he/she is a part of something meaningful, that he/she is heard and valued

• Need to feel valued • Relational connections • Location of resources-people or materials • Sense of efficacy

Formative Evaluation Tools

Induction Cohort I Induction Cohort 2 Induction Cohort 3 Induction Assistance Team

Calendar of ADEPT Procedures for Induction Staff

Yes, provided at orientation and within Google Classroom



Yes, provided at building orientation and within Google drive

Expanded ADEPT SCTS 4.0 Rubric / ADEPT / Teacher Templates

Complete all Induction assignments to develop mastery of the Expanded ADEPT SCTS 4.0 Rubric/ADEPT Domains via Artifacts and Evidence

Complete all Induction assignments to develop mastery of the Expanded ADEPT SCTS 4.0 Rubric/ADEPT Domains via Artifacts and Evidence

Teacher must fulfill all building requirements *It is recommended that teachers continue to develop mastery of the Expanded ADEPT SCTS 4.0 Rubric/ ADEPT Domains, as evidenced through the completion of Induction assignments.

Review Artifacts and Evidence and provide feedback

Professional Growth and Development Plan

Fulfills all requirements assigned at the conclusion of the final evaluation cycle as needed

Fulfills all requirements Fulfills all requirements o Developed by School Building Administrators based upon needs assessment

o Completed document is submitted to Human Resources

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Physical Needs - are centered on structure, culture, policies, and procedures of the building • Culture-professional learning communities, institutional support • School/district structure and policies - procedural issues outside of instruction, administrative procedures • Location of resources - people or materials • Professionalism - school norms related to dress codes, on-time behaviors, cell phone use, computer use,

teacher-student interactions

Instructional Needs - include any need a teacher has that affects his/her ability to plan lessons effectively, deliver quality instruction to every student in the classroom, and assess learning

• Support for data analysis/writing SLOs • Instructional support - instructional technology, lesson planning, pedagogy, content knowledge, assessment

strategies, reflection • Professionalism - professional organization membership, life-long learning, advocacy • Classroom management - working with specific groups of students (poverty, special education, behavioral,

ESL) classroom management plans, engagement • Parent contacts - ongoing communication, conferences • Location of resources - people or materials

District Mentors Our district currently has four “full release mentors” (District Mentors). Three district mentors each provide concentrated support at the elementary, middle and high school levels. Additionally, there is a special education district mentor assigned to support all special education teachers across the district. These mentors are collectively responsible for up to 80 induction/formal teachers annually. In order to ensure that all Induction 1, 2 and 3 teachers receive support, we currently employ 14 adjunct district mentors that each work with an average of 10 beginning teachers. “My district mentor is a great source of support for me this year. I think it is nice to have a safety net around us new teachers while we are still trying to figure everything out during our first few years.” (Induction teacher, September 2019)

District Full-Release Mentors Duties: District Lead Mentors, as part of the District Mentoring Team, develop Beaufort County’s Induction and Mentoring Program that provides teachers with comprehensive guidance and assistance throughout the school year, as well as provide teachers with formal written feedback and use mentoring dialogue to engage teachers in reflective practices on their strengths and weaknesses relative to state standards for teaching effectiveness.

• Building mentor support • Induction I, II and III support • Formally evaluated teachers support *on an as need basis* • Facilitate district New Employee Orientations throughout the summer • Oversee Induction Advisory Committee and Mentor Advisory Committee • Present at national and state conferences • Training and managing adjunct retired mentors • Communicate with building mentors • Facilitate Zoom Collaborate Seminars with mentors • Provide support sessions for summative evaluation process teachers • Provide and assist with ADEPT trainings and orientations • Support building administrators with working with induction teachers • Provide mentor and induction orientation for building administrators and mentors

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• Facilitate sessions in collaboration with the Instructional Services Department for Making Connections days (training and orientation for all employees new to Beaufort County)

Building Mentor Support by District Mentoring Team

• Provide a school-based orientation for mentoring duties

• Create and facilitate Zoom • Collaborate mentor forums • Provide ongoing professional development

for building mentors • Work with and monitor building mentors • Implement state mentor training • Correspond with building mentors • Conduct building mentor needs assessment

three times yearly • Analyze data obtained from needs assessments • Provide support and coaching • Provide monthly mentoring checklists and induction

support documentation templates • Track the assignments of building mentors by school administrators • Meet with Mentor Advisory Committee to review and update program annually

