From their first moments in South Carolina's schools, beginning educators are expected to be effective practitioners, facilitating and guiding the learning of their students even as they themselves continue to learn. Because expectations are high and the challenges are many for these novice professionals, quality induction programs that support and assist them through their early years in the profession are essential in promoting teacher retention, teacher effectiveness, and - most importantly - student learning. South Carolina is committed to developing, implementing, and sustaining effective induction programs in school districts statewide to ensure that beginning teachers become an integral part of the professional learning community, benefit from the coaching and support of a trained mentor, and continue to develop the skills necessary to positively impact student learning throughout their careers.
Evaluation Rubrics for South Carolina Educators
South Carolina Induction and Mentoring Requirements
Mentor Assignment Requirements
Expanded ADEPT Orientation Overview July 2018
Renewal Credit Requirement for Mentors
The 2017 South Carolina Induction and Mentoring Program Implementation Guidelines (PDF, 242 KB – 9/12/19) provide helpful information to school districts in terms of planning and implementing effective induction and mentoring programs. The guidelines specifically address four critical elements: (1) induction and mentoring program leadership, (2) district programs for beginning teachers, (3) district programs for mentors, and (4) induction and mentoring program evaluations. As one of several important revisions to South Carolina's ADEPT system, the Induction and Mentoring Program Guidelines are designed to elevate the teaching profession by promoting support for beginning teachers and leadership roles for experienced teachers.
Induction and Mentoring Information for Beginning Classroom Teachers
South Carolina is dedicated to developing, implementing, and sustaining programs statewide to ensure that beginning teachers understand what is expected of them, that they receive specific assistance from mentors as they transition into the profession, and that they become an integral part of a learning community that supports their continuous professional growth and development. South Carolina’s induction and mentoring initiative exists as a collaborative effort among the state’s school districts, the teacher education programs in the state’s colleges and universities, the SBE, the SCDE (through the Office of Educator Effectiveness and Leadership Development (OEELD)), and CERRA. Implemented by the individual school districts statewide, these induction and mentoring programs will have one overriding objective: to inform, encourage, and support beginning teachers for the purpose of improving the quality of teaching in the state, raising the level of student achievement and reducing the rate of attrition among our newest teachers.
Classroom-based Teacher Evaluation Guidance
SCTS Evaluation Cycle for Teachers - Teachers are encouraged to use this chart to understand the evaluation processes that will take place throughout the year.
SC Teaching Standards and Expanded ADEPT FAQ
Induction and Mentoring Information for Special Area Educators
Induction and Mentoring Information for Districts and Mentors
The SLO Template - Form B2 - SCTS 4.0 is the form used to capture evidence of Student Learning Objectives (SLOs), a tool for actionable reflection used in teacher evaluation systems as a student growth measure. SLOs are monitored over the duration of time the students are with the teacher for instruction, which may be a full academic year, a semester or a quarter (depending on the context in which the teacher leads instruction).
Scheduled Mentor Training is sponsored by districts in collaboration with the Center for Educator Recruitment, Retention and Advancement (CERRA) and the South Carolina Department of Education (SCDE).
