Teacher Handbook

2021-2022
Contents
Welcome 2
Mission Statement 3
Guiding Principles for MECK Pre-K Program, Instructions and Goals……………………………………..3
MECK Pre-K Teaching Requirements 4
Lesson Plan Responsibilities and Guidelines 5
Work Schedule 6
Attendance 7
Professional Learning Community (PLC) 7
Sample MECK Pre-K Schedule 8
MECK Pre-K Teacher Responsibilities 8
Best Practices for E-Learning Platforms 10
Working Calendar 11
MECK Pre-K Code of Ethics 12
Early Educator Support (EES) Unit 15
Required Degree and Licenses for MECK Pre-K Teachers 16
Beginning Teacher Support Program BTSP 16
Other Types of Licenses for Lead Teachers 17
MECK Pre-K Teacher Compensation 20
MECK Pre-K Program Behavior Policy 21
Emergency Preparedness and Response 22
Administering Medication 22
North Carolina Professional Teaching Standards 23
Commonly Used Educational Acronyms……………………………………………………………….........24
Acknowledgement of Reciept...……………………………………………………………………………….25

1
2
Mission Statement
The MECK Pre-K Program will provide equitable educational experiences that will allow children to enjoy and
develop critical skills needed to be prepared and successful in kindergarten while educating and empowering
our families to be advocates in their child’s education.

Guiding Principles for MECK Pre-K Program

● All children deserve an opportunity to learn, grow and strive
● All developmental areas (approach to learning, social and emotional, cognitive, language and health
and physical) are interconnected and must be addressed.
● What children learn should be rooted and supported by research
● Learning should take place in quality facilities with qualified professional staff.
● Families learn alongside their children.

Guiding Principles for MECK Pre-K Instruction

• Positive interactions and relationships with adults provide a critical foundation for successful learning.
• Social-Emotional competence is a significant factor in school success.
• Constructive, purposeful play supports essential learning.
• The physical environment affects the type and quality of learning interactions.
• Teacher-family partnerships promote development and learning.

Goals
● Maximize to capacity our MECK Pre-K sites.
● Collaborate with various resources to meet the needs of the children in the community and in the
program.
● Support and meet the needs of the directors, teachers and families.
● Involve, inform and empower parents.

3
MECK PRE-K Teaching Requirements
Lead Teacher Education Requirements
Hired MECK Pre-K Lead Teachers must either hold a Birth through Kindergarten (BK) Teaching License or be
eligible to receive a BK License.
Eligibility for obtaining a Birth through Kindergarten (BK) license.
Individuals must meet all of the following requirements:
● Holds, at a minimum, a baccalaureate degree from a regionally accredited institution of higher
education with a GPA of 2.7 or higher (an Educator Preparation Program-EPP may accept a slightly
lower GPA).
● Has completed 18-24 hours of coursework in Early Childhood Education.
● Enrolled or currently enrolling in a recognized Educator Preparation Program (EPP).

Assistant Teacher Requirements

Hired MECK Pre-K Assistant Teachers must hold an Associate Degree in one of the following:
● Birth-through-kindergarten
● Child development
● Early childhood education or an early childhood education related field

Assistant Teachers working toward the minimum of an Associate Degree must meet the following
requirements:
● Hold a minimum of 24 hours of coursework in Early Childhood and
● Complete a minimum of six documented semester hours of coursework in early childhood education
per year

Note: All Lead and Assistant Teachers must create an account to obtain the Work Force ID (WFID) within 5 business
days of being hired at the site - https://ncchildcare.ncdhhs.gov/Services/DCDEE-WORKS

4
Lesson Plan Responsibilities and Guidelines
● Complete Weekly Lesson Plans on the TS Gold Platform and submit to director 1-2 weeks in advance for
approval per Site Provider instructions.
● Lesson Plan should be aligned and in the order of the posted daily schedule in the classroom.
● TS Gold Objectives and North Carolina Foundations are to be added to every component of the Day EXCEPT:
Question of the day, Rest time/Quiet Activity, Wow! Experience and Family Partnership.
● The North Carolina Foundations must include the following:
▪ Domains (APL, ESP, HPD, LDC, CD)
▪ Goals (1-15)
▪ Developmental Indicators (a-z)
Choice Time-Interest Area Lesson Plan Requirements
- Daily Interest Areas are listed in the blue box labeled Choice Time in the digital plans throughout the week.

o Toys and Games o Dramatic Play

o Blocks o Art
o Library o Discovery
o Sand and Water o Music and Movement
o Cooking (Optional) o Technology (Optional)

