16 NCAC 06C .0339         residency license Professional development requirements

(a)  A public school unit that employs a teacher holding a residency license shall, within the teacher's first year on the license, provide the teacher with at least three hours of field experience before the teacher begins teaching in the classroom and at least 10 hours of field experience over the course of the year. The field experience requirement can be fulfilled while the teacher holds a permit to teach or an emergency license in advance of the first year of the residency license.

(b)  For purposes of this rule, "field experience" means opportunities to observe, practice, and demonstrate knowledge and skills in a classroom setting in the presence of students. Field experience may include experience prior to clinical residency, as defined in G.S. 115C-269.1(8).

(c)  The PSU shall provide the teacher with 10 days of professional development, within the teacher's first year on the license, that includes training on the following topics:

(1)           The mission statement, policies, and procedures of the PSU.

(2)           The mission and policies of the State Board of Education.

(3)           Services and professional development opportunities available to the teacher.

(4)           The process for obtaining a CPL.

(5)           The guidelines for optimal working conditions for all beginning teachers developed by the State Board of Education in accordance with G.S. 115C-300.1(b).

(6)           EVAAS.

(7)           The North Carolina Standard Course of Study, including end-of-grade and end-of-course testing requirements.

(8)           The PSU curriculum.

(9)           Lesson planning.

(10)         Classroom structure and organization designed to maximize student learning.

(11)         Classroom management, including:

(A)          Positive management of student behavior;

(B)          Effective communication for defusing and de-escalating disruptive or dangerous behavior; and

(C)          Safe, appropriate, and legal use of seclusion and restraint.

(12)         Identification and education of children with disabilities.

(d)  The PSU may, in the alternative, satisfy the professional development requirements of Paragraph (c) by requiring the teacher to complete the following:

(1)           The North Carolina Effective Teacher Training;

(2)           Training on evidence-based practices as defined in 20 U.S.C. 7801(21)(A);

(3)           Training on the Whole School, Whole Community, Whole Child Framework promulgated by the United States Centers for Disease Control and Prevention;

(4)           Training on positive management of student behavior and effective communication techniques for defusing and de-escalating disruptive and dangerous behavior; and

(5)           Enrollment in any other training for classroom teachers required by the General Statutes or State Board of Education rules, such as the Science of Reading.

For teachers holding a residency license, emergency license, or permit to teach, the PSU shall provide at least eight hours of training in Subparagraphs (d)(2) through (d)(5) of this Rule before the teacher begins teaching in the classroom.

(e)  The PSU may provide all 10 days of professional development pursuant to Paragraphs (c) or (d) of this Rule during the preservice period before the teacher begins teaching in the classroom or may provide five days of professional development during the preservice period with the remaining five days taking place throughout the teacher's first year on the residency license.

History Note:        Authority G.S. 115C-12(9); 115C-268.5; 115C-270.5; 115C-270.20; 115C-300.1;

Eff. October 1, 2020;

Amended Eff. July 1, 2026.