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New Teacher Induction Program

Partnering for SuccessGetting the most from Ontario’sNew Teacher Induction Program

A Resource Handbookfor New Teachers

2007-2008

Our Motto: Let Your Light Shine

Our Vision: We the students, staff, trustees, families and parents, in partnership with ourcommunities, will provide a Catholic education which nurtures, thedevelopment of the whole student through a commitment to learning,celebrating the sacraments, embracing the teachings of Christ and givingwitness to Gospel values.

Catholic Graduate Expectations:

A discerning believer formed in the Catholic Faith community who celebrates the signs and sacredmystery of God’s presence through word, sacrament, prayer, forgiveness, reflection and moralliving.

1. An effective communicator who speaks, writes and listens honestly and sensitively, respondingcritically in light of gospel values.

2. A reflective, creative and holistic thinker who solves problems and makes responsible decisionswith an informed moral conscience for the common good.

3. A self-directed, responsible, lifelong learner who develops and demonstrates their God-givenpotential.

4. A collaborative contributor who finds meaning, dignity and vocation in work which respects therights of all and contributes to the common good.

5. A caring family member who attends to family, school, parish, and the wider community.

6. A responsible citizen who gives witness to Catholic social teaching by promoting peace, justiceand the sacredness of human life.

TABLE OF CONTENTS

IntroductionWelcome! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1How Will The NTIP Support Me? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Orientation: What Can I Expect? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Professional Development: What Can I Expect? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Mentoring: What Can I Expect? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Teacher’s Performance Appraisal: What Can I Expect? . . . . . . . . . . . . . . . . . . . . . . . . . . . 5What Role Will My Principal Play? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5What Is My Role . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Personal Planner September - June . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13-23

Appendix A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Individual NTIP Strategy Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Appendix B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29NTIP Professional Development Core Content and Tools . . . . . . . . . . . . . . . . . . . . . . . . . 30

Classroom ManagementProfessional Development and Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32New Teacher Self-Reflection Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33NTIP Requirement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Considerations - Creating the Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Organizing Yourself and Your Workload . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Managing The Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40The High Cost of Rewards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Templates / Checklists or Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Sample Seating Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Sample Junior Classroom Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Identifying Student Misbehaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Sample Classroom Responsibility Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49A Few Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Student Communication Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Summary of Classroom Management Bumps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Five Ways to Manage Your Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Planning, Assessment, and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Professional Development and Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57New Teacher Self-Reflection Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58First Day Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58What Is A Portfolio? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Professional Development and Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63New Teacher Self-Reflection Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65NTIP Requirement - Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Practical Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Assessment and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69NTIP Requirement - Assessment and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72Assessment Guiding Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73Assessment Practices Focus Teaching, Learning and Achievement . . . . . . . . . . . . . . . . . . 74Stages in the Assessment Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75Assessment for and of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77Sample Strategies for Assessment of Student Achievement . . . . . . . . . . . . . . . . . . . . . . . 78Conference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79Action Verbs Organized by Achievement Chart Categories . . . . . . . . . . . . . . . . . . . . . . . . 80Gradual Release of Responsibility and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81What Data are Collected and Why . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Be Proactive, Not Reactive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83Assessment Templates or Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Sample Summative Options Layout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86Learning Skills Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87Sample Project-Based Learning Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88Sample Anecdotal Note Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Sample Assessment Data Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Communicating With Parents / Guardians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91Professional Development and Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92New Teacher Self-Reflection Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93Communication With Parents/Guardians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94Key Messages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94Professional Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Establishing Partnerships with Parents/Guardians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96Meet the Teacher Night/Curriculum Night . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97Communication Checklist for Parent Conference/Interview . . . . . . . . . . . . . . . . . . . . . . . 98Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99Communication Templates or Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100Communication With Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Sample Newsletter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102Line Master 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103Sample Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

Sample Letter Home to Parents/Guardians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106Sample Field Trip Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107Sample Spring Newsletter from Grade 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108Sunshine Calls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110Communication Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111Conference Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112Sample Interview/Conference Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114Good News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115Field Trip Permission Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116

Literacy and Numeracy, K-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117Professional Development and Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118New Teacher Self-Reflection Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119Professional Development and Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120New Teacher Self-Reflection Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121Mathematical Literacy/Numeracy, 7-12 - Professional Development and Training . . . . . . 122Mathematical Literacy/Numeracy, 7-12 - New Teacher Self-Reflection Tool . . . . . . . . . . . 123

Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124NTIP Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125Key Messages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125Professional Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127Literacy Guiding Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128Balanced Literacy Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129Balanced Literacy Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130Scaffolding Literacy Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132Profile of a Literate Graduate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133Literacy Templates or Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

Building Reading Comprehension skills in Subject Area Classrooms . . . . . . . . . . . . . . 136Sample Balanced Literacy Timetable Within a Literacy Block . . . . . . . . . . . . . . . . . . . 137Reading Non-Fiction Texts Templates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138Illustration of My Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140Sample Reading Log Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142Sample Pre and Post-Reading Activity: Anticipation Guide . . . . . . . . . . . . . . . . . . . . . 143Writing Conference Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144Sample Early Years Writing Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145Making Notes Sample Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146

Mathematical Literacy/Numeracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147NTIP Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148Key Messages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148Professional Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150Reflective Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150Mathematical Literacy Templates or Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151

Individual Learning Profile Templates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152The Three-Part Lesson in Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153Mathematical Process Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155Weaving the Literacies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156Shared Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157Guided Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158Independent Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159

Student Success and Learning to 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160Professional Development and Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161New Teacher Self-Reflection Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162Professional Development and Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163Safe Schools ad Bullying Prevention - New Teacher Self-Reflection Tool . . . . . . . . . . . . . 164

Teaching Students with Special Education NeedsProfessional Development and Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165New Teacher Self-Reflection Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166NTIP Requirement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168Key Message . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168Professional Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170Reflective Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170Important Terms and Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171

Teaching Students with Special Needs Templates or Samples . . . . . . . . . . . . . . . . . . . . 172The Nature School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173Types of Accommodations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174Examples of Modifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175Important Information to be Included in an IEP . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176Sample Agenda for an In-School Team Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177Supporting Students with Special Education Needs . . . . . . . . . . . . . . . . . . . . . . . . . . 178Student Growth Plan for Meeting Curriculum Expectations . . . . . . . . . . . . . . . . . . . . 179Parent-Teacher Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180

Teaching First Nation, Metis and Unit Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183Professional Development and Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184New Teacher Self-Reflection Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

Teaching English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186Professional Development and Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187New Teacher Self-Reflection Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188

Appendix C - Web Based Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190

New Teacher Induction Program - 2007 Page 1

INTRODUCTION


Welcome!

This resource handbook was developed to support you as a new teacher and to help you getthe most from your participation in Ontario's New Teacher Induction Program. Within it, you willfind a brief introduction to the components of the NTIP, along with a collection of supports andresources you can use to make the most of your first years of teaching in Ontario.

How Will the NTIP Support Me?

The NTIP is comprised of the following induction elements:• Orientation for all new teachers by the school and school board• Professional development and training for new teachers (see Appendix B)• Mentoring of new teachers by experienced teachers

In addition, all new teachers are required to have two performance appraisals conducted byprincipals in the first twelve months after they begin teaching. New teachers will complete the NTIPwhen they receive two Satisfactory ratings in their performance appraisals. For teachers who donot obtain two Satisfactory appraisal ratings within the first year, the NTIP program continues into asecond year, to provide additional supports to the teacher.

It is important to keep in mind, as you begin your career as a teacher, that proficiency comes withpractice. We don't learn to teach. Rather, we learn from our teaching. It is through theprofessional relationships and conversations that you will have with colleagues, which will expandyour knowledge, and through applying and adapting information and strategies within the contextof your own classroom, that you will continue to refine your expertise as a teacher.

Within this handbook, you will find a convenient, month-by-month personal planner that providessuggested topics and issues many mentors and new teachers commonly explore during each monthof the school year, with space to record your insights, reflections and next steps for professionalgrowth. This tool has been found to be helpful in many boards, but you and your mentor maychoose to develop other forms more specific to your needs and interests.

This resource material is intended to support you as you begin your first year of teaching. The selfreflection questions are intended to challenge, foster professional dialogue and provide ideas tostimulate conversation. These resources have not been designed to test your knowledge and skills,but rather to provide you with information and support as you grow and develop within theprofession that you have chosen.

Orientation: What Can I Expect?

Through the NTIP, you can expect to receiveorientation at both the board and school level. This may include a handbook, human resourcesdocumentation and an introduction to yourmentor.

Summary of Professional Development• Classroom management• Planning, assessment and evaluation• Communication with parents• Teaching students with special needs and

other diverse• Provincial education priorities (such as

Literacy and Numeracy strategies, StudentSuccess, Safe Schools


Professional Development: What Can I Expect?