- Interest Areas may contain an intentional activity and/or materials (Please note: Teachers are not required to
enter new materials/intentional activities daily to each interest area)
- Intentional Activities are either past Small Group activities or purposeful developmentally appropriate activities
created by the teacher based on data collected through TSG and aligned with the NC Foundations.
- Provide new activities through the week (no more than 2-3 daily) to maintain the interest of the children in
centers.
- Intentional Activities are labeled with both NC Foundations and TS Gold
o i.e. - Dramatic Play Area: add materials such as plates, cups, utensils and food props. Encourage
role-playing. APL-3m, TSG-14b

Read Aloud Lesson Plan Requirements

- Two (2) Read Aloud books are to be listed on the lesson plan in the purple box (i.e. 1st Read Aloud and 2nd Read
Aloud).
o One Read Aloud is a preselected book by Teaching Strategies, is a part of the current study, and to be
read by the Lead Teacher.
o The Second (2nd) Read Aloud should be a high-quality children’s book of the teacher’ choice.

Small Group Lesson Plan Requirements

- Teachers will conduct a variety of planned small-group activities each day following the TS Gold Preplanned
Lessons and/or objectives. Teachers will use the Intentional Teaching Cards or design their own activities as long
as it meets the stated objectives of the lesson and meets the needs of the children at all levels.

Large Group Lesson Plan Requirements

- Morning Large Group- Teachers gather children at the beginning of each day to welcome children to the class,
discuss the Question of the Day, discuss the current Study topic, and participate in shared writing, music, and
movement. This time is also use to reinforce classroom rules and to introduce materials and activities. The
planned activities are to be listed on the lesson plan.
5
 - Large Group Roundup- The lesson plan template allows teachers to create a custom activity that is added by the
teacher for the end of each day. Teachers plan how they are going to end the day with children (song, review
things learned, or share favorite thing that they did, etc.)

Outdoor Experiences
- Add the title “Gross Motor Time” at the top of the activity

- Add additional activities

- Use Physical- Intentional Teaching Cards

Rest Time/ Quiet Activities

- This area can be added to lesson plan clicking on add activity and then customize activity

- Add planned intentional rest time/quiet activities for the week

Wow! Experiences
- Teachers may not always be able to provide the Wow! Experience listed on the Lesson Plan.za
If the teacher is unable to provide the Wow! Experience for the day, please remove or place it on the day that
the experience can take place.

Work Schedule
● MECK Pre-K Program Lead and Assistant Teachers are required to work 40 hours a week.
● 40 hours worked per week must be focused on the MECK Pre-K classroom that the Lead teacher and
Assistant teacher is assigned to at the MECK Pre-K site.
● 32.5 hours of each week are for direct contact with children in the classroom or outdoor learning
environment.
● Within the daily schedule, MECK Pre-K teaching staff (Lead and Assistant Teachers) have an average
of 1.5 hours of planning time each day away from children to develop classroom plans, participate in
one-on-one meetings with their professional development coach, attend PLC meetings, complete
required professional development activities, parent conferences, and complete child assessment notes
and individual child plans (this assumes a 6.5-hour instructional day).
● MECK Pre-K Lead teachers and Assistant teachers are exemptions from typical center responsibilities
(i.e. cleaning classrooms outside of the 6.5-hour direct instruction with children and providing wrap
around care and substituting in non-MECK Pre-K classrooms during the 8-hour MECK Pre-K day) and are
not to exceed working 40 hours per week.

6
Attendance
The regular and prompt attendance of MECK Pre-K teachers is an essential element in the efficient
operation of the MECK Pre-K Program. Teacher absenteeism disrupts both the educational program and
classroom routine; therefore, absences are expected to be kept at a minimum. MECK Pre-K Lead and
Assistant Teachers are expected to attend all PLCs, required program Professional Development
offerings and training on time whether in person or virtually. Site administrators will designate arrival
and departure times specific to individual sites. All designated times will follow an 8-hour work day.

Professional Learning Community (PLC)

MECK Pre-K Teachers are required to attend their regularly scheduled Professional Learning Community
(PLC) every Tuesday. Teachers are to conduct themselves in a professional manner and be respectful of
each individual’s contributions. Although virtual, PLCs are a part of the regular workday and as a result,
teachers are to be in professional attire and be positioned in an area free of interruptions and
distractions so that they can participate fully. Teachers should not be in transit (driving) or participating
in other activities during virtual PLC meetings. Scheduling of appointments during this time is strongly
discouraged.

