A GUIDE FOR SCHOOL ADMINISTRATORS
Program Elements of the New Teacher Induction Program The New Teacher Induction Program ( NTIP ) for AMDSB is comprised of 4 induction elements:
How to Identify New Teachers and Eligible LTO Teachers The Ministry of Education provides funding to support probationary teachers who are new to publicly funded school boards in Ontario. The Ministry of Education definition of a new teacher in Ontario includes a teacher who: ➢ is new to teaching ➢ has previous experience but in a private school ➢ has previous experience in another province ➢ has previous experience in another country ➢ is in a LTO position of 97 or more consecutive days for the same teacher When a teacher signs his or her probationary contract, it will be determined whether or not the new hire fits the above criteria and is eligible for NTIP program supports. This information will then be forwarded onto the Superintendent of Human Resources. For the purpose of NTIP, a beginning LTO teacher is defined as a certified occasional teacher who is in his or her first long-term assignment, of 97 or more consecutive school days as a substitute for the same teacher. However, because the occasional teachers are not included in the definition of “new teacher”, they are not eligible to receive the NTIP Notation until they do come within that definition. TPA results prior to becoming a “new teacher” do not count for the purposes of the NTIP Notation. Each new teacher will have a mentor to assist with his/ her professional growth throughout their first teaching year. A mentor may be suggested by the school administration, or may be a suitable contact which the new teacher knows. It is the responsibility of the school principal to forward the names of the new teacher and his/ her mentor to Human Resources Department in September of each year.
Orientation to AMDSB: New Teacher Resources Orientation 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
New teachers, meeting the criteria for NTIP support, may sign on with our School Board at various times throughout the school year. Qualifying teachers will be provided with supports and programs at workshops during the year. 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
Orientation to the School Elements 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:
Mentoring Mentorship 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
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 arises
Professional Learning Opportunities The 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 needs identified by the NTIP teachers.
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.
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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
Use of Joint Release Days Joint 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 *
New Teacher Individual Strategy Form
SCHOOL ORIENTATION CHECKLIST FOR NEW TEACHERS
Notes and School Profile Please photocopy this for your own school list, and tracking throughout the year.
Published on Jan 10, 2011