Within the NTIP, professional development will be provided to you at the school and/or boardlevels. This chart summarizes some of the key areas of professional development available to youdepending on your individual needs. Appendix B provides additional information on these areas.

Mentoring: What Can I Expect?

The first year of teaching is one of the mostchallenging periods of a teacher's career. Through the NTIP, you will have the opportunity towork directly with, and benefit from, anexperienced teacher as a consultant, a coach anda colleague.

Most teachers who have experienced mentonngprograms have found that they provide a widerange of benefits including:

• a support system they can rely onthroughout the year;

• the opportunity to observe and work with anexperienced teacher;

• a means of building new skills andaccelerating professional learning;

• a source of constructive feedback;• a sounding board for discussing questions,

issues and concerns; and• increased comfort and self-confidence.

The NTIP is designed to help you acclimatize to your new school community, learn and grow withthe support of a colleague and role model, and experience increased success during your first yearin the classroom.

While the mentoring you receive may takemany forms - from one-to-one mentoring orgroup/team mentoring to online mentoring - theNTIP process always includes collaborationbetween you, as a new teacher, and your mentorto develop an Individual NTIP Strategy specific toyour needs. The Individual NTIP Strategy will alsobe discussed with, and ultimately approved by,your principal. The program requires that theIndividual NTIP Strategy form be used.

You, your mentor and your principal may also revise the NTIP strategy form throughout the yearas your needs change and develop.

Mentoring is an ongoing relationship that extends throughout the first year of a new teacher'sprofessional practice. The relationship is a supportive one, with the mentor acting as a role model,facilitator, coach and advisor, and sharing his or her experience and knowledge with you as a newteacher. A clear and safe exit procedure (for mentors as well as new teachers) is also available toyou, for rare cases of non-compatibility.

Mentoring is Not Evaluative!

While the New Teacher Induction Programincludes teacher performance appraisal bythe principal, the mentoring process you areabout to embark on with yourteacher-mentor is a distinct and separatefrom the teacher performance appraisal.

The relationship you develop with yourmentor must be based on trust andconfidence. It is important to establish thistrust and clarify any concerns you may haveearly in the school year.

In order to get the most from yourmentoring experience, it is critical that youfeel comfortable engaging in open andhonest dialogue about your successes andchallenges in the classroom, withoutconcerns that this may in anyway beconnected to performance appraisal.

In This Handbook:The Individual NTIP Strategy

See the appendices for a sample NTIPIndividual Strategy form, and examples oftwo completed forms for your reference.


The following chart summarizes the mentor's role as consultant, collaborator and coach, oftenreferred to as the '3 Cs' of mentoring.

At-a-Glance: The Mentor’s Role

Consultant: Offering Support and Providing Resources• Establish contact at the beginning of the school year• Orient the new teacher to the school, and its routines and practices• Ensure that the new teacher understands the students, parents and community served by the

school• Model effective teaching practices

Collaborator: Creating Challenge and Encouraging Growth• Work with the new teacher to develop an Individual NTIP Strategy• Assist the new teacher in the planning of the first day, first week, first month• Work collaboratively to identify the new teachers' needs and adjust the mentoring process

throughout the year

Coach: Facilitating Professional Vision• Provide support and coaching in effective classroom management, parent communication, and

other critical facets of professional practice• Provide emotional support and encouragement• Provide professional feedback

Adapted from: Lipton,L. & Wellman, B.(2003). Mentoring Matters: A Practical Guide toLearning-Focused Relationships, 2nd Ed. Sherman CT. MiraVia, LLC IUsed with permission.

When you, your mentor and your principal have completed the Individual NTIP Strategy form,you and your mentor will work together to tailor your mentoring activities according to your needsand challenges, as the year progresses. Here, you may have the opportunity for a wide range ofmentoring experiences such as:

• Classroom observation• Professional dialogue (individually or in a group setting)• Online conferencing• In-service sessions• Shared professional development with your mentor• Observation of a lesson and feedback• Conferencing to share ideas and teaching strategies• Modeling instructional strategies by the mentor• Assisting with accessing resources to enhance your professional growth• Coaching in specific areas identified by you and your mentor


Teacher Performance Appraisals: What Can I Expect?

In conjunction with the orientation, mentoring, and professional development and trainingelements of NTIP, the performance appraisal process for new teachers has been designed tosupport and promote your continued growth and development as a new teacher.

