FREQUENTLY ASKED QUESTIONS ABOUT
The New Teacher Induction Program
The following summarizes some of the most frequently asked questions about the New Teacher Induction Program. For additional details, please refer to the Ministry of Education Inductions Manual found in your binder.
What is the New Teacher Induction Program?
The New Teacher Induction Program (NTIP) is the second step in a continuum of professional learning for teachers to support effective teaching, learning and assessment practices. The program extends and complements the first step of education and practicum training that new teachers receive during their one-year pre-service education program.
The program includes a more meaningful assessment of actual teaching practice, focusing on teacher success through feedback on performance and growth.
It provides a variety of supports for new teachers, including:
· orientation for all new teachers by the school and school board
· mentoring for new teachers by experienced teachers
· on-the-job training in areas such as classroom management, communication with parents, and other activities aligned with current ministry initiatives
Successful completion of the NTIP requires two Satisfactory ratings on teacher performance appraisals (TPA) for new teachers. New teachers must have two appraisals within their first 12months of teaching. Teachers have an additional 12months to complete the NTIP if one of the appraisals in their first year of teaching results in a performance rating that is not Satisfactory.
Successful completion of the NTIP will be noted on the teacher's Certificate of Qualification and Registration and the Ontario College of Teachers' public register (Notation).
What are the minimum requirements for the induction elements of the NTIP?
All new teachers, regardless of experience, must receive an orientation. All new teachers in a permanent position who have never taught before – whether trained in or outside of Ontario, must receive orientation, mentoring and professional development/training supports.
Who is required to participate in the NTIP?
The ministry has revised its policy to expand the use of program funds to include more beginning teachers in the NTIP.
Long-term occasional teachers at the Kawartha Pine Ridge District School Board are included in the three induction elements of the NTIP and second-year teachers have the option of continuing to participate in NTIP during their second year.
Who is responsible for implementing the program?
The NTIP is a school-based program which depends on principals to exercise a critical role as catalysts for professional development. Principals will also develop other leaders in their schools by working closely with and relying on experienced teachers who may serve as mentors. Principals will complete teacher performance appraisals for their new teachers.
For a complete list of principal roles and responsibilities please refer to section 3 in the NTIP: Induction Elements Manual.
How do employers (district school boards, school authorities and provincial schools) and the public at large know whether a teacher has successfully completed the program?
Principals confirm successful completion of the program with the school board. The board, in turn, is required to provide the Ontario College of Teachers with a list of names of those new teachers who have met the requirements of the program. After completing the program, a Notation of completion is placed on a teacher's Certificate of Qualification and Registration and on the public register of the college. This Notation signifies to the public that a teacher has completed the program, including successful classroom teaching, and has gained a level of mastery in the profession.
Information for New Teachers
Who can new teachers talk to for information about the NTIP?
New teachers should speak to their principal for further information about the NTIP. In addition, they can contact any member of the KPR NTIP team by email or by phone.
· Jodi Whetung, NTIP Co-ordinator, , 705-657-8803
· Marga Koetje, Leadership & Staff Development Officer, , 742-9773, ext. 2002
· Tracy Vandenberg, Team Leader – Leadership, Staff & Organizational Development, , 742-9773, ext. 2132
Will each new teacher receive the same supports under the NTIP?
No. All new teachers will have access to the supports outlined in the NTIP: Induction Elements Manual . Each new teacher will complete, with his or her mentor and principal, an Individual NTIP Strategy Form , based on the program requirements of the NTIP and the specific needs of the new teacher. The strategy form may be revised throughout the year as needs change.
How long will new teachers have to complete the NTIP?
A new teacher must have two performance appraisals in his or her first 12months of teaching. It is anticipated that most new teachers will complete the program within that time.
However, new teachers have up to 24months to complete the NTIP in the event that the teacher receives a performance rating in the first year that is not Satisfactory.