Sample MECK Pre-K Schedule

Arrival / Free Choice Activities 30 minutes
Breakfast 20 minutes
Large Group (Morning Meeting) 20 minutes
Free Choice Time/ Cleanup 65 minutes

7
 Read Aloud #1/ Small Group 20 minutes
Outdoor Play 30 minutes
Hand washing and Lunch 25 minutes
Rest and Quiet Activities 25 minutes
Outdoor Play 30 minutes
Read Aloud #2 / Small Groups 15 minutes
Free Choice/ Cleanup 60 minutes
Large Group Roundup 10 minutes

Creative Curriculum Edition 6 is the curriculum implemented. The time and implementation of the various
components of the day will vary based on the site. Children receive a minimum 6.5 hours of direct instructions
for 10 months.

MECK Pre-K Teacher Responsibilities

● Assist the Site Provider with the parent orientation for each family. Each families must receive a parent
orientation before the student starts school. The information for the parent orientation is located at
https://sites.google.com/view/meck-pre-k/family-support-specialist/parent-orientation?authuser=0

The Site Provider with the assistance of the teachers must review the following information:

1. MECK Pre-K Parent Orientation power point

2. MECK Pre-K COVID-19 Precautions Pledge for Parents to sign
3. Virtual Parent Orientation Signature Sheet and/or In-Person Parent Orientation Signature
Sheet

● Make a home visit (virtual during COVID) at the beginning of the year and before each
student starts school. The information for the home visit is located at
https://sites.google.com/view/meck-pre-k/family-support-specialist/home-visits?authus
er=0
The lead and assistant teachers must review the following information:
1. Virtual Home Visit Guidelines
2. Virtual Home visit Agenda
3. Home Visit Tips

8
 4. Emergency Contact Form
5. Home Language Survey (English or Spanish)
● Conduct 3 parent-teacher conferences for each student and their family (1 each
trimester). The information for the home visit is located at
https://sites.google.com/view/meck-pre-k/family-support-specialist/parent-teacher-con
ferences?authuser=0
The lead and assistant teachers must review the following information:
1. Parent-Teacher Conference Procedures
2. Parent-Teacher Conference Letter (English or Spanish) – a minimum of 3 weeks
before the conference (Give families time to schedule time off work)
3. Family Participation Survey (English or Spanish)
4. Parent-Teacher Conference Reminder (English or Spanish) – within 2-3 days after
you receive the completed “Parent-Teacher Letter” and 2 days before the actual
conference.

Follow these steps during and after the Parent-Teacher Conference:

● Steps to Completing Parent/Teacher Conference Form
● Parent-Teacher Conference Form (English or Spanish)

● Provide a safe, welcoming environment for students and parents/guardians.

● Help parents/guardians identify ways to help their child learn the skills that will enable them to play
cooperatively, be successful and ready for kindergarten.
● Communicate regularly with parents/guardians about children’s social and emotional development
and academic progress in school.
● Provide a book every day (Take-Home Reader) that the parent/guardian and child can read together.
Families read 100 books to their child annually.
● Provide high quality instruction to all students.
● Assess students’ progress using TS GOLD for all three Trimesters.
● Teach and practice the social and emotional behaviors that will lead to cooperation.

E-Learning

In the times where virtual learning is necessary, Lead Teachers and Assistant Teachers are required to use the
approved MECK Pre-K E-Learning Platform to engage children each day using the E-Learning lesson plans and
materials recommended by MECK Pre-K.
9
Best Practices for E-Learning Platforms
All MECK Pre-K Teachers are required to follow the Best Practice Guidelines for E-Learning

Platforms: Make Meetings Private

● Distribute your Platform meeting link available only to those individuals who will be attending your
class or meeting.
● Do not share your meeting link on social media or other public platforms.
● Always set your meeting up to include a password.

Manage Screen Sharing

● Only hosts and co-hosts should have the ability to share their screens
● When using YouTube videos for movement activities or book readings, pull up the activity on your
laptop or iPad, then share your screen

Follow Platform Etiquette for conducting classes or Taping on Virtual Platforms

● Dress professionally when doing Virtual Classes or Taping for E-Learning (remember you are in your
class and parents and others may view your lessons).
● Be mindful of the location of taping. Be sure that there is nothing visually distracting (i.e. cars or people
going by, family disruptions, etc.)
● Check your background for anything you do not want to be visible in the video. Consider blurring the
background or using the virtual background.
● Be mindful of your background lighting. If you are sitting in front of a window, you may be completely
darkened by the light coming through the window. Your overhead light also might need to be off or
dimmed as well.
● Be prepared with all lesson materials ready and close by and organized for use.
● Be a reflective educator as you review your tapings on your platform and virtual classes.

Platform Etiquette for attending meetings and training.

