new teacher induction program

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NEW TEACHER INDUCTION PROGRAM (NTIP) A GUIDE FOR NEW TEACHERS

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A guide to assist new teachers in the Avon Maitland District School Board.

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Page 1: New Teacher Induction Program

NEW TEACHERINDUCTION PROGRAM

(NTIP) A GUIDE FOR NEW TEACHERS

Page 2: New Teacher Induction Program

Program Elements of the New Teacher Induction ProgramThe New Teacher Induction Program ( NTIP ) for AMDSB is comprised of 4 induction elements:

Page 3: New Teacher Induction Program

Orientation to AMDSB: New Teacher ResourcesOrientation to our School Board is provided in a variety of ways:

➢ Avon Maitland DSB First Class NTIP website➢ New teacher orientation➢ Summer PD sessions➢ On-going Professional learning opportunities for NTIP teachers throughout the year➢ Mentoring by experienced teachers➢ Release days for job embedded growth through classroom visitations and professional dialogue➢ Copies of the New Teacher Binder are available to new teachers at the beginning of the school year, or by contacting the Executive Assistant responsible for NTIP

Elements of Orientation to the School Board

➢ New teacher orientation Resource Binders are distributed to new teachers at the New Teacher orientation workshop➢ Professional reading materials are distributed to each new teacher➢ On-line access to a variety of resources, and workshops are available➢ Access to the NTIP site on First Class

What is in the New Teacher Binder?

➢ Orientation section, outlining AMDSB mission statement, and goals➢ Ethical Standards for the Teaching Profession➢ NTIP responsibilities in a nutshell➢ NTIP Individual Strategy Form (ISF)➢ Professional development- Core content and sample conversation starters➢ Models and roles of mentors➢ Are you ready?➢ Calendar of monthly tasks, and activities for your school panel

Page 4: New Teacher Induction Program

Orientation to the SchoolElements of Orientation to the School➢ Orientation to the school is a critical element for the New Teacher➢ Orientation models are site based determined➢ Schools adopt an induction model that reflects the school goals, and Professional learning community goals➢ A checklist is developed to ensure that key school related information is covered

Elements of Orientation to a School can include:

Page 5: New Teacher Induction Program

SCHOOL ORIENTATION CHECKLIST FOR NEW TEACHERS

Page 6: New Teacher Induction Program

MentoringMentorship

Mentoring is an on-going relationship that extends throughout the first year of a new teacher’s professional practice. Mentors are the vehicles to connect with other professionals and resources. They connect the new teachers with other professionals in the learning community.

Mentors provide the on-going support to enable new teachers to improve their skills and confidence.

➢ Trust and rapport are essential for the mentor- new teacher relationship to thrive and flourish➢ Effective mentors adopt a variety of roles based on the needs of the new teacher➢ Mentors reflect continuous learning

Choosing a Mentor

Working with the right mentor will provide you with access to invaluable expertise and welcome support during your challenging, but rewarding first year of teaching. Most successful teachers speak of mentors they had in their first few years of teaching. Many still have mentors and all good teachers continue to develop professional relationships for collaborative learning. When you are considering your options for a mentor, be open to possibilities. Your ideal mentor may or may not be of the same gender, age, race, faith or orientation as you.

Remember that your mentor will not be involved in evaluating you in any way and that your professional interactions will remain confidential.

Page 7: New Teacher Induction Program

What to Consider when Selecting Your Mentor:

Your mentor must be a Member of the Ontario College of Teachers.Selecting an experienced teacher to serve as your mentor will be one of the most crucial initial steps that you will take as you undertake your teaching profession.

Your principal may be able to recommend an experienced teacher who will serve as your mentor, or you may have knowledge of a teacher from your own networking sources.

If possible, your ideal mentor will be in your own school and in your own division or subject area so that daily, weekly or impromptu discussions can take place. If it is at all possible, the selection of your mentor should enable you to meet regularly.

When choosing a mentor ask yourself these questions:

1. What do I need to know and from whom can I learn?2. Is there someone whom I admire or wish to emulate?3. With whom do I feel comfortable?4. Who is supportive?5. Whom do I respect?

By considering these questions you will likely find a mentor who will be able to guide you through a successful first year and beyond. Your mentor will be a facilitator and a support. He or she should not tell you what to do.

