The New Teacher
Induction Program
Curriculum Methods
Ray Davis, 2007
Contents of NTIP
Orientation at both the board and school
levels
PD and Training specific to the needs of
new teachers
Mentoring for new teachers
Revised Performance Appraisal system
Implementation of the Program
Basic elements began to be implemented in 2005-
2006
New teachers complete two performance
appraisals and are recommended to the OCT for
a Certificate of Qualification upon successful
completion of the performance appraisals
Three separate resource handbooks have been
created that are available on the Ministry web site
Components of NTIP
each new teacher must have 2 successful
performance appraisals within first 12 months
a second year may become necessary if the 2
successful appraisals are not completed
results are recorded on teaching certificates by
OCT
is combined with the elements of mentoring, PD,
and orientation
Professional Learning Communities
program creates professional learning
communities to address teaching collaboratively
address questions such as:
What do we want each student to learn?
How will we know if they learn it?
How will we respond to those experiencing
difficulty?
How will we deepen the understanding for those
who have mastered essential understandings?
Performance Appraisal Framework
The key components include:
Competency statements- focus on skills,
knowledge and attitudes required by new
teachers
Appraisal meetings- before and after the
classroom observation
Summative report- feedback on the
appraisal observations
The Rating Scale
Following observation of a new teacher,
the teacher will be assigned one of the
following:
satisfactory
development needed- subsequent
appraisal will be described as either
satisfactory or unsatisfactory
Competency Statements
evolve from 5 domains: commitment to
pupils; professional knowledge;
professional practice; leadership in learning
communities; ongoing professional learning
Summative report must comment on at
least 8 of the 16 competencies as a
minimum requirement for an appraisal
additional competencies may be developed
Parental and Student Input
parental and student input must be taken into
consideration in a performance appraisal
annual written parent summary gathers
information about each teacher
seeks information on each teacher and asks for
level of satisfaction with communication as well as
seeking input from grade 11/12 students on
individual teachers
Procedure for Performance Appraisal
4 stages occur: a pre-observation meeting;
classroom observation; a post-observation
meeting; completion of the Summative
Report Form, including a rating of the
teacher’s performance
Enrichment & Improvement Plans
created in the event of receiving a
“development needed” summative report
rating or an “unsatisfactory” rating
may result in additional performance
appraisals being required and certification
being delayed
Being “On Review”
occurs when a teacher receives an
unsatisfactory rating
an improvement plan must be implemented
and additional performance appraisals take
place
2 satisfactory ratings are required before
notification of successful completion is sent
to OCT
Termination of a
Teacher’s Employment
a teacher is provided with the written
recommendation, reasons for the
recommendation, and copies of all
performance appraisals
timelines exist for this process
Evidence logs
an objective resource to record
demonstrations of teaching
provides specific evidence of patterns of
strength or growth
maintained by both the principal and
teacher for all of the 8 competencies that
are basic to appraisal
Possible Outcomes from
Performance Appraisals
Performance appraisals may result in any of the
outcomes listed below:
~ satisfactory
~ development needed
~ unsatisfactory (on review status)
Outcomes include:
~ successful completion of NTIP
~ development needed
~ recommendation for termination
Reference
http://www.edu.gov.on.ca/eng/teacher/induction.html