● Always remember to be professional in person or when participating in a virtual meeting.
● Mute your microphone when you are not speaking.

10
 ● Be mindful of background noise
● Position your camera properly
● Limit distractions and avoid multitasking (i.e. driving, talking on phone, talking with others in the room).

Working Calendar

WORKDAYS, HOLIDAYS, ANNUAL AND SICK LEAVE

The MECK Pre-K Work Calendar is comprised of 10 months that include school days, workdays, annual leave
days and holidays. Teacher Workdays are set days within the calendar where teaching teams work in their
classroom without children. On these days, Professional Development and Training may also occur. Annual
Leave Days or vacation days are also built into the program calendar and are accrued monthly by both Lead
and Assistant Teachers. Of the annual leave days accrued, 10 are scheduled in the calendar on specific dates as
mandatory built-in annual leave days. The remaining accrued days can be used as needed. Both Leads and
Assistant Teachers also accrue 10 Sick Days during the program calendar year, 1 day per month.

Annual Leave Breakdown

All employees receive compensation for:
178 school days (face to face, early release & remote learning)
17 workdays
10 annual leave days**
11 holidays
___________
216 total days

Sick days earned: 1 day per month (10 days annually)

Annual Leave Days Granted Each Year

Years of Aggregated Service Annual Leave Days per Month Annual Leave Days per Year
10-Month Employees
Less than 5 years 1.17 11.70
5 but less than 10 years 1.42 14.20
11
 10 but less than 15 years 1.67 16.70
15 but less than 20 years 1.92 19.20
20 years or more 2.17 21.40

Example explanation:
If a Lead or Assistant has been employed for 3 years they accrue 1.17 annual leave days a month for a total of
11.70 days. Of the 11.70 days, 10 days are built into the calendar (winter break, spring break etc.). The
remaining 1.7 days can be used for requested time off

MECK Pre-K Code of Ethics

This professional code of ethics are the teachers' main responsibilities to their students and defines their role
in students' lives. Teachers must always demonstrate integrity, impartiality and ethical behavior in the
classroom and in their conduct with parents and coworkers.

Confidentiality
• Protection of the interests of each child and family is vital in maintaining a standard of
professionalism and privacy within MECK Pre-K.

• Discussions about children’s developmental needs and family information should take place in
private and not in employee lounges and hallways.
• All information about children or their families must be shared on a “Need to Know” basis only.
All sensitive inquiries and questions of major concern should be directed to the Site Administrator.
• Teachers must maintain confidentiality unless a situation warrants involvement from parents,
school administration or law enforcement.
Responsibility to Children
• Teachers must provide care and education in settings that are safe, healthy, nurturing, and
responsive for each child.
• Teachers must treat every student with kindness, equality and respect, without showing
favoritism, prejudice or partiality.
• Teachers must never use relationships with students for personal gain.

Professionalism

12
 MECK Pre-K expects that all teachers demonstrate the highest values and professionalism. All teachers
are expected to take responsibility for making sure that their judgment, conduct, language, discussion
content, teamwork, flexibility, integrity, and work performance are of the highest quality while at MECK
Pre-K sites. Maintaining professionalism within the program is critical to success as a MECK Pre-K
Teacher. In order to maintain that professionalism, we ask that all teachers avoid crossing boundaries
that might compromise their professional relationship and send confusing messages to parents and/or
other staff. Teachers should be sure to always pause and speak with the site administrator before
responding to an email, message or posting that may be upsetting.

Off-Duty teachers are expected to conduct their personal affairs in a manner that does not adversely
affect MECK Pre-K’s integrity, reputation, or credibility. Illegal off-duty conduct on the part of an
employee that adversely affects MECK Pre-K’s legitimate business interests or the employee’s ability to
perform his or her job will not be tolerated.

Dress Code
• Teachers must present, at all times, a professional, mature demeanor to our students, our parents,
and the public. Teachers are expected to look their best and be clean and well groomed.
• Short skirts or dresses, bare midriffs, low-cut waistlines or necklines showing cleavage, visible
undergarments, inappropriately tight clothing, torn or soiled clothing, or shoes that are unsafe for
the workplace or a teacher’s responsibilities are not suitable attire for the classroom. Garments
displaying politically charged themes, questionable language or images are also strongly
discouraged. All teachers are expected to dress appropriate to the occasion and the specifics of
their daily duties in the school.
• Site administrators reserve the right to determine the appropriateness of professional dress attire
at their individual MECK Pre-K sites. Please see your site administrator for their specific dress code
policy

13
Technology and Social Media

• Teachers are to maintain a professional manner while using their school-provided access to the
internet and avoid visiting websites that are inappropriate for viewing.
• Technology items are provided solely for program-related work, and will only be supported as
such. Personal data and use including, but not limited to class work, personal copies, iTunes music,
and personal photos are not to be uploaded or saved to MECK Pre-K technology.
• MECK Pre-K Computers, iPads, Chromebooks and Printers are for classroom use only and are not
for teachers’ personal use.
• Teachers must refrain from referring to the center or any of its students, families, or employees
outside the realm of school business on social media.