Your principal will play a critical role in supporting your professional growth through the appraisalprocess. The appraisal process provides an opportunity to engage in dialogue with your principalregarding what it means to be a teacher as described in the Ontario College of Teachers' Standardsof Practice for the Teaching Profession. It is also designed to strengthen schools as learningcommunities in which new teachers are provided with plentiful opportunities to engage inprofessional exchange and collective inquiry that lead to continuous growth and development.

Once your two satisfactory appraisals are completed, you will be eligible for a notation of successful completion of the NTIP on your Certificate of Qualification and on the Ontario College ofTeachers public register. For teachers who do not obtain two Satisfactory appraisal ratings withinthe first year, the NTIP program continues into the second year to provide additional supports tothe teacher.

For further information, please refer to the New Teacher Induction Program: Manual forPerformance Appraisal of New Teachers, which is available through your board and/ or electronicallyat http://www.edu.gov.on.ca/eng/teacher/induction.html). This essential resource provides all ofthe requirements of the performance appraisal process of new teachers.

What Role Will My Principal Play?

Your principal will play a key role in the NTIP, as the instructional leader of the school. Theprincipal will select highly skilled mentors and match them appropriately with new teachers, basedon the process developed by the NTIP steering committee. The principal will also coordinateorientation and professional development opportunities at the school level, and ensure that you areable to take full advantage of orientation and professional development opportunities provided bythe school board.

While the mentor will be one key professional colleague during the NTIP process you can expectthat the principal will also work closely with you and your mentor in the school to ensure that theNTIP is effectively supporting you as a new teacher. Finally, your principal will also conduct twoperformance appraisals with you in the first 12 months after you begin to teach for your board. Thechart above summarizes the roles of new teacher,mentor and principal in the NTIP process.

What is My Role?

As a new teacher, you will play a very activerole as a partner in the mentoring process. Experience has shown that the following areimportant characteristics of effective new teacherpartners, which will lead to greater opportunitiesfor professional growth. Effective new teacherpartners are:

• Risk takers • Willing to learn from others • Reflective practitioners • Positive and optimistic

What is effective practice for newteachers?

• Being open to new ideas and to theexchange of information

• Being aware of, and identifying, yourown professional needs

• Respecting and honouring commitmentssuch as meeting times and schedules

• Maintaining confidentiality• Asking for assistance• Advocating for your own learning needs

Adapted from the School-Based Mentoring Handbook,Durham District School Board.


• Respectful of the mentor • Willing to work as part of a team • Attentive listeners• Willing to set goals and follow through• Able to advocate for their needs and take initiative• Trusting

Where To Find Additional NTIP Manuals

Electronic versions of the New Teacher Induction Program: Induction Elements Manual and theNew Teacher Induction Program: Manual for Performance Appraisal of New Teachers are availablein the Teaching Excellence section of the Ministry's website at:http://www.edu.gov.on.ca/teaching/index.htrni

Please refer to the website for further information about the NTIP and answers to FrequentlyAsked Questions.

New Teacher Induction Program - 2007

PERSONAL PLANNERS


September

As a consultant your mentor may be ...• Conducting a “tour of the school” and providing key information about school logistics and

available resources• Sharing examples of long range plans or course outlines• Providing answers to initial questions both big and small

As a collaborator your mentor may be ...• Collaborating with you as you prepare for your first open house and meeting parents for the

first time

As a coach your mentor may be ...• Asking you about your prior experiences, personal strengths and goals

My Insights/Reflections ... My Next Steps ...


October

As a consultant your mentor may be ...• Sharing specific examples of assessment and evaluation tools and strategies• Informing you about “unwritten” rules of school culture, as well as the written rules

As a collaborator your mentor may be ...• Attending a professional development session with you

As a coach your mentor may be ...• Providing feedback and engaging in learning-focused conversations to assist you in

developing your own reflective practice



November

As a consultant your mentor may be ...• Sharing practical resources such as sample report card comments• Providing positive insights and tips to enhance your instructional practice

As a collaborator your mentor may be ...• Co-developing strategies and approaches to address any gaps between planning and actual

progress in the classroom

As a coach your mentor may be ...• Assisting you in identifying positive aspects of classroom experiences and student

accomplishments



December

As a consultant your mentor may be ...• Modeling specific strategies to recognize and value the cultural diversity of students• Encouraging you to have a holiday!

