Shifting focus in the summer months, the Department of Public Instruction’s District Visits and Voices team met with teachers and administrators in the Western and Northwestern regions. On separate visits, the team discussed teacher retention in Clay, Cherokee and Graham counties in early June before traveling to Alexander, Alleghany and Montgomery counties to wrap up the month. The focus throughout each of these visits remained on educators and the work being done in order to recruit and retain them in North Carolina.
— Jeremy Gibbs (@JeremyRGibbs) June 10, 2021
DPI staff began their visits in Clay, Cherokee and Graham counties where there was an emphasis on teacher support and professional development in an effort to recruit and retain teachers in the west. The geography of Clay County Schools’ elementary, middle and high school on a single campus allowed for a natural K-12 cohesion and consistency throughout the school district. Understanding the limited middle income housing opportunities in Clay County, the school district has built a culture of unity and collaboration to support its educators while exploring opportunities for new ways to boost educator pay. Similarly, Cherokee county capitalized on its Curriculum Engineers initiative that was created early during the COVID-19 pandemic. Cherokee county’s Curriculum Engineers are lead teachers for content across the county, which creates professional development opportunities for them. Wrapping up the west, Graham county encourages its staff to advance their education in an effort to “grow their own” and retain teachers. Generating excitement, Graham County Schools’ food truck became somewhat of an “all-purpose” truck throughout the pandemic to spark activities within the community.
— Julie Paige Pittman (@twinologist) June 11, 2021
Continuing the teacher retention discussion, the DPI District Visits and Voices staff traveled east to Alexander, Alleghany and Montgomery counties to conclude June. Alexander county stressed teacher leadership to create a culture of collaboration within the district. Instructional teachers encourage a learning focus design to keep the end goals as the center focus, while also vetting lessons and supporting beginning teachers with mentors and coaches. Alleghany county incentivizes content area and advancements within a subject area to encourage and invest in growing their own. The homegrown teacher model, including the teacher cadet program, encourages district cohesion and support because of leadership from the top down. Lastly, Montgomery county’s alignment with its local community college and educator preparation program (EPP) builds culture and puts education at the center of the community.
— Freebird McKinney (@FreebirdsShire) June 23, 2021
Now what? Fostering and supporting the teacher cadet program in North Carolina, NCDPI served as the host site for teacher cadet teacher training in June. Legislators had the opportunity to speak with teachers and course instructors on the importance of funding the program and the homegrown teacher model. Additionally, the tiered certification system developed in Graham county for school psychologists emphasizes human capital within the district while creating levels of student support. Overall, the level of teacher support and collaboration across this district is a model for fostering and retaining highly-engaged and effective teachers within local communities.