Don’t agree to work with a mentor whom you haven’t first met. If you do not feel comfortable with him or her in your first meeting, keep looking–there is a suitable mentor for you.

Page 8: New Teacher Induction Program

If you are having difficulty choosing a mentor speak to your department head, your federation branch president or steward, or your principal.

Safe Exit StrategyIn some cases the mentor/new teacher relationship is not successful and a new mentor must be chosen. If this happens, give the name of your new mentor to your principal and to Paula Wallis at the Ed Centre. No explanation is required.

Mentoring Models may include:

Broker Model ➢ Consultant type relationship

One- to One Mentor Matching ➢ Mentor is site based; needs are matched based on the needs of the new teacher

Group Mentoring ➢ Mentor works with 2 or more new teachers, or a new teacher has more than one mentor

Informal Mentoring ➢ New teacher informally connects with a variety of staff members as need arisesthese themes, as well as needs identified by the NTIP teachers.

Page 9: New Teacher Induction Program

Professional Learning OpportunitiesThe professional learning needs of a new teacher will vary, based upon prior experiences. The Ministry of Education has identified key elements of professional development to which new teachers must have access. The NTIP Advisory Committee has structured workshops throughout the school year based upon these themes, as well as the needs identified by the NTIP teachers.

Starting points for discussion in the following domains:Training is available for mentors • Classroom Management • Planning, Assessment and Evaluation • Communication with Parents • Literacy and Numeracy • Student Success • Safe Schools and Bullying Prevention • Teaching Students with Special Education Needs • Equity and Inclusive Education • Teaching English Language Learners

A NTIP icon is available on First Class for all eligible new teachers, and his or her mentor.Contact the Executive Assistant in charge of NTIP if this is not already in place for your NTIP teacher/ mentor.

Links to other professional resources and web sites are electronically accessible.

• Courses are available for all teachers through Curriculum Department • Summer workshops are available • Professional Learning workshops are scheduled throughout the year to assist new teachers in their growth • Training is available for mentors • Professional literary resources are provided for group study and dialogue • Release time is available for job embedded growth

Page 10: New Teacher Induction Program

Commitment to Pupils* and Pupil Learning

• Teachers demonstrate commitment to the well-being and development of all pupils.

• Teachers are dedicated in their efforts to teach and support pupil learning and achievement.

• Teachers treat all pupils equitably and with respect. • Teachers provide an environment for learning that encourages pupils to

be problem solvers, decision makers, lifelong learners, and contributing members of a changing society.

Professional Knowledge • Teachers know their subject matter, the Ontario curriculum, and educa-tion related legislation.

• Teachers know a variety of effective teaching and assessment practices. • Teachers know a variety of effective classroom management strategies. • Teachers know how pupils learn and factors that influence pupil learning

and achievement. Professional Practice • Teachers 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.

• Teachers communicate effectively with pupils, parents, and colleagues. • Teachers conduct ongoing assessment of pupils’ progress, evaluate their

achievement, and report results to pupils and parents regularly. • Teachers adapt and refine their teaching practices through continuous

learning and reflection, using a variety of sources and resources. • Teachers use appropriate technology in their teaching practices and re-

lated professional responsibilities. Leadership in Learning Communities

• Teachers collaborate with other teachers and school colleagues to create and sustain learning communities in their classrooms and in their schools.

• Teachers work with professionals, parents, and members of the commu-nity to enhance pupil learning, pupil achievement, and school programs.

Ongoing Professional Learning

• Teachers engage in ongoing professional learning and apply it to improve their teaching practices.

Note: Principals must provide a comment for each of the eight highlighted competencies as a minimumrequirement in the Summative Report Form for New Teachers.

* In the Education Act, students are referred to as “pupils”.

The Sixteen Competency Statements with Eight Competencies Highlighted for New Teachers

Page 11: New Teacher Induction Program

4

LEVEL OF PERFORMANCE

COMPETENCIES

Satisfactory Development Needed Unsatisfactory

Teachers demonstrate

commitment to the

well being and

development of all

pupils.

The teacher demonstrates

considerable commitment

to the well-being and

development of all pupils.

The teacher shows

continued growth in this

competency.

The teacher demonstrates

some commitment to the

well-being and development

of all pupils. The teacher

would benefit from intensive

support to further develop

this competency.

The teacher demonstrates

limited commitment to the

well-being and development

of all pupils. The teacher

requires extensive

improvement in this

competency.

