NTIP Eligibility
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NTIP Required Teachers
The board shall provide NTIP to:
- 1st Year Permanent Hires - Teachers certified by the Ontario College of Teachers hired into a permanent position – full-time or part-time – by a school board to begin teaching for the first time in Ontario’s publicly funded school system
- 2nd year permanent hires who do not successfully complete NTIP in their first year
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Mentors
The board shall support:
- NTIP Mentors - Experienced teachers supporting NTIP required teachers
Long Term Occasional Teachers
Boards are encouraged to provide the induction elements to:
- 1st Year Long Term Occasional Teachers with assignments of 97 days or longer - Certified occasional teachers in their first long-term assignment, with that assignment being 97 or more consecutive school days as a substitute for the same teacher
Additional NTIP Eligible Teachers
Any teacher in their first 5 years who falls outside of the NTIP required definition is eligible for support. The inclusion of these teachers as eligible to participate in any of the NTIP induction elements is designed to provide boards with flexibility to respond to local hiring realities and potentially to support new teachers for a greater length of time. Boards may decide to include an entire category of NTIP eligible teachers or base the supports they offer on a case by case basis.
NTIP eligible teachers include:
- Beginning Daily Occasional Teachers
- Beginning Short and Long Term Occasional Teachers (any duration of assignment)
- Beginning Continuing Education Teachers
- Beginning Permanent Hires past year 1
- Mentors supporting any beginning teacher (e.g., Teacher-Candidates, Occasional Teachers etc.) - Associate Teachers hosting a teacher-candidate from a faculty of education are included in this definition as are teachers mentoring Indigenous language educators
Evaluation of New Teachers
In addition to the NTIP induction elements, new permanent hires are evaluated twice within their first 12 months of employment through the Teacher Performance Appraisal process. (click here for more information)
Participation in NTIP for newly hired Long Term Occasional (LTO) Teachers refers to the induction elements only. There are no changes in the current board level evaluation processes or requirements for LTO teachers.
Aligning NTIP supports to evaluation thresholds is important to the success of new teachers. For example, newly hired LTO teachers with four month (80 day) assignments would benefit from accessing the induction elements at the onset of their assignment.
What We’ve Learned
Longitudinal research conducted by Christine Frank & Associates (CFA) shows that NTIP is effective.
New teachers receiving NTIP supports report meaningful and sustained improvement in their confidence, efficacy, instructional practice and commitment to ongoing learning.
While every board’s local context and circumstances are unique, the same big ideas for making NTIP meaningful emerge with remarkable consistency across the province. As we broaden the scope of NTIP, the emerging learning themes on the next page suggest promising practices to support the professional growth and learning of all new teachers.
Visual Summary of Emerging NTIP Learning Themes
Differentiating Professional Learning
Mentoring for Mentors & Fostering Principal Encouragement
Providing a Continuum of Support for All New Teachers
Data Sources
Differentiating Professional Learning
Looking at NTIP through the lens of authentic learning means the program will not look the same for every beginning teacher. For example a “new” 1st year permanent hire who has 5 years of daily and long term occasional teaching experience may not have the same NTIP learning goals or needs regarding assessment as a recent faculty graduate entering their first year of long term occasional teaching.
Offering a menu of professional learning through NTIP allows for voice, choice and personalized construction of learning based on authentic learning opportunities directly connected to the real world classroom experiences and learning goals of each individual new teacher.
Roles & Relationships – Board Leaders
Designated NTIP Superintendent / NTIP Coordinator
Leadership at the board level is instrumental to the successful implementation of NTIP in schools. All school boards designate a Superintendent with responsibility for program oversight. This Superintendent may assign an NTIP coordinator role to a current or retired board employee and may allocate up to $50,000 in salary to support this role (see Section 5 – Funding for additional information).
Additionally, boards are responsible for the submission of NTIP related data to the ministry, including the NTIP plan and final report. Boards are also required to support the participation of NTIP teachers in ministry level program monitoring, research and evaluation.
NTIP Steering Team
The board NTIP Steering Team brings all participants together in partnership to support the success of new teachers. Effective steering teams examine program data (e.g., board surveys of new teachers, mentors, principals) to inform planning, communication and learning designs. Composition of the steering team should include members from each partner in NTIP:
- Federations
- New Teachers
- Mentors
- Principals
- Faculties of Education
- Designated NTIP Superintendent / NTIP Coordinator
- Other staff and community partners involved in supporting NTIP
Guiding Questions for Board NTIP Teams
As we think deeply about making NTIP meaningful, below are guiding questions based on the 4Rs for board NTIP teams to consider.
Relational | Responsive | Recursive | Real World
ORIENTATION
- How can new teachers be intentionally connected with school and board level supports? (and with each other)
- What methods of delivery could be used? (e.g., face to face, online, blended)
- How can orientation be experienced as a process rather than an event?
- What NTIP and mentoring resources are available to assist principals?
MENTORING
- How do new teachers connect with mentors?
- How do new teachers access joint release days to engage in collaboration and learning with multiple mentors?
- What learning opportunities and resources are available for mentors to continue to develop their foundational mentorship skills?
- What learning opportunities and resources are available for principals to continue to develop their foundational mentorship skills?
PROFESSIONAL LEARNING
- How can we construct a menu of differentiated supports responsive to each teacher’s context, experience, teaching assignment and learning goals?
- How can NTIP board leaders work with other board-level colleagues (e.g. FSL leads, Indigenous Education leads) to sustain and extend professional learning?
- How are relationships built?
- What are the direct connections to the classroom?
- What impact will the application of learning have? How will we know?
Building a Mentoring Web | Differentiating Professional Learning | Mentoring for Mentors | Fostering Principal Encouragement | Providing a Continuum of Support for All New Teachers
Measuring Impact
The Professionalism, Teaching Policy and Standards Branch (PTPSB) has developed streamlined survey templates for beginning teachers, mentors, and principals linked to the core goals of NTIP.
The intent of these survey templates is to provide interested boards with a practical tool that they can adapt to help measure the impact of the NTIP in their district. The templates reflect generic NTIP mentoring activities and learning designs and we encourage boards to customize their surveys to suit local program designs.
NTIP Resources
New Teachers | Mentors | Principals | Board Leaders
Induction Elements Manual | Induction Elements eBook | Mentoring eBook