District and Regional Support District and Regional Support (DRS) The District and Regional Support unit develops and aligns systems, processes and procedures to provide a unified system of support to North Carolina LEAs through: A Regional Support Structure coordinating academic supports to the field Opportunities for Educator Recruitment & Advancement and growth Intensive support for Low Performing Schools & Districts Providing Models of Reform for recurring low-performing schools Diagnostic Services Regional Support Structure The regional support structure organizes services to schools and districts through an efficient geographically based model. The Regional Director leads the support and services provided in each region. The director facilitates and participates in the design, implementation, and evaluation of all services and school improvement practices for North Carolina districts and schools with a partnership focus on those districts designated as low performing. Other key duties include: Providing a communication loop to all superintendents, central office administrators, principals, and teachers about the knowledge and skills needed to facilitate policies, processes and practices that focus on improving student achievement; Providing oversight, management, and supervision to align work process with other key Agency and district staff; Co-supervising cross Agency regional teams and leading all internal and external communication regarding the regional team’s work and support. Find more information on the Regional Support Structure. Educator Recognition & Advancement The purpose of Educator Recognition & Advancement is to support those structures, as defined by state statue/NCSBE policy/federal/public/private guidelines, that recognize and/or advance high-quality educators in meeting the vast needs of the students they serve. Our goal is to strengthen public support of educator recognition and advancement and make sure all educators have equitable access to opportunities to assist them in growing professionally and advocating for their profession. Areas of Support are: Beginning Teacher Induction, Monitoring, and Support Burroughs Wellcome Fund North Carolina Teacher of the Year Program Wells Fargo North Carolina Principal of the Year Program Milken Educator Awards National Board Certification Troops to Teachers TAs to Teachers North Carolina Teacher Working Conditions Survey Low Performing Schools & Districts DRS provides service and support to districts and schools across the state of North Carolina. Through a collaborative effort across multiple divisions within the Department, DRS focuses on building the capacity of all staff serving in the lowest performing districts and schools across the state to support the improvement of the school performance grade and EVAAS growth score. The Unit works with districts and schools to develop or improve systems and processes that will sustain a continuous improvement culture. RCMs work in conjunction with teachers, principals, superintendents, local school boards, families and communities, and other educational partners to support them in improvement planning and implementation. DRS is organized under the Deputy State Superintendent of District Support and provides services based on a Comprehensive Needs Assessment and annual results of the Performance and Growth of North Carolina Public Schools. Find more information on Low Performing Schools & Districts. Models of Reform Recurring low-performing public schools have the opportunity to apply for one of the following four Reform Models: Turnaround, Transformation, Restart, or Closure. Once the application is approved by the State Board of Education, the selected reform model empowers the LEA and schools to make the necessary adjustments to positively impact leadership, effective teaching and learning, school culture, parent and community involvement and ultimately, positive outcomes for students. Find more information on the Models of Reform. Diagnostic Services The Comprehensive Needs Assessment provides a framework which: provides districts and schools with a clear view of their strengths, areas for improvement, challenges, and successes; enables a systematic review of practices, processes, and systems within a school district; assists district and school leadership in determining needs, examining their nature and causes, and setting priorities for future action; guides the development of a meaningful district or school plan and suggests benchmarks for evaluation; and most importantly, it is a cornerstone of continuous improvement, ensuring the best possible outcomes for all students. The rubrics and materials that underpin the third party Comprehensive Needs Assessment may be used by any school to strengthen the School Improvement Planning process. The following six dimensions are evaluated during the Comprehensive Needs Assessment Process: Instructional Excellence & Alignment Leadership Capacity Professional Capacity Planning & Operational Effectiveness Family & Community Support Find more information on the Comprehensive Needs Assessment.
District and Regional Support District and Regional Support (DRS) The District and Regional Support unit develops and aligns systems, processes and procedures to provide a unified system of support to North Carolina LEAs through: A Regional Support Structure coordinating academic supports to the field Opportunities for Educator Recruitment & Advancement and growth Intensive support for Low Performing Schools & Districts Providing Models of Reform for recurring low-performing schools Diagnostic Services Regional Support Structure The regional support structure organizes services to schools and districts through an efficient geographically based model. The Regional Director leads the support and services provided in each region. The director facilitates and participates in the design, implementation, and evaluation of all services and school improvement practices for North Carolina districts and schools with a partnership focus on those districts designated as low performing. Other key duties include: Providing a communication loop to all superintendents, central office administrators, principals, and teachers about the knowledge and skills needed to facilitate policies, processes and practices that focus on improving student achievement; Providing oversight, management, and supervision to align work process with other key Agency and district staff; Co-supervising cross Agency regional teams and leading all internal and external communication regarding the regional team’s work and support. Find more information on the Regional Support Structure. Educator Recognition & Advancement The purpose of Educator Recognition & Advancement is to support those structures, as defined by state statue/NCSBE policy/federal/public/private guidelines, that recognize and/or advance high-quality educators in meeting the vast needs of the students they serve. Our goal is to strengthen public support of educator recognition and advancement and make sure all educators have equitable access to opportunities to assist them in growing professionally and advocating for their profession. Areas of Support are: Beginning Teacher Induction, Monitoring, and Support Burroughs Wellcome Fund North Carolina Teacher of the Year Program Wells Fargo North Carolina Principal of the Year Program Milken Educator Awards National Board Certification Troops to Teachers TAs to Teachers North Carolina Teacher Working Conditions Survey Low Performing Schools & Districts DRS provides service and support to districts and schools across the state of North Carolina. Through a collaborative effort across multiple divisions within the Department, DRS focuses on building the capacity of all staff serving in the lowest performing districts and schools across the state to support the improvement of the school performance grade and EVAAS growth score. The Unit works with districts and schools to develop or improve systems and processes that will sustain a continuous improvement culture. RCMs work in conjunction with teachers, principals, superintendents, local school boards, families and communities, and other educational partners to support them in improvement planning and implementation. DRS is organized under the Deputy State Superintendent of District Support and provides services based on a Comprehensive Needs Assessment and annual results of the Performance and Growth of North Carolina Public Schools. Find more information on Low Performing Schools & Districts. Models of Reform Recurring low-performing public schools have the opportunity to apply for one of the following four Reform Models: Turnaround, Transformation, Restart, or Closure. Once the application is approved by the State Board of Education, the selected reform model empowers the LEA and schools to make the necessary adjustments to positively impact leadership, effective teaching and learning, school culture, parent and community involvement and ultimately, positive outcomes for students. Find more information on the Models of Reform. Diagnostic Services The Comprehensive Needs Assessment provides a framework which: provides districts and schools with a clear view of their strengths, areas for improvement, challenges, and successes; enables a systematic review of practices, processes, and systems within a school district; assists district and school leadership in determining needs, examining their nature and causes, and setting priorities for future action; guides the development of a meaningful district or school plan and suggests benchmarks for evaluation; and most importantly, it is a cornerstone of continuous improvement, ensuring the best possible outcomes for all students. The rubrics and materials that underpin the third party Comprehensive Needs Assessment may be used by any school to strengthen the School Improvement Planning process. The following six dimensions are evaluated during the Comprehensive Needs Assessment Process: Instructional Excellence & Alignment Leadership Capacity Professional Capacity Planning & Operational Effectiveness Family & Community Support Find more information on the Comprehensive Needs Assessment.