In addition, regulations provide that in certain restricted circumstances, the 24-month new teaching period may be extended. The extension would provide up to 90school days (approximately one school semester) beyond the 24-month period to complete the NTIP for the small number of teachers who change teaching environments during the second year of practice, in order to allow time to adjust to the new environment.
The regulation also provides for certain time periods to be excluded from the new teaching period (e.g. extended leaves approved by the board, such as maternity leave).
How long will it take for the Notation to appear on the Certificate of Qualification and Registration of a new teacher who has successfully completed the NTIP?
Boards are required to report the names of any new teachers who have completed the NTIP to the Ontario College of Teachers within 60calendar days. The college will add the Notation to the public register within 60calendar days of receiving notice from the board. New Certificates of Qualification and Registration will be issued by the college once per year, in keeping with existing college procedures.
Can certified teachers working in private schools or First Nations schools access the NTIP?
No. The Notation of successful completion of the NTIP is an indication that the teacher has successfully completed a year of employment with an Ontario publicly-funded school board.
Does implementation of the NTIP mean that faculty of education graduates are not fully-qualified?
No. Teachers must complete an accredited pre-service program and receive a Certificate of Qualification and Registration in order to teach. The Ontario College of Teachers' issues a General Certificate of Qualification and Registration indicating that new teachers are fully-qualified professionals responsible for their students and classrooms. The NTIP is distinct from the college's certification process, and provides supports for new teachers in the classroom.
Would a part-time teacher candidate who earns a Transitional Certificate of Qualification and Registration and secures a permanent teaching position be eligible to participate in the NTIP?
Yes. Eligibility for the NTIP Notation is dependent upon new teachers securing a permanent teaching position. This applies to a new teacher holding a Transitional Certificate of Qualification and Registration.
Long-Term Occasional Teachers
What is the difference between "new teachers" and "beginning teachers"?
New teachers are defined as all teachers, including those trained out of province, certified by the Ontario College of Teachers, who have been newly hired into full-time or part-time permanent positions by a school board, school authority, or provincial school to teach for the first time in Ontario.
The term "beginning teachers" includes new teachers as well as beginning long-term occasional (LTO) teachers and beginning full-time continuing education teachers.
Beginning long-term occasional (LTO) teachers are defined as certified occasional teachers who are in their first long-term occasional assignment of 97 or more consecutive school days.
Beginning full-time continuing education teachers are defined as certified teachers who are teaching two secondary credit courses per quad x four quads per year in a given school year in an adult learning day school for the first time.
Are beginning long-term occasional (LTO) teachers eligible to participate in the program?
As of 2009-10, boards have provided the induction elements of the program to their beginning LTO teachers.
For the purposes of the NTIP, a beginning LTO teacher is defined as a certified occasional teacher who is in his/her first long term occasional assignment of 97 or more consecutive school days.
Beginning LTO teachers should record their participation on the Individual NTIP Strategy form. If those teachers subsequently start a permanent contract position, the principal may take their previous participation into account when determining which induction elements are appropriate. For example, LTO teachers who receive orientation and later obtain a permanent position in the same board may not need to participate in the same orientation session.
Will occasional teachers be disadvantaged in the hiring process if they are not able to earn the NTIP Notation on their Certificates of Qualification and Registration?
The NTIP Notation indicates successful participation in a program of supports and completion of one year of teaching in an Ontario publicly-funded school (ie. one year of experience in Ontario).
Before the NTIP, boards, as employers, always had to decide between hiring a beginning teacher or an experienced teacher. The Notation does not change that practice.
Second-Year Teachers and Continuing Education Teachers
Why has the NTIP been expanded to include second-year teachers?
This expansion recognizes on-going research and feedback, resulting from consultation with educational partners that included teachers' federations, board personnel, a focus group of second-year teachers and from the University of Ottawa's evaluation of the NTIP. Findings indicate that teachers in their second year can more readily identify and implement strategies to improve proficiency more quickly. Second year teachers at the Kawartha Pine Ridge District School Board have the option of participating in NTIP and are supported to do so, but it is not mandatory that they do so.
