This document proposes new pathways and entry points for teacher licensure in North Carolina. It outlines 7 potential license levels from Apprentice to Advanced Teacher roles. For each level it describes the credentials and evidence needed to enter, maintain, and progress through the level. Supports like professional learning and compensation are also addressed. The goal is to create multiple options for teachers to demonstrate effectiveness and qualify for higher license levels and roles.

1. New Professional Learning Tools and Structures (for Beginning and Experienced
Teachers)
PEPSC Pilot-Framing Workgroup Recommendation Brief
NOTE: Professional Learning related to PSUs goals is not covered under this section. This is
about what learning is required to advance and/or maintain the license.
1. Identification of existing assets accessed by pre-service, beginning, and experienced teachers
to engage in professional learning
a. New Teacher Support
i. Beginning Teacher Support Program
ii. New Teacher Support Program (NTSP)
b. Adult Leadership role (district or school-based)
c. Methods to Earn CEUs
i. Conversion of CEU away from time to competency
ii. Professional learning should address Essential Knowledge and Critical
Dispositions articulated for each INTASC Standard
(https://ccsso.org/sites/default/files/2017-
12/2013_INTASC_Learning_Progressions_for_Teachers.pdf )
iii. Regardless of learning vehicle, CEUs are awarded ultimately by
demonstration of satisfactory performances of INTASC standards (see
resource link in ii). Examples of current tools include:
1. Workshops
2. Microcredentials (must conform to standards of quality set by SBE)
3. Coursework from an approved EPP
4. District-based professional development (teacher workdays)
5. Curriculum training (e.g., LETRS training)
6. National Board Certification
7. Other
iv. Portions of the INTASC Standard can be demonstrated for a portion of the
CEU
2. Articulation of a menu of potential tools that would be vetted through a state approval
process and provide flexible access to the knowledge base of teaching associated with
positive outcomes for student learning.
a. New Teacher Support
i. New Teacher Support Program (NTSP)
ii. Initial Teacher Support Program
b. In-class supervision by License IV Advanced Teacher - Adult Leadership Teacher
c. Clinical Supervision with advanced teacher role
d. Networked Improvement Communities (NICs - which come out of the Carnegie
Foundation)
e. Micro-credentials (Basic, Intermediate, Proficient and Mastery levels)
f. Professional learning offered by an authorized EPP
g. Other (this is to maintain consistency with item 1 iii)

2. 3. Recommendations for mapping of appropriateness for different tools to different levels of
progression in attaining the professional knowledge base (e.g., use of micro credentials,
coursework, advanced degrees, National Board certification)
a. Pilot the use of tools with different license levels to determine empirically what tools
are appropriate for what license levels
4. Mapping of known data on effectiveness of tools
a. Evaluate in the pilot process whether professional learning tools, including
competency-based learning, have a positive effect on student outcomes of interest
5. Process of approval and renewal for any tools used in the state and the entity offering the tool
a. Provided the standards of competency are met, the state would not be required to
approve professional learning opportunities
b. As part of the pilot process, the state may collect examples of professional learning
opportunities that lead to CEUs being awarded, as well as data from PSUs regarding
the time and resources required for developing learning tools and evaluating teacher
competencies.

3. Working Group Addendum
• Any professional learning tool from an external source must be approved through the
SBE as required legislatively.
The next bullet may be outside of the scope of this working group’s domain, however, we felt it
very important that this be shared with PEPSC and any relevant subcommittees.
• The Advanced Teacher roles may/should play a significant part in the professional
learning experiences for teachers in their schools and the PSU as a whole. We
recommend that the Advanced Teacher Role – Adult Leadership be engaged in the
following work related to professional development:
o Researching, identifying, selecting, and recommending professional learning tools
to support teachers in their continuous professional learning
o Developing PSU-specific professional learning tools
o Evaluating teacher competencies based upon outcomes of professional learning
experiences
o Engagement in evaluator training programs to ensure valid and reliable teacher
evaluation
• In order for the Advanced Teacher Role – Adult Leadership to be effective, there must be
sustained state funding for an adequate number of Advanced Teachers in each PSU and
the schools within. These positions should not remove a teacher from the classroom
without replacing that teacher with a new position within the school. The number of
advanced teachers should be based upon an equation which takes all of the following
factors into account:
• ADM
• Number of teachers in Apprentice – License III levels
• Socio-economic need of PSU
• Any other school capacity measures which ensure equitable distribution of funding
• The state should also account for the funding necessary to train Adult Leadership
advanced teachers in effective evaluation techniques such as the Gates Foundation
Measures of Effective Teaching (MET).

