New Teacher Induction Program (NTIP)

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New Teacher Induction Program (NTIP)

• Orientation and Overview

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On line resource

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

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PURPOSE

• By helping new teachers achieve their full
  potential, the New Teacher Induction Program
  (NTIP) represents one aspect of Ontarios vision
  of achieving high levels of student performance.
• To provide fair, effective and consistent teacher
  evaluation in every school
• To promote professional growth

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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

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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

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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 teachers
  certificate of qualification and the public
  register

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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

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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
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FRAMEWORK

• Standards for the teaching profession
• Competencies
• Look fors
• Level of performance
• Rating scale

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FRAMEWORK
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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

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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

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Performance Indicators Look fors

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

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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 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
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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
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NTIP Streamlined Appraisal Process for New
Teachers
Process Following a Performance Rating That is
Not Satisfactory
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 boards 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
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A rubric

• describing evidence of teaching performance at
  each of three levels of performance for each
  competency

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Enrichment Plan
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Evidence Log

• Regularly kept record of demonstrations of
  teaching
• Entries restricted to facts so that the data is
  objective
• Statements are samples only

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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

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Food For Thought

• How we teach
• is ultimately
• a reflection of
• why we teach.
• - Elliot Eisner, 2006

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What does NTIP mean to meas

• 1. A Pre service teacher?2. An Occasional
  teacher ?
• 3. A Full time teacher ?

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Questions??????????
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Entry Plan

• A plan to get me started in my new job

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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)

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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