Email Accounts
MECK Pre-K creates a meckprek.org email account for each teacher within the program. These email accounts
are the property of MECK Pre-K and are not a teacher’s private property. IMPORTANT NOTE:

● Program notifications, reminders, updates etc. are sent daily to these accounts.
● Teachers are required to check their MECK Pre-K emails daily and respond to requests in a
timely manner.
● Carefully READ all email communications in its entirety.

MECK Pre-K hosts email accounts for active employees of the program only. Upon separation of employment
with the MECK Pre-K site, the email account containing all emails and information will no longer be available to
past MECK Pre-K teachers.

Early Educator Support (EES) Unit

The Early Educator Support (EES) Unit administers the Beginning Teacher Support Program, and the Licensure
Renewal Program to support Early Childhood Lead teachers at each level of the licensure process. MECK Lead

14
Teachers must enroll with the EES Unit after accepting employment (within 5- 10 business days) and must
maintain enrollment throughout your time as a MECK Pre-K Lead Teacher. Please visit MECK Pre-K Google Site
for more information.

After the enrollment and/or change form is submitted, EES Office staff will notify the enrolled teacher, site
administrator and, if applicable, local MECK Pre‐K Contractor and Program Contact to attend
a mandatory Orientation (Part 1) and NC Teacher Evaluation Process Training (Part2). During these sessions,
participants will learn more about the programs offered by the EES Office, the mentoring and evaluation
processes and the licensure requirements. Site administrators are not required to participate but strongly
encouraged to do so.

Required Degree and Licenses for MECK Pre-K Teachers

• BK Initial (formerly named Standard Professional I- SP I) License:  All initially licensed teachers must
participate in this three‐year process, which includes the assignment of an Early Educator Support
(EES) Office mentor, evaluator, participation in professional development (ongoing),
teacher observations (four times annually), annual summative evaluation conference and
development of a Professional Development Plan each year.
• BK Continuing (formerly named Standard Professional II - SP II) License: Teachers are required to
maintain licensure status through participation in professional development (ongoing), teacher
evaluations (at least two observations and summative evaluation conference annually; three
observations and summative evaluation conference in the fifth year of the 5‐year renewal cycle), and
development of a Professional Development Plan‐PDP (annually). The EES Office assigns an evaluator
to teachers.
• BA/BS Degree in Early Childhood Education, Child Development, Human Development/Family
Studies or Psychology or an unrelated field: As soon teachers are employed as a lead MECK Pre-K
teacher, they should enroll with the Early Educator Support (EES) Unit.

Beginning Teacher Support Program BTSP

Teachers who hold less than a BK Continuing (SPII) license must participate in this three‐year process, which
includes the assignment of an EES Office mentor, evaluator, participation in professional development

15
(ongoing), teacher observations (four times annually), annual summative evaluation conference and
development of a Professional Development Plan each year.

Teachers who hold a BK, Preschool Add-on Continuing (SPII) or BK Continuing (SPII) license are required to
maintain licensure status through participation in professional development (ongoing), teacher evaluations
three observations and summative evaluation conference and development of a Professional Development
Plan‐PDP (annually). The EES Office assigns an evaluator to teachers.

Year 1-3 The Teacher:

Lateral Entry, ● is assigned a mentor and evaluator
Residency and ● participates in EES team agreement meeting/orientation webinar
Initial License (SPI) ● develops a Professional Development Plan PDP with mentor
● completes 6 semester credit hours of Plan of Study at enrolled college or university yearly
● has 4 formal observations during the year by evaluator concluding with a summative
evaluation
● takes part in four post conferences with evaluator and mentor where applicable

Continuing The Teacher:

(SPII) ● is assigned an evaluator
Year 1 – 5 of 5yr. ● participates in EES team planning/orientation webinar
renewal cycle ● develops a Professional Development Plan PDP
● completes 8 CEUs or 80 Clock Hours of Professional Development over 5 years
● has 2-3 formal observations during the year by evaluator concluding with a summative
evaluation
● takes part in four post conferences with evaluator

Other Types of Licenses for Lead Teachers

Residency License - A one-year license that is renewable twice and has replaced the Lateral Entry License. This
is the current alternative pathway to be issued a teaching license in North Carolina.

