New Teacher Induction Program (NTIP)

Orientation and Overview

On line resource

www.edu.gov.on.ca/eng/teacher/induction.html

PURPOSE By helping new teachers achieve their full

potential, the New Teacher Induction Program (NTIP) represents one aspect of Ontario’s vision of achieving high levels of student performance.

To provide fair, effective and consistent teacher evaluation in every school

To promote professional growth

LEGAL CONTEXT Reg.98/02 Teacher Learning Plans Reg. 99/02 (amended 2006)Teacher

Performance appraisal Ed Act s 265 Duties of Principal Reg. 298 Duties of the Principal OTC Act 1996 Reg. 437/438

Context for the NTIP: Streamlined Teacher Performance Appraisal Process for New Teachers

On June 1st, 2006, the “Student Performance Bill” was passed by the Legislature which included provisions for NTIP

NTIP focuses on providing a wide range of supports for new teachers, including on-the-job training in areas such as classroom management and effective parent communication skills, mentoring, and orientation by the school and school board

Successful completion of NTIP requires two satisfactory ratings on teacher performance appraisals

Context

Teachers graduating from Faculties of Education will automatically receive their teaching certificate so long as they meet the OCT requirements

The NTIP, including the streamlined performance appraisal for new teachers, will assess actual teaching practices focussing on student success through feedback on performance and growth

Upon successful completion of the NTIP, the College will place a notation on the teacher’s certificate of qualification and the public register

WHO WILL APPRAISE Principals/ vice principals Supervisory officers if requested by the

principal SO must be involved if an unsatisfactory

rating has been given to a teacher

NTIP: Streamlined Appraisal Process for New Teachers, Frequency

Streamlined TPA process for new teachers

Two appraisals in the first 12 months of employment which, if both satisfactory, signify the successful completion of NTIP

If it is found during the first year that the teacher needs more support (i.e. one or more ratings is not satisfactory) the teacher has a second chance to complete the program in the second year of employment

At any time that the teacher accumulates two satisfactory appraisals during the first 24 months of employment the new teacher has successfully completed NTIP

FRAMEWORK Standards for the teaching profession Competencies “Look fors” Level of performance Rating scale

FRAMEWORK

Standards for the teaching profession

Based on 5 identified standards developed from the Standards of Practice for the Teaching Profession

Commitment to students and student learning Professional knowledge Teaching practice Leadership and community Ongoing professional learning

Competencies

A set of competencies statements that define and describe the skills, knowledge and attitudes that teachers are required to meet as identified by the Standards of practice for the Teaching Profession

Performance Indicators “Look fors”

Statements that provide concrete examples of observable behaviours that are characteristic of a particular competency

NTIP: Streamlined Appraisal Process for New Teachers: Competencies and Look-fors

Streamlined TPA process for new teachers

Eight competencies most relevant for new teachers highlighted as the minimum requirement for principals to comment on in the summative report. The eight competencies are a subset of the 16 competencies required for experienced teachersIn accordance with board policies, principals may comment on additional competenciesForty-five look-fors highlighted for new teachers as examples of effective teaching practice and clarification that look-fors are a resource for principals and teachers

NTIP: Streamlined Appraisal Process for New Teachers Rating Scale

Streamlined TPA process for new teachers

Two-point rating scale in each appraisal for new teachers: Satisfactory Development Needed

For a teacher who receives a Development Needed performance rating, the rating scale in subsequent appraisals is: Satisfactory Unsatisfactory

NTIP: Streamlined Appraisal Process for New Teachers

Streamlined TPA process for new teachers

After a Development Needed rating an Enrichment Plan is developed by the principal with input from the teacher and in accordance with the board’s policy. The Enrichment Plan identifies the elements of NTIP offered by the board that are appropriate for the teacher to participate in to improve performance. The Induction Program is extended into Year Two

After an Unsatisfactory rating, the teacher is placed On Review status and an Improvement Plan is developed

No change to On Review process

Process Following a Performance Rating That is Not Satisfactory

A rubric describing evidence of teaching performance

at each of three levels of performance for each competency

Enrichment Plan

Evidence Log Regularly kept record of demonstrations of

teaching Entries restricted to facts so that the data is

objective Statements are samples only

Food For Thought

New teachers want more than a job…

They want hope.

They want to contribute to a group.

They want to make a difference.

- Harry K. Wong

Food For Thought

How we teach

is ultimately

a reflection of

why we teach.

- Elliot Eisner, 2006

What does NTIP mean to meas

1. A Pre service teacher?2. An Occasional teacher ?

3. A Full time teacher ?

Questions??????????

Entry PlanA plan to get me started in my new job

What should be in my plan? A clear communication strategy for

contacting parents Who are the key staff members that I can

consult if I have questions? How will I “connect” with both secretaries

and janitorial staff Knowledgeable about a student tracking

computer program (preferably mark book)

What should be in my plan? Ability to publish on the web i.e. maintain a

web site Knowledge of the IEP process and what it

means for identified students Well organized timelines for the courses you

are going to teach Know how to use a variety of assessment

strategies