New Teacher Induction Program Goals
The New Teacher Induction Program (NTIP) is the second job-embedded step along a continuum of professional learning for new teachers, building on and complementing the first step: initial teacher education programs. It provides professional support to help new teachers develop the requisite skills and knowledge to be effective as teachers in Ontario.
The four core goals of NTIP are explained below from the perspective of a new teacher:
Confidence
- I can do it…I have the supports to be a successful teacher
Efficacy
- My teaching makes a difference in the lives and learning of every single student
Instructional Practice
- I am able to respond to the diverse learning needs of my students with an array of effective instructional strategies
Commitment to Continuous Learning
- I want to continue learning and growing as a professional in collaboration with my students, colleagues, administration, parents/guardians, and school community
The induction elements of orientation, mentoring and ongoing professional learning provide a web of personalized support for beginning teachers and directly support the key goals of NTIP. Improving student well-being and learning is the ultimate outcome of the New Teacher Induction Program.
NTIP Induction Elements at a Glance
NTIP consists of the following induction elements:
- Orientation for new teachers to the school and school board
- Mentoring for new teachers by experienced teachers
- Professional learning relevant to the individual needs of new teachers
At the centre of the induction elements is the learner. In addition to new teachers, NTIP learners include associate teachers, mentors, principals, board staff and many other colleagues. NTIP is meaningful when it is constructed by each learner based on their real world learning needs.
Through NTIP, powerful learning designs like mentorship deprivatize instruction, foster collaboration and support educator leadership via the intentional sharing of knowledge and practice between colleagues. As such, NTIP serves as an example of collaborative professionalism in action.
When new and experienced educators work and learn together (e.g., to address bullying) all our students benefit.
In summary, the first few years of teaching are a critical time for professional learning and growth. New teachers who receive support and mentorship via NTIP will become the mentors for the next generation of new hires and ultimately of the students they will teach.
Roles & Relationships – New Teachers
NTIP is school-based program. The learning focused relationships new teachers form with students, mentors, colleagues, principals, parents, and community partners are integral to their professional growth and ultimately the learning of their students.
Structure vs. Relationships
Often when we adapt or adopt an initiative or program, we try to replicate a structure without attending fully to the complexities of relationships which enable the structure to actually be effective. Thinking about our approach to mentorship illuminates this distinction:
- Do you have a mentor? (structure – a one to one match)
- Are you being mentored? (relationships – a mentoring web of multiple mentors existing within an environment of relational trust)
As active participants in their learning new teachers construct their NTIP.
With students by:
- Building relationships
- Recognizing learning is messy
- Looking for strengths
- Recognizing lived experience and individual ways of knowing
With mentors and colleagues by:
- Choosing multiple mentors
- Seeking out professional learning
- Listening, observing, sharing, reflecting and learning
With principals by:
- Sharing successes
- Reaching out for support
- Actively participating in the INS and TPA process
With parents/guardians and community partners by:
- Connecting with partners in learning beyond the classroom, including Indigenous partners and communities
- Participating in communities
- Balancing work with life
Individual NTIP Strategy (INS)
A school-based learning culture is critical to making the Individual NTIP Strategy (INS) meaningful. In a collaborative learning culture, the INS creates an important opportunity for ongoing learning focused conversations between the principal, mentors and the new teacher, about the new teacher’s professional learning goals.
When the principal meets with a new teacher to discuss goals and strategies, suggest resources and offer support, the INS transforms from something that is touched once and never visited again to a living document. As a living document, the INS may well become a “messy plan” that is modified throughout the year.
In addition to new permanent hires, all new occasional teachers are encouraged to use the Individual NTIP Strategy to document their learning journey over time.
Customizing the INS
Boards may consider modifying this INS format – while retaining the required fields, to maximize its potential to be an evolving professional growth plan and portfolio that focuses on the learning process.
We are in the process of considering how to update the INS to best foster learning and collaboration and would welcome your input at ptpsb@ontario.ca.
Teacher Performance Appraisal for New Permanent Hires
The Teacher Performance Appraisal (TPA) process is an opportunity for dialogue, reflection and professional growth. It is a collaboration between new teachers and their principals to provide a meaningful, growth-oriented evaluation of teacher performance.
The Teacher Performance Appraisal: Technical Requirements Manual (2010), provides detailed information about the timelines, processes and steps to be followed in the appraisal process for both new permanent and experienced teachers.
As per the manual, new permanent hires are evaluated twice within their first 12 months of employment. In order to successfully complete the NTIP requirements, they must receive two Satisfactory appraisal ratings within 24 months. The flow chart of TPA outcomes for new teachers contained on pages 39 and 40 of the manual provides an at a glance summary of the appraisal process.
Upon successful completion of 2 satisfactory NTIP evaluations, boards are responsible for submitting the names of new teachers to the Ontario College of Teachers within 60 calendar days. A notation reflecting completion of NTIP is placed on the teacher’s certificate of qualification and registration which appears on Ontario College of Teachers’ public register.
NTIP Resources
New Teachers | Mentors | Principals | Board Leaders
Induction Elements Manual | Induction Elements eBook | Mentoring eBook