(see Mentor Advisory Committee) • Oversee Google Classroom for building mentors and administrators

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Induction 1, 2 and 3 Support

• Support beginning teachers using the South Carolina Mentoring Model through weekly visits with advisees

o Meet with Induction 1 weekly o Meet with Induction 2 and 3 bi-monthly

• Formatively evaluate and provide feedback to all Induction teachers according to the South Carolina Teaching Standards 4.0 Rubric

• Fulfill requirements as part of Induction Assistance Teams

• Supervise Professional Growth and Development Plan of Induction I, 2 and 3 Induction teachers

• Create, facilitate and oversee Induction Program professional development activities and requirements

o Facilitate Cohort 1 and Cohort 2 seminars (Including some of the following) Poverty Simulation Stewards of Children Successful Strategies Professionalism STOIC classroom management and classroom environment. “Every teacher can make a difference to a student's life by small actions.” (Induction

Teacher) o Provide reflective feedback to expedite professional growth and development of induction teachers o Create opportunities among induction teachers to network through in-person seminars

“I learned that many of my colleagues are going through similar challenges as first year teachers but that we each had different strengths. I was able to gather some new classroom management techniques from colleagues at a seminar.” (Induction teacher response, Induction Survey)

o Incorporate guest speakers from the community and within the district to enhance induction teacher’s professional growth and development

o Provide instruction on classroom management • Meet with Induction Advisory Committee and Mentor Advisory Committee to review and update program

annually

Formal Evaluation Teacher Support • Fulfill requirements of assistance plans **as needed • Annual or continuing summative teachers are assigned a building mentor who provides support throughout

the evaluation process

New Employee Orientation • Coordinate with other BCSD Departments to determine needs of new employees • Organize all materials for New Employee Orientation • Prepare New Employee Guide

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• Facilitate an average of 12 sessions each summer welcoming new employees o Familiarize new employees with the culture of Beaufort County o Explain BCSD’s vision and mission o Review district and cluster demographics by examining state report cards o Provide a reference list of support providers within schools and district o Review contract level definitions o Discuss support for teachers: mentors, coaches, team leaders

• Facilitate breakout sessions for Induction teachers o Explain induction requirements o Provide an overview of the SCTS 4.0 Rubric o Provide a copy of content standards to all induction teachers o Provide professional resources

National and State Presentations

• Attended sessions at the state coordinator’s meeting • Networked with other induction coordinators statewide and nationwide

Induction Advisory Committee An Induction Advisory Committee has been in place since 2008. The Induction Advisory Committee members are selected each year from district administrators, school administrators, teachers who have recently completed the induction process, and mentors from the elementary, middle, and secondary levels. These members generally serve two terms and new members are selected as needed. The lead district mentoring team seeks feedback on an annual basis from a variety of stakeholders regarding the current health and direction of the Induction Program. As a result of this ongoing committee, below are some of the programmatic changes that have occurred since its inception:

• seminars are now held in two locations, with an additional choice of dates and shorter durations for the convenience of the large number of participants;

• select seminars are offered virtually; • combined seminars and related topics to allow more effective and efficient use of time; • modifications of seminars to more closely align topics to Expanded ADEPT standards and teaching domains; • increased integration of technology (Google Classroom for reflective professional artifacts and evidence of

practice to improve interaction with induction teachers); • increased collaboration with instructional support personnel to present district initiatives at induction seminars; • completion of monthly mentor checklists to increase accountability for building mentors; • mentor assignments and pairings of induction teacher and state trained building mentors completed by

building administrators and are submitted to district mentor team; • administrators submit building level plans for induction teacher support; • increased opportunities for collaboration and networking for induction teachers in seminars, as well as through

technology • streamlined the required documentation process by housing all pertinent documents for administrators and

building mentors in a Google Classroom Mentor Advisory Committee A Mentor Advisory Committee has been in place since 2012. The Mentor Advisory Committee members are selected each year from among the district’s building mentors from the elementary, middle, and secondary levels. These

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members generally serve two terms and new members are selected as needed. The committee annually reviews current practices, analyzes survey data, make recommendations and further refines the Mentor program. As a result of this ongoing committee, below are some of the programmatic changes that have occurred since its inception:

• developed accountability measures for building mentors through monthly checklists; • refined the list of duties and responsibilities of building mentors; • implemented technology to maintain support for building mentors, blackboard collaborate meetings; • changed how building mentors are assigned to Induction teachers; • implementation of quarterly on-line mentor surveys to increase accountability for building mentors; • onsite mentor orientation.