In order to be issued a Residency License (RL), an individual must meet these requirements:
a. Is requested by the local board of education and accompanied by a certification of supervision from the
recognized educator preparation program in which the individual is enrolled.
b. The individual for whom the license is requested meets all of the following requirements:
1. Holds a bachelor's degree.
2. Completed coursework relevant to the requested licensure area or passed the content area
examination relevant to the requested licensure area that has been approved by the State
Board.
3. Enrolled in a recognized educator preparation program.
4. Meets all other requirements established by the State Board, including completing preservice
requirements prior to teaching.

16
Steps for Lead Teachers to Complete for the Early Educator Support (EES) Unit:

1. All Lead teachers must create an account to obtain the Work Force ID (WFID) before submitting an
application to the EES Unit at https://ncchildcare.ncdhhs.gov/Services/DCDEE-WORKS
2. Enroll and be accepted into the Educator Preparation Program (EPP) at an approved college and/or
university - Approved Educator Preparation Programs (EPP)
3. Complete and submit the EES Enrollment packet (within 5-10 days after being offered a position in a
private site and accepted into the EPP).
a. Submit all required documentation to receive the complete enrollment notification and the
next steps for licensure and professional development.
b. Incomplete enrollment will delay the licensure process. Read the entire notification for the
Early Educator Support (EES) Unit regarding the request for additional documentation.
c. Plan of Study submission process:
i. Postal Mailing Address:
EES Intake Coordinator
Division of Child Development & Early Education
Early Educator Support (EES) Unit
2201 Mail Service Center
Raleigh, North Carolina 27699-2200

d. Official Transcript submission process (select one):

i. Postal Mailing Address (same as item iii above)
OR
ii. Electronic transcripts guidance updates:
https://ncchildcare.ncdhhs.gov/Portals/0/documents/pdf/E/Electronic_Transcripts_Ann
ouncement-Updated_FEB2020.pdf?ver=2020-02-14-152026-247

Note: International transcript evaluation service:

● International Education Evaluations, Inc.

7900 Matthews Mint Hill Rd. Suite 300
Charlotte, NC 28227
Phone: 704.772.0109
17
 www.foreigntranscripts.com/

4. Complete the Residency Verification Form (RL) if you hold or qualify for a Residency License
The steps to obtain a Residency BK Plan of Study are as follows:
1. MECK Pre-K Teacher submits your portion of Form RL to the EES Unit.
2. The EES Unit will verify your employment as a MECK Pre-K Lead Teacher, complete the LEA
Section of Form RL and forward it to your requested EPP.
3. The EPP will review your eligibility for a Residency License.
4. If the EPP deems you as eligible for a Residency License, they will complete Form RL and
prepare a Residency BK Plan of Study.
5. The EPP will return Form RL to this office and provide you with a Residency BK Plan of Study.
You must then submit the Residency BK Plan of Study to the EES Unit.
Note: Site Directors DO NOT complete Form RL

5. Change of Employment (Move to another MECK Pre-K Site or another agency)

a. Complete and submit the EES Enrollment Change Form -
https://sites.google.com/view/meck-pre-k/home

Emergency License - A one-year non-renewable license issued to an individual with a baccalaureate degree
with 18 hours of coursework relevant to the requested licensure area, but has not completed a recognized
educator preparation program and does not qualify for a Residency License (RL).

License Renewal for Lead Teachers with a Continuing License

Continuing licensure renewal is the responsibility of the individual, not of MECK Pre-K. Any MECK Pre-K Lead
Teacher who allows a continuing license to expire must have it reinstated prior to the beginning of the next
school year. A teacher whose license has expired may not be in a position to rehire. Lead Teachers must
complete 8 renewal credits (80 Contact Hours) during each five-year renewal cycle that meet the following
requirements:

1. 3.0 CEUs (30 Contact Hours) BK Content

2. 3.0 CEUs (30 Contact Hours) in Literacy
3. 2.0 CEUs (20 Contact Hours) in Digital Learning Competencies –
o Resources https://sites.google.com/view/meck-pre-k/ees?authuser=0
i. Digital Learning Competencies Webinar Steps
ii. Digital Learning Competencies

18
 a. Complete and submit the Professional Development Log (located at
https://sites.google.com/view/meck-pre-k/home ) to the EES Unit in January and May of each fiscal
year with a copy of the training certificates and/or unofficial transcripts.
b. Keep a copy of the Professional Development Log for your records.