When boards choose to support their second-year teachers, who decides which second-year teachers participate?
Each second-year teacher is encouraged, in consultation with their principal, to decide whether to participate in additional induction element supports should they be offered to them.
Information About Mentors
Will mentors evaluate mentees?
No. Principals are responsible for the appraisal of teachers. The mentorship element of the NTIP is intended to provide support and foster growth in a non-evaluative manner and with complete confidentiality. The goal is to encourage a collegial and collaborative mentoring culture which will help mentees and increase benefits for students.
Are there situations where the mentor and mentee may have confidential discussions?
Yes. The mentee should be comfortable talking to his or her mentor. The mentorship element of the NTIP is intended to provide support and foster growth in a non-evaluative, collegial manner and with complete confidentiality when required.
What are the intended outcomes of the NTIP?
New teachers who successfully complete the NTIP will have achieved the following outcomes:
· Orientation to the Ontario curriculum and context, as well as orientation to the specific board and school
· Acquisition of improved skills and confidence through participation in a mentoring relationship
· Progression along the continuum of professional learning and training in areas such as classroom management, communication with parents, and other activities aligned with current ministry initiatives (e.g., Literacy and Numeracy strategies, Student Success, Safe Schools, and the Politique d'aménagement linguistique in French-language boards)
· Proven successful teaching in an Ontario publicly funded school board
· Demonstration of a subset of eight competencies, as a minimum requirement, as set out in Ontario Regulation 99/02, as amended.
Teachers:
o demonstrate commitment to the well-being and development of all pupils
o are dedicated in their efforts to teach and support pupil learning and achievement
o treat all pupils equitably and with respect
o provide an environment for learning that encourages pupils to be problem solvers, decision makers, life-long learners and contributing members of a changing society
o know their subject matter, the Ontario curriculum and education-related legislation
o use their professional knowledge and understanding of pupils, curriculum, legislation, teaching practices and classroom management strategies to promote the learning and achievement of their pupils
o communicate effectively with pupils, parents and colleagues
o conduct ongoing assessment of pupils' progress, evaluate their achievement and report results to pupils and their parents regularly.
Release Days to Meet with Mentor (for discussion, classroom observation, etc)
Funding for mentor and mentee release time is available through NTIP to a maximum of 1.5 days for the mentor and 1.5 days for the mentee. In order to access this release time, you must complete a Mentor/Mentee meeting agreement in advance of booking your release time through SEMS. Please use the following codes for your release time:
· Code 768 – for Mentors
· Code 95 – for Mentees
Individual NTIP Strategy Form
Will the Individual NTIP Strategy form be used as an evaluation mechanism for new teachers who complete the NTIP?
No. The Individual NTIP Strategy form is intended to serve as a vehicle for discussion, learning and keeping track of what NTIP support elements each new teacher has participated in. It contains no evaluative elements and is intended only to reflect when a new teacher has completed participation in his/her individualized NTIP supports. This form is not a checklist.
How will Individual NTIP Strategy forms move with new teachers if they change schools or boards?
Since the new teacher generates and tracks the information on the Individual NTIP strategy form, he/she should be responsible for keeping the form although a copy should be maintained at the board office as per board policy.
Is it the responsibility of the principal to complete the Individual NTIP Strategy form?
No. The participating teacher completes the Individual NTIP Strategy form in collaboration with his/her mentor. The form is intended to facilitate the tracking and accounting of each new teacher's participation in the program.
The Principal uses the Individual NTIP Strategy form to ensure that the necessary support elements and funding are in place.
At the completion of the NTIP, the new teacher and the principal sign the form.
Do participating teachers play a role in determining which elements of the NTIP they will participate in?
Yes. Together the mentor, participating teacher and principal will collaboratively determine the strategies to be used as support during the implementation of the NTIP. Strategies may change as the needs of the new teacher change.