Building Mentors Because induction teacher assistance and support is of primary importance throughout Expanded ADEPT Formative Evaluation, mentors play an essential role. Building administrators and District Lead Mentors work to assist the efforts of building mentors as they support induction teachers. Additionally, mentors are a valuable level of support for teachers at the annual and continuing summative levels.

Requirements for Assigning Mentors The following building mentor assignment requirements apply to Expanded ADEPT Formative and Formal Evaluation:

• A mentor must be assigned to each induction 1, 2 or 3 contract teacher. • A mentor must be assigned to any annual-contract teacher participating in ADEPT Summative Evaluation.

(Mentors may be assigned to teachers at the continuing summative level.) • Building mentor assignments are created by the school building administration team.

Mentor Qualifications To be eligible to serve as an assigned mentor, the educator must:

• hold a valid South Carolina professional teaching certificate • have completed a minimum of one-year of successful teaching experience in South Carolina at the continuing-

contract level • have successfully taught a minimum of three years • express a desire or a willingness to serve as a mentor • be recommended by a school or district administrator and by another teacher to serve as a mentor • have successfully completed all required South Carolina Department of Education approved mentor training

activities

Characteristics demonstrated by effective mentors include:

• a knowledge of beginning-teacher social/emotional, physical, instructional and professional needs and effective adult learning strategies

• a thorough command of the subject matter • a solid working knowledge of student academic standards and assessments • a sound working knowledge of effective instructional strategies

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• a knowledge of current educational trends, technologies, and literacy requirements • a solid working knowledge of current educator performance standards, evaluation processes, and evaluation

requirements • effective communication and interpersonal skills • the ability to serve as a role model • the desire and ability to work collaboratively for a common cause and/or for a greater good • the desire and the ability to continue to grow professionally

Considerations for Matching Mentors to Teachers In assigning a mentor to a teacher, school administrators must:

• match the mentor to the teacher according to at least two of the following three factors: o areas of certification o grade levels o physical proximity

• ensure that the mentor is assigned to and begins working with the teacher in a timely manner – no later than two weeks following the teacher’s start date or the date that a decision is made to assign a mentor

• Implement a system of support and accountability for building mentor activities and accountability

Building Mentor Expectations

Building mentors support a teacher’s professional growth. Building mentors are a valuable asset to beginning educators. “My mentor has been so excellent! She has coached me through the first few weeks of school and has made me think about things that I never would’ve thought of on my own. She always is willing to stay after school and go the extra mile for me!” (Induction Teachers, September 2019). Mentoring involves setting specific times to meet daily/weekly to discuss professional needs of teacher(s).

Induction Building Mentors

• Help plan standards-based lessons • Assist advisee with understanding and using data • Analyze student work • Model reflective practice • Provide resources • Meet with Induction teacher on a weekly basis • Provide emotional support and encouragement • Provide information about the daily workings of the school and cultural norms of the school community • Promote cultural proficiency regarding students and their families

Summative Building Mentors

• Provide resources • Be a trusted listener • Be an advocate • Provide support • Be a facilitator

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School Induction Support Plan

Each school administrator is responsible for creating a professional development plan to support the needs of beginning teachers and their mentors. This school professional development series is intended to provide a platform which is inclusive of teachers physical, social and instructional needs. School administrators are required to keep records on the Induction Support documentation template for each teacher that will be uploaded into the teacher’s profile on SCLEAD.