MECK Pre-K and the EES may offer courses, workshops, and/or training to help MECK Pre-K Lead Teachers
meet license renewal requirements. Any renewal activity taken must be consistent with the North Carolina
Department of Instruction (NCDPI).

MECK Pre-K Teacher Compensation

Compensation 

A compensation range is determined for Assistant Teachers by the Partner Administrator based on the pay
rates commensurate with compensations provided in Charlotte Mecklenburg Schools Assistant Teachers and
related education and job experience. For Lead Teachers positions, compensation is at the state rate based on
your degree level and the number of completed years of experience as determined by the NC Department of
Instruction. MECK Pre-K Lead Teacher salaries are based on the CMS Salary Schedule. Lead Teachers with 3
years of experience or higher will include a Mecklenburg County local supplement, which adds a percentage to
the state rate. Salary Schedules can be viewed on the CMS Website under the compensation tab.

Benefit Package
MECK Pre-K requires all Center Partners to offer the MECK Pre-K teaching staff a benefit package that includes
a Health Insurance Plan, a Retirement Package and Basic Term Life Insurance that is supplemented by the
Partner Center. The Life Insurance benefit will be payable to the person you named as beneficiary upon your
death from any cause. The Partner Center will contribute to a Retirement Plan on your behalf in an amount of
3% of your salaries. Your contributions are paid with pre-tax dollars, thereby reducing current state and federal
income taxes

MECK Pre-K Program Behavior Policy

The MECK Pre-K Program is based on the belief that prosocial guidance helps children develop prosocial
behaviors such as self-esteem, empathy, self-control, friendliness, generosity, cooperation, helpfulness and

19
 respect. MECK Pre-K believes that learning prosocial skills helps children to work and play peacefully in their
preschool classrooms, get along with others and overcome conflict. These skills give children a basic start in
developing positive attitudes and behavior that will last a lifetime.

Research has shown that suspension and expulsion occur at high rates in preschool settings and too often
the data show a disproportionate number of boys and children of color who are subject to suspension and
expulsion. MECK Pre-K has adopted the joint policy statement of the U.S. Dept. of Health and Human
Services and the U.S. Dept. of Education, which recommends that better support be provided to young
children, their parents, and staff within the early childhood programs to prevent suspension and expulsion
of young children.

MECK Pre-K program staff will support appropriate school behavior by:
1. Teaching and consistently reinforcing emotional and social skills daily.
2. Working with parents, administrators, support staff and teachers to develop and implement
appropriate behavior interventions.
3. Coordinating referrals as needed to other specialized community program personnel to support
children and families through the referral process.
4. Making every attempt to defer the suspension or exclusion of any children from the classroom or
from the program.

Emergency Preparedness and Response

Emergency preparedness and response (EPR) rules are designed to assist licensed childcare programs to be
adequately prepared to respond to the needs of children and others in the event of disasters and emergencies.

20
MECK Pre-K Teachers are required to review their center’s Emergency Preparedness Response Plan (ERP) and
be aware of the following:
● Individual roles and responsibilities.

● Threats, hazards, and protective actions.

● Notification, warning, and communications procedures.

● Emergency response procedures.

● Evacuation, shelter, and accountability procedures.

● Location and use of common emergency equipment.

● Emergency shutdown procedures

● Serious Incident procedures

Administering Medication
It is preferable that all medications be given at home. However, some students need medication during school
hours in order to receive maximum effect of treatment. In these cases, a Medical Authorization Form must be
submitted containing the following information:

● The name of the drug, dosage and the time interval that the medication is taken.
Additional forms may be picked up at the school office.
● All prescription medication must be in the original container with the
prescription label and child’s name.
● Non-prescription medication such as aspirin can only be given with the written permission
of the parent and physician. It must be in the original container with the label attached. No
medications will be accepted without the Medical Authorization Form.
● Children are not to handle any medication. Medication should be handed from parent to
teacher.

North Carolina Professional Teaching Standards

Standard I: Teachers demonstrate leadership.

A. Teachers lead in the classroom.

B. Teachers demonstrate leadership in the school.
C. Teachers lead the teaching profession.
D. Teachers advocate for schools and students.
E. Teachers demonstrate high ethical standards.

21
Standard II: Teachers establish a respectful environment for a diverse population of students.

A. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.
B. Teachers embrace diversity in the school community and in the world.
C. Teachers treat students as individuals.
D. Teachers adapt their teaching for the benefit of students with special needs.
E. Teachers work collaboratively with the families and significant adults in the lives of their students.

Standard II: Teachers know the content they teach.

