Navigating the New Teacher Induction Program

The recently amended Education Act establishes  a new teacher induction program (NTIP)  and a separate teacher appraisal process. Understanding these programs is important both for new teachers and for experienced teachers involved in mentoring programs.

Who is a new teacher for the NTIP?

All  teachers  certified  by  the  Ontario College of Teachers (including teachers trained out of province) who have been hired into permanent positions – full- time or part-time – by a school board, school  authority,  or  provincial  school (“board”) to begin teaching for the first time  in  Ontario  are  considered to  be new teachers.

Teachers are considered “new” until they successfully  complete  the  New  Teacher Induction Program (NTIP). Boards may include occasional teachers in the NTIP at their own cost.

 

The new process for new teachers

Beginning in the 2006-2007 school year, every  school  board  must  provide  an NTIP that includes:

• Orientation to the school and the board
• Professional development and training in specified areas
• Mentoring programs
• Two performance appraisals in the first year of teaching.

 

NTIP notation

A notation of successful completion of the NTIP will appear on  the Ontario College of Teachers certificate of  qualification and on the public register. The notation,  or  absence  of  one,  has  no bearing on any teacher’s certification. It simply shows that you have completed the program.

If you change boards before completing  the  NTIP,  you  will  continue  the program  with  the  new  school  board. Information collected by the first school board in the context of the NTIP and appraisal process will be  forwarded to the new school board.

 

Orientation

Orientation sessions held in August or outside of  school hours are voluntary but  may  count  towards the  NTIP  for those  who  participate.  Because  some new teachers may be unable to attend, and  others  may  be  hired  after  school starts, orientation should also be available throughout the year.

 

Professional  development and training

Boards must make available quality professional development opportunities in the following areas:

• Classroom management
• Planning, assessment and evaluation
• Communication with parents
• Teaching students with special needs and other diverse learners
• Current education priorities (e.g., literacy and numeracy strategies, student success, safe schools).

 

Mentoring

The NTIP must include mentoring pro- grams. Some boards already have these in place while others will be implementing them for the first time. Consult your school or  board  for  details about  the mentoring  program  in  place  for  you and the release time available to you for mentoring.

Mentoring may be  carried out  in a number  of  different  ways  depending on  the  needs  of  the   individual.  The relationship  between  the  two  people involved is key: it must be highly professional and be built on trust and respect. A mentor is an experienced colleague, a coach, a support, and a resource – not a supervisor or evaluator.

The Ministry of Education has indicated that school boards should include training  for  mentors  so  they  can  be effective.  This  would  include  training in a variety of skills such as: developing mentoring plans;  identifying resources; consulting,  coaching,  and  collaborating without supervising or evaluating; effective  and   supportive  communication skills; dealing with teachers in crisis; and maintaining confidentiality.

If  the  mentoring  relationship is  not effective, it may be necessary to explore opportunities   for   new   partnerships. Consult the processes established by your board, or call the Federation for advice.

 

Planning and tracking your program

The  Individual  NTIP  Strategy  Form is used to  plan, track, and record the induction elements in which you participate. It is intended to show completed participation.

You  are  responsible  for  the  form, which  you  develop  jointly  with  your mentor. You may revise the strategy during the year as your needs change.

You  will  share  the  form  with  the principal,  who  can  then  allocate  the appropriate  resources.  However,   the principal does not participate in filling out the form, evaluate it, or use it in performance appraisal discussions. The Principal’s Initials column  is there for tracking purposes in  the  event that  a new teacher  changes schools or boards prior to completing the NTIP.

 

Performance appraisal

The Education Act and its Regulations outline the teacher evaluation process.

To successfully complete the NTIP youmust  achieve  two  satisfactory  perfor- mance appraisals within your  first  24 months of teaching.

At that point the NTIP is complete and you are placed on the regular five- year evaluation cycle. This can occur as early as your second year of teaching.

A new teacher who receives a unsatisfactory rating – either “Development Needed” or “Unsatisfactory” – may continue in the NTIP with an enrichment plan or an improvement plan and further appraisal. New teachers who receive two unsatisfactory ratings may continue in the NTIP with an improvement plan in place; but they will also be placed “on review.” A further unsatisfactory rating may result in termination of  employment and notification to the College of Teachers.

A teacher cannot receive an unsatisfac- tory rating based solely on the results of the annual parent survey, which is another component in the appraisal process.

 

Your rights

As a new teacher you have the right to:

• Know what standards of performance are expected
• Receive adequate and timely feedback, and opportunity for input
• Receive help and have the opportunity to work on the identified improvements
• Have an ETFO representative present at any performance appraisal meetings.

You also have other rights as defined in your local collective agreement or entitlements arising out of your school board’s policy  or  procedures  on  performance appraisals. Be sure to contact the Federation at any time if you have questions.

If you do not agree with your performance appraisal report and the evaluator is unwilling to change it, you  may attach a response outlining your concerns. You should also consider contacting your ETFO local  office or Professional Relations Services staff for help with your response.

You will be asked to sign the report. Your signature acknowledges only that you have received and read it. It does not mean you agree with its contents.

If you receive an unsatisfactory rating, it is critical that you contact the Federation as soon as possible for support and advice.

 

ETFO new teacher supports

ETFO has several programs and resources available for beginning teachers.

• Survive and Thrive is a free virtual conference for teachers in their first five years. Go to etfo.ca or sur- vivethrive.on.ca.
• Classroom Beginnings is a resource full of practical tips on such top- ics as classroom management, planning, and working with parents/guardians. It is available from shopETFO. Go to etfo. ca>shopETFO.
• Etfo.ca>Professional Development has a complete list of ETFO courses, credit courses, conferences, and workshops.

 

Ministry  of Education  resources

_{1. New Teacher Induction Program: Induction Elements Manual (2006)}

_{2. New Teacher Induction Program: Manual for Performance Appraisal of New Teachers (2006) These manuals along with the Individual NTIP Strategy Form are available electronically at tpfr.edu.gov.on.ca/ntip/ntip.htm.}

_{Frequently asked questions can be found at edu.gov.on.ca/eng/teacher/faq.html.}

_{Members are advised to consult Professional  Relations staff at 416-962-3836  or}

_{1-888-838-3836 for additional advice.}