Sample topics include:

• Rubicon Atlas and Assessment • GANAG Lesson planning • Multi-Tiered Systems of Support (MTSS) and IEP’s • Grading and Report Cards • MAP data review • Stress Management • Preparing for state assessments

Reinforcement and Recognition

In an effort to increase quality teacher retention, the Human Resources Department is instituting the following acknowledgements and recognitions during the 2019-2020 school year:

• Monthly and annual reinforcement and recognition of building mentors and administrators for support of induction and mentoring:

o “Monthly S.M.A.R.T”. award for principals to include: recognition at monthly principal’s meeting, a trophy that will be prominently displayed at the school, and a banner that signifies the building as one that actively works to “Support, Mentor, and Retain Teachers.”

o “Mentor of the Month” and “Mentor of the Year” awards at the elementary, middle, and high school levels to include public recognition, a certificate, and a magnetic door banner signifying the teacher as one that actively works to “Support, Mentor, and Retain Teachers.”

• Annual recognition of a “Rookie of the Year” teacher at the elementary, middle, and high school levels to include public recognition, a certificate, and a magnetic door banner.

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Evidence Formative Evaluation

• Assistance Teams will formatively evaluate induction teachers based upon professional standards

• Used by the Assistance Team in identifying the induction teachers’ level of performance and expectations for continued growth

Mentoring Summative Evaluation Teachers

Annual Summative Continuing Summative Assigned Mentor


*District Mentors may be assigned in specific cases.

Mentor assigned as per the needs of Assistance Plans *District Mentors may be assigned in specific cases.

Mentor Roles for Summative Evaluation Teachers

o Engage in reflective mentoring conversations with the teacher

o Review school-related procedures, assignments, and issues

o Provide intensive and individualized support to improve the teacher’s performance and to ensure ongoing professional development

o Engage in reflective mentoring conversations with the teacher

o Review school-related procedures, assignments, and issues

o Provide intensive and individualized support to improve the teacher’s performance and to ensure ongoing professional development

Calendar of ADEPT procedures

Yes Yes

Assistance Plans Fulfills all requirements Fulfills all requirements

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Professional Growth and Development Plan • Induction Assistance Team uses the observation data to determine induction teacher professional growth

according to the SCTS 4.0 Standards • School building administrators will develop individualized PGDP based upon the beginning teacher’s

evaluation summary. • The creation and implementation of plans are based upon needs assessment (SCTS 4.0 Standards)

School Induction Support Plan Survey Results

Overall, I feel my Induction year was:

“I felt fully supported this year both with my school mentor and district mentor.” (Induction Teacher)

My District Mentor was helpful during my Induction year:

“I want to thank my district mentor Ms. Cheryl Smith for all her support, advice, patience, and her always positive attitude. She is amazing and working with her helped me improve my teaching, planning and classroom management.” (Induction Teacher)

“Thank you for all of the district support!” (Induction Teacher)

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Workforce Retention Rates

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The following graph is a representation of the induction year teacher retention data from the above chart.

YR-1 YR-2 YR-3 YR-4 YR-52014-2015 101 80 63 51 44 37 36.63%2015-2016 128 100 73 60 47 36.72%2016-2017 137 91 73 65 47.45%2017-2018 134 106 79 58.96%2018-2019 102 87 85.29%

Number of Induction Teachers Remaining At The End Of Each Year

SCHOOL YEAR

TOTAL HIRED

CURRENT RETENTION

PERCENTAGE

Induction Teachers Five Year Retention Rates

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Retention Rate of Employee Groups

The following chart represents the overall “School Level” retention rates for the 2018-2019 school year.

The following chart represents the overall “School Level” retention rates for the past five years.

# BUDGETED # RETAINED # BUDGETED RETENTION2018-2019 # RESIGNED # RETIRED # TERMINATED # OTHERS 2019-2020 2019-2020 RATE

Administrative Staff 96.00 13.00 2.00 1.00 16.00 80.00 96.00 83.33%Certified Staff 1727.60 230.00 29.00 3.00 2.00 264.00 1463.60 1762.92 84.72%Classified Staff 666.03 100.00 15.00 5.00 120.00 546.03 664.70 81.98%

OVERALL TOTALS: 2489.63 343.00 46.00 9.00 2.00 400.00 2089.63 2523.62 83.93%

SCHOOL LEVEL NOT RETURNING FOR 2019-2020 SY

# Retained 2019 - 2020# Budgeted 2018 - 2019

RETENTION RATE = 83.93%

TOTAL

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Retention Rate of Foreign Language, Math, Science, and Special Education

The following data represents the foreign language, math, science, special education retention rates.