As a collaborator your mentor may be ...• Co-developing instructional strategies and approaches to meet the diverse learning needs

and learning styles in the classroom

As a coach your mentor may be ...• Helping you clarify your thoughts and understandings as you reflect on your first months of

teaching



January

As a consultant your mentor may be ...• Emphasizing the importance of planning is an important component of success

As a collaborator your mentor may be ...• Reflecting collaboratively on the lessons learned in the fall term

As a coach your mentor may be ...• Revisiting personal and instructional goals to assist you in self-assessing your progress to

date



February

As a consultant your mentor may be ...• Highlighting specific strategies and tips for assisting struggling students

As a collaborator your mentor may be ...• Co-developing and adapting assessment strategies to ensure that the needs of all learners

are met in the classroom

As a coach your mentor may be ...• Reflecting on “themes of success” as well as challenges in the classroom



March

As a consultant your mentor may be ...• Revisiting the importance of work/life balance

As a collaborator your mentor may be ...• Brainstorming ideas to enhance parental involvement

As a coach your mentor may be ...• Inquiring about specific instructional objectives for the balance of the year



April

As a consultant your mentor may be ...• Reflecting with you on an area of growth that you have observed

As a collaborator your mentor may be ...• Working together on a school project, club or team

As a coach your mentor may be ...• Asking you about the options or choices you have as you describe a concern or problem



May

As a consultant your mentor may be ...• Sharing knowledge about school/board vacancy and surplus procedures

As a collaborator your mentor may be ...• Co-designing culminating activities and tasks for the classroom

As a coach your mentor may be ...• Reflecting on remaining challenges as the year nears its close



June

As a consultant your mentor may be ...• Sharing tips about year end procedures and routines to ensure a smooth transition into

summer

As a collaborator your mentor may be ...• Celebrating the end of the school year and the personal and professional growth you have

enjoyed together

As a coach your mentor may be ...• Reflecting upon the mentoring experience with you• Inquiring about your future goals



APPENDIX A


Individual NTIP Strategy Form

(The following is an excerpt from the NTIP: Induction Elements Manual, Section 3.2, Individual NTIPStrategy form)

The Individual NTIP Strategy form is intended to serve as a vehicle for discussion and learning,as well as a means of planning, tracking, and recording the NTIP induction elements in which eachnew teacher participates. It contains no evaluative elements and is intended to reflect when anew teacher has completed participation in his or her individualized program. This form is not achecklist.

The program requires that the Individual NTIP Strategy form be used. Please refer to theTransfer Payment and Financial Reporting website at http://tpfr.edu.gov.on.ca/ntip/NTIP.htm forthe current year's form. The form can also be accessed through the NTIP website.

The principal is responsible for meeting with the new teacher, when the teacher is hired orassigned to the school, in order to discuss the program requirements and expectations. Theprincipal will introduce the Individual NTIP Strategy form and explain that it is to be developed incollaboration with the new teacher's mentor. The principal will also communicate to the newteacher those induction elements in which he or she is required to participate, based on thedefinition of "new teacher" (section 2.1 of this manual) and requirements related to participation inthe NTIP (section 2.2 of this manual), and in accordance with Ontario Regulation 266/06.

Together, the mentor and new teacher will determine what methods will be used for each of therequired elements (e.g., which professional development topics the new teacher will cover,timeframes, strategies). This plan may change throughout the year as the needs of the newteacher change.

The new teacher completes the Individual NTIP Strategy form. Once the form is completed, the new teacher will share the plan with the principal so that the principal can approve it, arrange forthe supports, and allocate the appropriate resources.

The new teacher signs the form to signify that participation in the NTIP induction elements hasbeen completed. The principal's signature indicates that the new teacher has received twoSatisfactory ratings on performance appraisals for new teachers and has completed the NewTeacher Induction Program. The principal will then forward a copy of the Individual NTIP Strategyform to the designated NTIP superintendent.

In the event that a new teacher changes schools or boards prior to completing the NTIP, theIndividual NTIP Strategy form will serve to indicate the elements of the program that have alreadybeen completed.


The Individual NTIP Strategy Form

The New Teacher Induction Program (NTIP) requires that the Individual NTIP Strategy form beused. The following chart summarizes the process.

