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

Bell Work: “Ministry staff developed three separate Resource Handbooks for use by new teachers, mentors and principals. These handbooks (available at http://www.edu.gov.on.ca/eng/teacher/resources.html) 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)

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

Phases for Beginning Teachers Research

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.

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

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

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

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

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

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

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

An Overview of the NTIP TPA Process

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

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

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.

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.