The following chart represents the foreign language, math, science, and special education retention rates for the past five school years.

# BUDGETED # RETAINED # BUDGETED RETENTION2018-2019 # RESIGNED # RETIRED # TERMINATED # OTHERS 2019-2020 2019-2020 RATE

Foreign Language (HS & MS) 42.50 10.00 10.00 32.50 35.00 76.47%Math (HS & MS) 113.00 14.00 2.00 1.00 17.00 96.00 114.00 84.96%Science (HS & MS) 104.00 11.00 1.00 12.00 92.00 105.50 88.46%Special Education (K-12) 121.60 21.00 1.00 1.00 1.00 24.00 97.60 125.00 80.26%

OVERALL TOTALS: 381.10 56.00 4.00 2.00 1.00 63.00 318.10 379.50 83.47%

SUBJECT NOT RETURNING FOR 2019-2020 SY TOTAL

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The following chart represents the number of classroom teacher vacancies mid-September.

The following chart represents the number of classroom teacher vacancies on the first day of school.

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The following chart represents the number of resignation/retirement letters received by month for the past four years.

211

51

2212

250

20

35

15

215

45

2010

184

138

94

11

5152535455565758595

105115125135145155165175185195205215225235245255

June July August September

2016-2017

2017-2018

2018-2019

2019-2020

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Annual Human Resources Report P.E. 5.A.4

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Beaufort County Board of Education Beaufort County, South Carolina

Performance Expectations Monitoring Report

November 19, 2019

Performance Expectation (PE) being monitored: PE 5.A.4 I hereby present my Executive Summary on Performance Expectation 5.A.4: Human Resources Services and Monitoring Report on Performance Expectation 5.A.4 according to the schedule set by the Beaufort County Board of Education. I certify the information contained in this report is true. Date: _____________________ Signed: ______________________________ Alice W. Walton


Date: _____________________ Signed: _______________________________ Frank J. Rodriguez, Ph.D. Superintendent Accepted: Date: _____________________ Signed: ________________________________ Christina Gwozdz, M.D.


____________________________________________________________________________________________ P.E. 5.A.4 Conduct exit interviews of employees voluntarily separating from employment and report trend results annually to the Board. Superintendent’s Interpretation When an employee leaves, Human Resources leadership arranges for a system of exit interviews. Statement of Compliance In-person exit interviews are offered for teachers who resign and are highly encouraged for any teacher who leaves the district mid-year. The feedback will be used to provide feedback to the Chief Administrative and Human Resources Officer. The exit interview is structured around four domains:

1.Curriculum and Instruction

2. Support, evaluation and feedback

3. Professionalism

4. School climate

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Annual Human Resources Report P.E. 5.A.5.6

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November 19, 2019

Performance Expectation being monitored: 5.A.5.6

I hereby present my stipulation report on Performance Expectation: 5.A.5.6 according to the schedule set by the Beaufort County Board of Education. I certify the information contained in this report is true. Date: ____________________ Signed: _________________________________ Alice W. Walton


Date: ____________________ Signed: _________________________________ Frank J. Rodriguez, Ph.D. Superintendent Accepted: Date: _____________________ Signed: __________________________________ Christina Gwozdz, M.D.


___________________________________________________________________________________________ Stipulated Statements: P.E. 5.A.5.6: Inform the Board when initially recommending individuals to administrative level positions or general contracting positions who are immediate family members of the Superintendent, Executive Leadership, or Principals. Inform the Board when an immediate family member of the Superintendent, Executive Leadership Team, Principals, Facilities Planning and Construction Officer, Procurement/Contracting personnel is being employed with a major contracted service or construction vendor.

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Annual Human Resources Report P.E. 5.B.4

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November 19, 2019

Performance Expectation being monitored: 5.B.4

I hereby present my stipulation report on Performance Expectation: 5.B.4 according to the schedule set by the Beaufort County Board of Education. I certify the information contained in this report is true. Date: ____________________ Signed: ________________________________ Alice W. Walton


Date: _____________________ Signed: ________________________________ Frank J. Rodriguez, Ph.D. Superintendent

Accepted: Date: _____________________ Signed: __________________________________ Christina Gwozdz, M.D.