A. Teachers align their instruction with the North Carolina Standard Course of Study.
B. Teachers know the content appropriate to their teaching specialty.
C. Teachers recognize the interconnectedness of content areas/disciplines.
D. Teachers make instruction relevant to students.

Standard IV: Teachers facilitate learning for their students.

A. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual,
physical, social, and emotional development of their students.
B. Teachers collaborate with their colleagues and use a variety of data sources for short- and long-range planning
based on the North Carolina Standards Course of Study.
C. Teachers use a variety of instructional methods.
D. Teachers integrate and utilize technology in their instruction.
E. Teachers help students develop critical-thinking and problem-solving skills.
F. Teachers help students work in teams and develop leadership qualities.
G. Teachers communicate effectively.
H. Teachers use a variety of methods to assess what each student has learned.

Standard V: Teachers reflect on their practice.

A. Teachers analyze student learning.

B. Teachers link professional growth to their professional goals.
C. Teachers function effectively in a complex, dynamic environment.

Commonly Used Educational Acronyms

BTSP - Beginning Teacher Support Program

ESL English as a Second Language is a program model that delivers specialized instruction to students who are learning
English as a new language.

ELL English Language Learner are students who are unable to communicate fluently or effectively in English, who often
come from non-English-speaking homes and backgrounds, and who typically require specialized or modified instruction
in both the English language and in their academic courses

22
EES Early Educator Support (EES) Unit serves as the Local Education Agency (LEA) under the authority of Department of
Health and Human Serves (DHHS) for MECK Pre-K and NC Pre-K teachers employed in private sites. EES administers the
Beginning Teacher Support Program, and the Licensure Renewal Program to support Early Childhood Lead teachers at
each level of the licensure process.

EESO Early Educator Support Office at UNCC provide evaluator and mentor services for teachers who are employed in
private sites.

IEP Individualized Education Program is a written statement that is developed, at least annually, by a team of
professionals knowledgeable about the student and the parent for a student with a disability. The plan describes the
strengths of the child and the concerns of the parents for enhancing the education of their child and when, where, and
how often services will be provided. The IEP is required by federal law for all exceptional children and must include
specific information about how the student will be served and what goals he/she should be meeting.

EPP Educator Preparation Program is a traditional teaching certification program involving an undergraduate degree
coupled with certification.

LEA Local Education Agency is synonymous with local school systems and indicates that a public board of education or
other public authority maintains administrative control of the public schools in a district.

NCDPI North Carolina Department of Public Instruction administers the policies adopted by the State Board of Education
and offers instructional, financial, technological, and personnel support to all public school systems in the state.

PDP Professional Development Plan is yearly plan based on individual self-assessment. Teachers must maintain a
professional development plan by participating in professional development activities that align with the expectations of
the NC Professional Teaching Standards in the areas of leadership, diverse learners, content knowledge, facilitating
learning, reflective professional practice and child outcomes. This plan is required for any NC licensed educator who must
maintain a valid NC B-K License to remain employed in a MECK Pre-K or Developmental Day classroom.

PLC Professional Learning Community

CEUs Continuing Education Units - a unit of renewal credit (CEU) is equal to 10 clock hours of professional development.
Eight (8) units of renewal credit are required to renew both a current and expired Teaching License.

SPI Birth-Kindergarten Standard Professional License or initial license.

SPII Birth-Kindergarten Standard Professional II License or continuing license.

Acknowledgement of Receipt

I have received my copy of MECK Pre-K’s Teacher Handbook dated 2021-2022. I understand and agree that it
is my responsibility to read and familiarize myself with the policies and procedures contained in the
handbook.

23
I understand the contents of this Teacher handbook and will act in accordance with these policies and
procedures as a condition of my employment with the Partner Center in the MECK Pre-K Program. I further
understand any and all policies or practices in this handbook can be changed at any time by the MECK Pre-K
Program.

I understand the Standards of Conduct and the Teacher Code of Ethics expected by the MECK Pre-K Program
and I agree to act in accord with the Standards of Conduct and Code of Ethics as a condition of my
employment with the Partner Center in the MECK-Pre-K Program.

I also acknowledge that the handbook contains an employment-at-will provision that states either the
Partner Center or I can terminate my employment at will.

My signature below certifies that I understand that the foregoing agreement on at-will status is the sole and
entire agreement between me and the Partner Center concerning the duration of my employment and the
circumstances under which my employment may be terminated. It supersedes all prior agreements,
understandings and representations concerning my employment with the Partner Center in the MECK Pre-K
Program.

Employee’s Name: __________________________________________

Employee’s Signature: _______________________________________
Date: ______________________________________________

Rev.7/19

24