4. Advanced Teaching and Leader Roles Working Group
PEPSC Pilot-Framing Workgroup Recommendation Brief
1. Identification of roles to be piloted
a. Adult Leadership (AL) – highly effective, full-release educator whose responsibilities
include ensuring that all teachers under his or her leadership are developing effective
instructional practices and having positive impact on student learning.
b. Classroom Excellence (CE) – highly effective educators who instruct a greater
number of students than traditional assignments (including K-3 classes) or works with
a teacher team across multiple classrooms and levels. The CE teacher may be
supported by educators in the Apprentice and/or License I categories.
2. Definition and responsibilities of the roles
a. AL
i. At least 90% of time devoted to supporting teachers under his or her leadership
in the classroom setting
ii. License I teachers – recommended at least 5 hours/week in License I teachers’
classrooms
iii. License II teachers – recommended at least 2 hours/week in License II teachers’
classrooms
iv. License III teachers – recommended at least 1 hour/week in License III
teachers’ classrooms
v. Provide coaching and leadership to facilitate peer reflection and instructional
practice improvement
vi. Address State/District/School professional practice priorities (aligned to
Standards I and V)
vii. Conduct Peer Observations
viii. Model exemplary lessons for initially licensed teachers (Licenses I-III)
b. CE
i. Address State/District/School instructional practice priorities (aligned to
Standards II, III, and IV)
ii. Conduct model lessons and facilitate peer reflection for instructional practice
improvement
iii. Conduct Peer Observations (as required)
3. Expectations and Credentials to attain, hold, and maintain the license appropriate to the roles
AL & CE
i. Complete the requirements for License IV
ii. Develop standardized criteria based on current ATR program selection
processes or processes as developed from ATR in combination with other
advanced/lead teacher roles (e.g., New Teacher Support Coaches), which may
include student achievement measures
iii. Distinguished performance on a 360 (multiple stakeholder) evaluation process.

5. iv. For AL only - Successful completion of a micro-credential-based endorsement
on adult leadership (to be developed).
4. Supports necessary for teachers to attain and hold the license
AL & CE
(i) Prioritized training on state/district/school improvement initiatives
(ii) Professional Learning Network to identify PSU/State priorities and/or
requirements
(iii)Connect advanced teachers roles members and potential candidates to share
best practices, address problems of practice, and support candidates in
qualifying for the roles.
5. Compensation for the licenses associated with advanced and lead teacher roles
a. Establish a state baseline
b. PSUs can supplement in addition to the state-based line with additional salaries
and positions as needed
c. At least $15K for AL and $5K for CE to stay competitive with added
responsibilities
d. Count towards retirement
6. Components of assessment
a. AL
i. Measure of the impact of AL on performance outcomes of teachers they serve
ii. Continued demonstration of instructional excellence as part of the 5-year
renewal cycle (measure to be determined).
iii. Feedback from teachers supported by the AL
b. CE
i. Recommending exceeding expectations for student growth (EVAAS, if
applicable and other measures to be determined in pilot phase)
ii. Continued demonstration of instructional excellence as part of the 5-year
renewal cycle (measure to be determined).
iii. Recommending distinguished performance on a 360 (multiple stakeholder)
evaluation process (as part of the 5-year renewal cycle).
7. Recommendation on Determining the Number and Assignment of educators in advanced
roles
a. AL - Ratio of AL to License I-III teachers no greater than 1:10, ADM allocation,
or allocation based on FTEs paid in object code 12X
b. CE – allocation based on the number of Apprentice and/or License I roles in the
school, ADM allocation, or allocation based on FTEs paid in object code 12X

6. Working Group Addendum
• For the Adult Leadership License, as a full-release teacher, this teacher would include co-
instruction for a certain percentage of total responsibilities as part of the definition.
• Support, such as coaching, needs to be included for the AL and CE licenses. This will
enhance the success of these teachers.
• Provide responsibilities for the AL and CE licensed positions to streamline across the
state while also allowing for district flexibility to provide defined autonomy.