Principal New Teacher Mentor

• as part of school level orientation,the principal will provide informationon the elements of NTIP: orientation,professional development andtraining, mentoring, and the TPA forteachers

• the principal gives the IndividualNTIP Strategy form to the newteacher and indicates that this is theform to be used to record and tracksupports needed in each of the NTIPelements (excluding TPA)

• the principal, based on the definitionof new teacher in the NTIP:Induction Elements Manual,communicates to him/her theelements in which he/she needs toparticipate

• the principal lets the new teacherknow that the mentor cancollaborate with him/her on thecompletion of the form and that oncethey have discussed needs andplanned strategies, the new teacherwill then share the plan with theprincipal so that he/she can approveand allocate the appropriateresources

• the principal does not evaluate theNTIP Individual Strategy Form orInduction elements

• the principal, as catalyst in the newteacher's professional growth,through an collaborative leadership,has an ongoing role in monitoringprogress and reallocating resourcesas needed throughout the year

• the principal signs the form once theNTIP has been completed

• the principal records on theSummative Report Form for NewTeachers the NTIP inductionelements in which the new teacherhas participated/is participating (aspreviously communicated to theteacher by the principal based on thedefinition of "new teacher" in the

• as part of school levelorientation, the new teacherreceives information on theNTIP: orientation, professionaldevelopment and training,mentoring and the TPA for newteachers

• the new teacher receives theNTIP form from the principalalong with an explanation ofits use

• once the new teacherunderstands which categoryhe/she is in and in whichelements he/she mustparticipate, new teachercollaborates with the mentorand principal (or others asneeded) to determine whatparticipation in those elementswill look-like including topics,strategies, timelines etc(excludes TPA). Once readythe new teacher shares theplan with the principal so thatthe principal can approve andallocate the appropriateresources

• the new teacher continues tocollaborate with the mentor towork through the plan, makingadjustments if necessary

• the new teacher is inconversation on an on- goingbasis with the principal as theyprogress through the plan

• the new teacher signs the formonce participation in the NTIPinduction elements has beencompleted.

• as part of mentor training,the mentor receivesinformation on the NTIP:orientation, professionaldevelopment and training,and mentoring

• the mentor works with thenew teacher to work throughthe plan, makingadjustments if necessary

• the mentor continues tocollaborate with the newteacher to work through theplan, making adjustments ifnecessary.


NTIP: Induction Elements Manual).

Individual NTIP Strategy Form

INDIVIDUAL NTIP STRATEGY FORM

New Teacher InductionProgram (NTIP) Elements Goals Strategies

PrincipalInitials*

Orientation

Board level

School level

Professional Development and Training

• Classroom Management• Planning, assessment and

Evaluation• Communication with Parents• Teaching Students with Special

Needs and other DiverseLearners

• Current Education, Priorities(e.g., Literacy and Numeracystrategies, Student Success,Safe Schools, PAL)

Mentoring

• Development of NTIPIndividual Strategy withMentor

• Mentoring activities (e.g.,planning, dialogue,professional development,other)

I have participated in the NTIP elements described above.

Teacher Signature: __________________________________________ Date: ____________________

This new teacher has completed two satisfactory performance appraisals and his/her name will be forwardedto the Ontario College of Teachers for NTIP notation.

Principal Signature: _________________________________________ Date: ____________________

*The principal only needs to initial the elements in which the new teacher has participated in the event that the new teachertransfers schools/boards before completing the NTIP.

Name:


SAMPLE 1 (New teacher has fully completed the NTIP)



PrincipalInitials*

Orientation

Board level - learn board HR, policies andsystem priorities

- attend a central boardorientation session

School level - learn school procedures - attend introductorymeeting for new staff

- meet with mentor






Planning, Assessment andEvaluation- learn how to use electronic

board report card program- learn more about

assessment strategies thatwill engage students andimprove achievement

Current Education Priorities- learn provincial priorities

- attend family of schoolsworkshop on usingelectronic report card

- input first few report cardswith my mentor

- meet with samegrade/course teacher orboard personnel

- discuss provincial prioritieswith my dept. head (schoolfocus on literacy, improveOSSLT pass rate)

Mentoring



- assess my needs - develop my strategy withmy mentor

- ongoing meetings withmentor re: schoolprocedures and othertopics as needed







Name: JOAN SMITH


SAMPLE 2 (New teacher has not fully completed the NTIP)



PrincipalInitials*

Orientation

Board level - become familiar with boardpolicies and procedures andpriorities

- attend summer institutes

School level - become familiar with schoolculture/expectations/routines

- attend new teacher lunch atmy school

- meet with mentor- participate in new staff

orientation by secretary






Current Education Priorities- learn early reading strategies - participate in one day

literacy workshop

Mentoring



- assess my needs - develop my strategy withmy mentor

- ongoing meetings withmentor re: schoolprocedures and other topicsas needed







Name: Sue Li

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