___________________________________________________________________________________________ Stipulated Statement: P.E. 5.B.4: Publicize the District’s Employee Grievance Administrative rule and effectively handle grievance concerns.

• An Employee Grievance procedure was in place during the previous school year.

• The existing Employee Grievance policy and procedures were reviewed during the previous school year and any modifications made were published for the current school year.

• All Employee Grievances during the previous school year were handled in accordance with the established

District policy and procedures.

There were eight grievances handled during the 2018-2019 school year.

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Annual Human Resources Report P.E. 5.C.1.2

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November 19, 2019

Performance Expectation being monitored: 5.C.1.2

I hereby present my stipulation report on Performance Expectation: 5.C.1.2 according to the schedule set by the Beaufort County Board of Education. I certify the information contained in this report is true. Date: _____________________ Signed: _________________________________ Alice W. Walton Chief Administrative and Human Resources Officer Date: _____________________ Signed: _________________________________ Frank J. Rodriguez, Ph.D. Superintendent Accepted: Date: _____________________ Signed: __________________________________ Christina Gwozdz, M.D.


_______________________________________________________________________________________ Stipulated Statement: P.E. 5.C.1.2: Ensure all staff is evaluated regularly based on job performance aligned with the Board’s expectations.

• All certified and support staff were evaluated during the previous school year based on job performance.

• Written ADEPT or classified evaluation forms were used for all evaluations during the previous school year. • The results of each evaluation were communicated by a personal meeting held with the employee.

Ensure that teachers are evaluated in accordance with State statutes and District Administrative rules based on job performance expectations aligned to the Board’s expectations.

• All teachers new to the District during the previous school year were formally observed and evaluated in writing in accordance with District policies.

• All continuing contract teachers were properly evaluated in the previous school year prior to a renewal

contract being offered for the current school year. • The results of each evaluation were communicated by a personal meeting held with the employee.

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Annual Human Resources Report P.E. 5.C.3

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November 19, 2019

Performance Expectation being monitored: 5.C.3

I hereby present my stipulation report on Performance Expectation: 5.C.3 according to the schedule set by the Beaufort County Board of Education. I certify the information contained in this report is true. Date: ____________________ Signed: ______________________________ Alice W. Walton Chief Administrative and Human Resources

Officer Date: _____________________ Signed: ______________________________ Frank J. Rodriguez, Ph.D. Superintendent Accepted: Date: _____________________ Signed: _______________________________ Christina Gwozdz, M.D.


_____________________________________________________________________________________________ Stipulated Statement: P.E. 5.C.3: Recognize excellence and provide constructive suggestions for improvements as appropriate. Please see listing of BCSD employees and schools recognized for excellence for 2018-2019. July 2018 Foundation for Educational Excellence spring grant awards National School Public Relations awards Cinderella Fella Ball donations WordMasters Challenge – Broad River Elementary School National Merit Scholar – Beaufort High School SCSBA Boardmanship Training Recognitions

August WordMasters Challenge – Bluffton Elementary School Hilton Head Island High School wins Carlisle Cup

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September SC READY and SC PASS maximum scores Whale Branch Early College High School SREB recognition

October SC READY and SC PASS maximum scores

November ACE – South Carolina Association of Cosmetology Schools (SCACS) Skills Competition Beaufort High School student named to Team USA at the 2019 International Weightlifting Federation Youth World Weightlifting Championships

December ACE – South Carolina Association of Cosmetology Schools (SCACS) Skills Competition Youth in Government – Beaufort High School and Bluffton High School Holiday card design – Hilton Head Island High School

January 2019 South Carolina School Improvement Council names 2019 Riley Award honorees – Hilton Head Middle School and Hilton Head High School February Bluffton High School JROTC - State Champions at the U.S. Army National Raider Championships Scholastic Art & Writing Gold Key - Hilton Head Island High School & Bluffton High School March National Merit Scholar Finalist – Beaufort High School State Paraprofessional of the Year – Jenifer Brown, Adult Education School Social Worker’s Week National Merit Finalists – Hilton Head Island High School & May River High School Guidance Counselor of the Year – Carrie Carter, May River High School Parker’s “Fueling the Community” donation