7. Measures of Teaching Effectiveness
PEPSC Pilot-Framing Workgroup Recommendation
1. Articulation of the purpose of the measures as related to informing teaching effectiveness
a. The measures provide metrics/evidence for teachers that demonstrate teaching effectiveness.
2. Identification of components of a menu of multiple tools to produces evidence of teaching
effectiveness
a. Content and pedagogy components as delineated by the INTASC standards and can or should
be evaluated with the following measures:
i. Examinations: edTPA/PPAT and/or Praxis II/Pearson
ii. State-created suite of Micro-credentials
iii. Multi-observer Performance Review (tools designed to provide evidence of mastery
in the classroom setting to include administrator observation, advanced teacher (AL)
feedback, peer evaluations, student surveys)
iv. EVAAS or other measures of academic growth
v. Completion of a SBE-approved Educator Preparation Program
vi. Other tools designed to determine competency in content and/or pedagogy
3. Establish the connection between measures and the INTASC standards to ensure that they are
meeting the intended standards for a particular license level.
INTASC Learning Progressions for Teachers 1.0: A resource for ongoing teacher development
(2013) will serve as the basis for developmental structure and language of practice across the
pathways
a. Apprentice: Associate’s degree (or commensurate number of credit hours); 60 semester hours
toward a bachelor’s degree.
b. License I: Determination of which standards and/or at what level of competence to qualify -
bachelor’s degree added
c. License II: Determination of which standards and/or at what level of competence to qualify
d. License III: All ten standards at least at the proficient level
e. License IV: All ten standards at the proficient level with selected standards at the mastery
level
4. Articulation of basic expectations to establish validity and reliability of the tools
a. Ensure that the created tool has been validated by experts and educators in the field
b. Reliability of the data obtained from validated measures to be determined in pilot phase
c. The validity and reliability of an individual measure should be in place prior to that measure
being used to determine compensation or licensure status.

8. Working Group Addendum
• Measures are equal in importance to move from one license level to another level. One isn’t
viewed as better or more rigorous.
• Different assessment pathways to a particular licensure level should reflect equivalent levels of
teaching effectiveness.
• Multiple measures could be used to meet all INTASC standards.

9. New Pathway Entry Points
PEPSC Pilot-Framing Workgroup Recommendation Brief
1. Articulation of the entry points
a. Apprentice License
b. License I: Teacher in Residency
c. License II: Teacher in Residency Knowledge and Skill Development
d. License III: Teacher in Residency Knowledge and Skill Advancement
e. License IV: Expert Teacher
f. License IV CE: Advanced Teacher Classroom Excellence
g. License IV AL: Advanced Teacher Adult Leadership
2. Credentials of a person entering at each point
a. Apprentice License: Associate’s degree or 60 credit hours towards a baccalaureate
degree
b. License I: Baccalaureate degree or higher, 18 hours relevant content, affiliation
with an EPP and PSU that guides routing; CTE licensure areas require 3 years of
relevant work experience
c. License II: Affiliation with an EPP and PSU plus License I requirements and
demonstrate beginning level of competency around standards
d. License III: Fulfilling License II requirements plus requirements to demonstrate
effectiveness
e. License IV: Fulfilling License III requirements plus requirements to demonstrate
effectiveness
f. License IV CE: Fulfilling License IV requirements plus requirements to
demonstrate effectiveness
g. License IV AL: Fulfilling License IV requirements plus requirements to
demonstrate effectiveness
3. Professional progression and evidence of successful practice to maintain the license at
that entry point
a. Apprentice License: one year license with ability to renew license twice over
three years.
b. License I: license term of up to three years. Not renewable
c. License II: license term of up to three years. Not renewable
d. License III: license term of up to six years. Not renewable
e. License IV: license is a term of five years and is renewable. Renewal tools:
i. Micro-credentials approved by the PSU if they meet the standards set by
the board of education
ii. Traditional Professional Development approved by the PSU, EPP, or
partnership between the two
iii. Demonstration of effectiveness 3 of 5 years (either EVAAS or Tools
designed to measure impact on student learning/peer collegial review
practice or other reliable and valid quantitative or qualitative methods that
have not yet been developed)
f. License IV CE: license is a term of five years and is renewable. Renewal tools:

10. i. Using the following tools, provide evidence of mastery of standards of
practice assigned to the license:
1. Exceeding Growth EVAAS, 3 out of 5 (if available).
2. Tools designed to measure impact on student learning/peer
collegial review practice
ii. NBCT
iii. Coursework
iv. Other reliable and valid qualitative or quantitative methods can be
identified or developed
g. License IV AL: license is a term of five years and is renewable. Renewal tools:
i. Exceeding Growth EVAAS 3 out of 5 years (if available and dependent on
development of EVAAS measure for ATR program.
ii. Tools designed to measure impact on student learning/peer collegial
review practice
iii. NBCT
iv. Coursework
v. Other reliable and valid qualitative or quantitative methods can be
identified or developed
4. Supports necessary for a person to engage in successful professional progression
a. Refer to briefs for the Professional Learning Tools and Structures and Advance
Teaching and Leader Roles working groups
5. Compensation for the licenses
a. See compensation matrix (slides 20-22 of the updated model), subject to review
by NCDPI Finance Department.

11. Working Group Addendum
• For the Apprentice License, change the degree qualification to Associate’s or higher
instead of only Associate’s.
• The restoration of master’s pay and the inclusion of National Board Certification pay is
part of the draft compensation for the Pathways model.
• Transitioning out-of-state teachers (as referenced in the draft model) could be applied to
international faculty.