Teachers are

dedicated in their

efforts to teach and

support pupil

learning and

achievement.

The teacher demonstrates

considerable dedication in

his or her efforts to teach

and support pupil

learning and achievement.

The teacher shows

continued growth in this

competency.

The teacher demonstrates

some dedication in his or her

efforts to teach and support

pupil learning and

achievement. The teacher

would benefit from intensive

support to further develop

this competency.

The teacher demonstrates

limited dedication in his or

her efforts to teach and

support pupil learning and

achievement. The teacher

requires extensive

improvement in this

competency.

Teachers treat all

pupils equitably and

with respect.

The teacher treats all

pupils equitably and with

respect to a considerable

extent. The teacher shows

continued growth in this

competency.

The teacher treats all pupils

equitably and with respect to

some extent. The teacher

would benefit from intensive

support to further develop

this competency.

The teacher treats all pupils

equitably and with respect

to a limited extent. The

teacher requires extensive

improvement in this

competency.

Teachers provide an

environment for

learning that

encourages pupils to

be problem solvers,

decision makers,

lifelong learners,and

contributing members

of a changing society.

The teacher provides an

environment for learning

that encourages pupils to

be problem solvers,

decision makers, lifelong

learners, and contributing

members of a changing

society to a considerable

extent. The teacher shows

continued growth in this

competency.

The teacher provides an

environment for learning that

encourages pupils to be

problem solvers, decision

makers, lifelong learners, and

contributing members

of a changing society to

some extent. The teacher

would benefit from intensive

support to further develop

this competency.

The teacher provides an

environment for learning

that encourages pupils to be

problem solvers, decision

makers, lifelong learners,

and contributing members

of a changing society to a

limited extent.

The teacher requires

extensive improvement in

this competency.

Page 12: New Teacher Induction Program

SMART GoalsThe following method is an effective goal setting model available to assist you in the process.

• Specific – What should be achieved?When employees are given specific goals, they tend to perform higher than when they are told to do their best or when they receive no guidance at all. Increasing goal specificity reduces ambiguity aboutwhat is expected and focuses the search for appropriate behaviors. Specificity helps employees focus on important tasks.

• Measurable – How will you know if the goal has been reached?

What criteria will be used to ascertain whether the goal has been reached? Having measurable goals means that the employee will be able to evaluate his/her own progress.

• Action Plan – Which actions will you take to achieve the goals?

How will the goal be accomplished? Will the manager list the steps of the action plan, or will the employee do that? How might the employee’s developmental level affect this step?

• Realistic – Are they achievable?If goals are set too high, employees may lose their motivation, and will give up when they fail to achieve these unrealistic goals.

Are the expected results within the employee’s con-trol?

Although goals should be attainable, they should also be challenging. Increasing the difficulty of employ-ees’ goals can increase their perceived challenge and enhance the amount of effort expended to achieve them. Thus, more difficult goals tend to lead to increased effort and performance, as long as they are seen as feasible.

• Time Frames - By When?When will the action be completed/the goal achieved? Will there be intermittent progress reviews?

Page 13: New Teacher Induction Program

SMART Goals TemplateWhen setting goals for yourself or with an employee it is always best to create SMART goals. These are goals that are:

• Specific – What should be achieved?

• Measurable – How will you know if the goal has been reached?

• Action Plan – Which actions will you take to achieve the goals?

• Realistic – Are they achievable?

• Time Frames - By When?

Page 14: New Teacher Induction Program

Use of Joint Release DaysJoint release days are available for the NTIP teacher and his or her mentor. Please contact the Executive Assistant in charge of NTIP for the release time code. This job embedded learning practice provides an opportunity for new teachers and their mentors to engage in job embedded learning practices which have proven to enhance teacher development and student success.

How to Use Your Joint Release and Coaching Time:The following are some possible activities for the use of this time:

• Orientation sessions • New teacher/ mentor demonstration lessons • Teacher / Mentor Coaching • Joint planning • Collection and organization of data • School visits Reviewing resources • Team teaching • Attending an approved conference together • Reviewing resources with your mentor • Learning about effective instructional strategies, and examining various assessment and evaluation tools • Group new teacher / mentor meetings • Observing lessons and de-briefing

* All release time must be approved in advance, at the Board level *

Page 15: New Teacher Induction Program

New Teacher Individual Strategy Form