April “National High School Heart of the Arts Award” from the National Federation of State High May WordMasters Challenge – Broad River Elementary School River of Words Cover Art – Riverview Charter School School Nurse Day Proclamation TOY/SOY for Northern Beaufort County National Teacher Day Proclamation Zaner-Bloser Handwriting Contest - Bluffton Elementary School National Merit Scholars – Hilton Head Island High School & May River High School May River State Championships - Girl’s/Boy’s Track Team, Boys’ Soccer Team, Weightlifting State Championships and Swimming Championships National School Public Relation Awards TOY/SOY for Southern Beaufort County

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June Retiree Recognition WordMasters Challenge –Broad River Elementary School High School State Championships – Girls’ Softball team, Battery Creek High School; 4A Boys Track and Field team, Beaufort High School Cinderella Fella Ball Donations

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Annual Human Resources Report P.E. 5.C.4

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November 19, 2019

Performance Expectation being monitored: 5.C.4

I hereby present my stipulation report on Performance Expectation: 5.C.4 according to the schedule set by the Beaufort County Board of Education. I certify the information contained in this report is true. Date: ____________________ Signed: ________________________________ Alice W. Walton Chief Administrative and Human Resources Officer Date: _____________________ Signed: ________________________________ Frank J. Rodriguez, Ph.D. Superintendent Accepted: Date: _____________________ Signed: _________________________________ Christina Gwozdz, M.D.


____________________________________________________________________________________________ Stipulated Statement: P.E. 5.C.4: Annually recognize a support staff person of the year and a teacher of the year, publicizing the selection criteria in advance.

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The 2019-2020 Beaufort County School District Teachers of the Year and Support Staff of the Year are:

Beaufort County Teachers of the Year and Support Staff of the Year are:

2019 District Teacher of the Year 2019 District Support Person of the Year

Michelle Gordon – Bluffton High School Kari Dollar – Okatie Elementary School

School Teacher of the Year Support Staff of the Year Battery Creek High Beth Ann Melton Barbara Layman Beaufort Elementary Christine Johnson-Holmes Sharlene Washington-Robinson Beaufort High Wendy Lacombe Melissa Lather Beaufort Middle Rhonda McCauley Cynthia Ytyarte Beaufort-Jasper ACE Raquel Bryan Antionette Heyward Bluffton Elementary, ECC Rachel Gauvreau Nancy Toggweiler Bluffton High Michelle Gordon Kitty Bryant Bluffton Middle Donna Floyd Monica Prieto Broad River Elementary Arriel Young Austin Major Coosa Elementary Cynthia Jeffrey Tammi Ivey H. E. McCracken Middle Emily Rietveld David Welch Hilton Head ECC Kimberly Bambeck Carolilne Wallin Hilton Head Elementary (IB) Denise Bell Michelle Dewan Hilton Head Island Creative Arts, DIES Lyn Raichel Katherine Todd Hilton Head Island High Josh Wall Diana Santos-Lopez Hilton Head Island Middle DeAnna Campbell-Holmes Cathy Woloszyk Joseph Shanklin Elementary Keisha Miller Whitney Watson Lady’s Island Elementary Kwame Thornton Julie Riddle Lady’s Island Middle Vicki Shockley Harry Barnes May River High Julie Collins Kristy Campbell M.C. Riley Elementary, ECC Deborah Hammett Ani Burkart Mossy Oaks Elementary Amy Squires Sherry Heyward Okatie Elementary Amanda Hogshead Kari Dollar Pritchardville Elementary Deree Ward Laura Dimaria Port Royal Elementary Corey Hollis Charis Sanders Red Cedar Elementary Leanne Black Jennifer Kreiger Right Choices Nancy Wolff Alexander McBride River Ridge Academy Kim Fields Ashley Herrington Robert Smalls Intl. Academy Ashley Holland Mindy Brown St. Helena Elementary, EL Sharonda Coaxum Nicole Smalls Whale Branch E.C. High Freda McCanick Alicia Alston Whale Branch El., Davis ECC Gerald Greene Angela White Whale Branch Middle Karen Tooman Mary Singleton Adult Education

Jannie Mae Williams Willie Mae Lewis Transportation Jerry Green DESC Dominique Degraffenried

Documents

Annual Human Resources Report - BoardDocs, a Diligent Brand · • Action 2: Increase BCSD social media presence for recruiting, ... Discuss the cost of living supplement which began