1. EDUC 4464 – Class 26 Today’s topics: The New Teacher Induction Program
(NTIP)
The Ontario Teacher Performance
Appraisal
Teacher Portfolios (grading)
March 19, 2007.

2. Bell Work:
“Ministry staff developed three separate Resource Handbooks for use by new teachers, mentors and principals. These handbooks (available at provide PD and mentoring resources to support program implementation.”
Ministry of Education Memorandum, December 20, 2006, p. 1
Go to the website
Find the link to the Handbook for new teachers
Download and save
(You may want to print this off before your computer is wiped)

3. Needs of Beginning Teachers
What the Research says are the top
Needs of Beginning Teachers
1. Classroom Management
1. Lack of resources and equipment
2. Communication with Parents
3. Classroom administration (paperwork)
3. Daily Planning and Scheduling
3. Dealing with individual student needs and abilities
4. Motivating students to learn
4. Adjusting to the role of a teacher and the teaching environment
5. Assessment and evaluation of students
5. Using effective teaching strategies
5. Communication and dealing with admin and other teachers
5. Receiving emotional support and feedback
5. Lack of Time
6. Learning about School or System policy

4. Phases for Beginning Teachers
Research

5. Scavenger Hunt
Go to my website. Under resources, class work, download the Scavenger Hunt full list of questions.
I am going to pass out a few questions to each person or pair of people.
Find the answers to the questions you have been assigned. Send the answers to everyone in your section.

6. The New Teacher Induction Plan
The NTIP includes:
• Orientation (at both the board and school levels)
• Professional Development and Training specific to the needs of new teachers
• Mentoring for new teachers by experienced teachers
• a revised Performance Appraisal system for new teachers
Ministry of Education, Fact Sheet for Superintendents: The New Teacher Induction Program, November 2006

7. Orientation Board orientation Union orientation
PART ONE: (Start of the year)
Orientation
Board orientation
Union orientation
School orientation- will be done individually at your school but may include:
Orientation to physical school and policies/procedures, and staff
Orientation to community
Access to resources (How & Where)
Orientation to your teaching assignment
An Orientation Partner

8. Mentoring Mentoring of new teachers by experienced teachers
PART TWO: (Throughout the year)
Mentoring
Mentoring of new teachers by experienced teachers
Mentoring can take a variety of a forms
Mentoring is an on-going relationship that extends throughout the first year
Mentorship involves a supportive relationship with the mentor acting as a role model, facilitator, coach and advisor
Mentors are trained to assist, observe, model, and coach – help to make a smoother transition into the profession – vital during disillusionment phase

9. Professional Development
PART THREE (Throughout the year)
Professional Development
Classroom management
Planning
Assessment and evaluation
Communications with parents
Teaching students with special needs and other diverse learners
Provincial education priorities
Board policies and initiatives
Happens through the Orientation and Mentoring Phases
Happens through personal reflection, the writing of your Annual Growth
Plan and the subsequent meetings with your principal
Happens through the Teacher Performance Appraisal

10. Streamlined TPA process for new teachers
NTIP:
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

11. How you will be graded
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 teachers
In accordance with board policies, principals may comment on additional competencies
Forty-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
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:
Unsatisfactory

12. An Overview of the NTIP TPA Process
The Initial Process
Requested by principal or teacher after teacher has received the summative report

13. An Overview of the NTIP TPA Process

14. An Overview of the TPA Process
After you are no longer on NTIP
The Initial Process
Two appraisals every 3rd year
16 competencies derived from the Standards of Practice for the Teaching Profession
133 Look-fors – examples of effective teaching practice

15. An Overview of the Process
Annual Learning Plan discussed with principal and signed by principal
Four-point rating scale for all teachers:
Exemplary
Good
Satisfactory
Unsatisfactory

16. What Affects the Appraisal Process for Teachers after their First Year
Barnett, J. (2006). Considering Growth in Teaching: Teacher Perspectives on the Ontario Performance Appraisal. Unpublished doctoral dissertation, Ontario Institute for Studies in Education at the University of Toronto, Toronto.

17. References
Barnett, J. (2006). Considering Growth in Teaching: Teacher Perspectives on the Ontario Performance Appraisal. Doctoral dissertation, Ontario Institute for Studies in Education at the University of Toronto, Toronto.
Brown, J.L. & Moffett, C.A. (1999). The hero’s journey: How educators can transform schools and improve learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Cunningham, W.C., & Gresso, D.W. (1993). Cultural leadership: The culture of excellence in education. Needham Heights, MA: Allyn & Bacon.
Hannay, L. M. & Ross, J. A. Aligning school-district actions to promote school improvement and accountability December 2002, OISE unpublished bound research in cover
ETFO. (2002). Professional Beginnings: An Induction Resource Guide. Toronto, ON: ETFO
Reeves, D.B. (2002). The daily disciplines of leadership: How to improve student achievement, staff motivation, and personal organization. San Francisco, CA: Jossey- Bass.
Ministry of Education Memorandum, New Teacher Induction Program (NTIP): Fall 2006 Update , December 20, 2006
Ministry of Education, Fact Sheet for Superintendents: The New Teacher Induction Program, November 2006
Ministry of Education, NTIP Brochure, Oct 2006
Schmoker, M. (1999). Results: The key to continuous school improvement (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
School improvement planning; A handbook for principals, teachers, and school councils. (2000) Toronto, ON: Education Improvement Commission.