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The New Teacher Induction Program (NTIP) approved March, 2006, is the second step in a continuum of professional development for teachers to support effective teaching, learning and assessment practices. The program extends and complements the first step of education and practicum training that new teachers receive during their one-year pre-service education program. NTIP builds on the faculty year experience by providing another full year of professional support, thus accelerating the learning curve, so that by the end of the first year of teaching, new teachers will have the requisite skills and knowledge to allow them to achieve success as an experienced teacher.
Testimonials from New Teachers - Top
"The mentorship program that I have been involved with this year has been an incredible experience. As a new teacher, it can be extremely overwhelming as there are so many things to deal with. With a mentor, I have felt that many of these overwhelming things went smoothly because of the amazing support."
"The in-services, mentor days and every day discussions with my mentor have definitely eased me into the teaching profession."
"It feels great knowing that there is an individual who helps to guide new teachers through the first year. I have felt very comfortable approaching my mentor and asking questions as she is always willing to discuss everything in detail and spend the time helping me out."
From the Mentor's Perspective - Top
"This was my first year as a mentor and it was both a learning experience as well as a rewarding experience. …As a mentor, I have been fortunate to be given the opportunity to help a new teacher build upon and cooperatively improve ideas and strategies that have worked in different scenarios. I feel that the program eliminates silly mistakes we make when we are uncertain and provides new teachers to ask those "silly" questions in a private setting away form their immediate colleagues without embarrassment."
Program Components - Top
The New Teacher Induction Program requires all teachers new to the public school system to participate in all components of the program.
- Orientation by the school board
- Orientation by the school
- Professional development and training
- Mentoring for new teachers by experienced teachers;
- Two teacher performance appraisals in the first year conducted by principals. If during the first year a principal determines the teacher needs development, that teacher would continue in NTIP for another 12-month period.
- New accountability and reporting measures to ensure that every new teacher is able to undertake the induction program; and
A notation on a teacher’s Certificate of Qualification and on the Ontario College of Teacher’s public register upon successful completion of NTIP.
New Teachers - Top
| NTIP if offered to teachers who: |
Board Orientation |
- Are new to teaching - on a permanent or a long term occasional contract
- Have previous experience in a private school
- Have previous experience in another province
- Have previous experience in another country
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- Board mission, vision and values
- Information on benefits, pay days, EAP, etc.
- Communication processes – First Class, Information Place
- Media Net
- Health and Safety
- NTIP informationM
- HWETL and OSSTF Information
- Available program resources
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| School Orientation |
Professional Development |
- School logistics – policies, procedures, Code of Conduct
- Procedures and policies
- IT registration – First Class, Information Place, School Connect, report cards
- Learning team processes
- School resource supports
- School community information
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The professional learning needs of new teachers vary on an individual basis. The Ministry guidelines for new teacher induction programs identify key elements of professional development to which new teachers must have access.
These elements include:
- Classroom Management
- Assessment and Evaluation
- Literacy and Numeracy
- Teaching students with special needs
- Student Success
- Classroom Management
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Mentoring - Elementary - Top
| Criteria for Mentors: |
Training for Mentors: |
- Confident with current teaching strategies
- Have an interest in assisting in the professional development of a new teacher
- Enthusiastic and passionate about teaching
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- Handbook is provided which outlines possible mentoring activities for each month
- Two training sessions as part of a mentor team day
- Problem-solving with experienced mentors
- In-service topics include: Giving feedback appropriately, Stages of Teaching and what new teachers need at each phase, and possible mentoring activities.
- Mentors also take part (with their protégé) in new teacher in-services for behaviour management, planning, Special Education issues and TPA
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| Mentor Expectations:> |
Additional Information: |
- To participate in 2 half-day whole group sessions
- To set professional learning goals with their protégé
- To communicate with their protégé on a regular basis
- To assist the new teacher in finding and using appropriate resources
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- All mentor team in-services are held during the school day
- Mentor team planning days (up to 4 days) are decided upon by mentor teams
- Mentors report that they have benefited from the mentor experience
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Mentoring - Secondary - Top
| Criteria: |
Mentor Expectations: |
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Mentors for new Secondary teachers are department heads who volunteer to support the new contract and long term occasional teachers in their school.
- Handbook is provided which outlines possible mentoring activities for each month
- Two training sessions as part of a mentor team day
- Problem-solving with experienced mentors
- In-service topics include: Giving feedback appropriately, Stages of Teaching and what new teachers need at each phase, and possible mentoring activities.
- Mentors also take part (with their protégé) in new teacher in-services for behaviour management, planning, Special Education issues and TPA
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Secondary school mentors act as a “Broker Mentor” and provide the following support:
- Orientation to school logistics and culture
- Organize planning sessions for the new teachers with experienced colleagues
- Assist the new teacher in finding resources
- Are available for problem-solving with the new teacher
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Teacher Performance Appraisal - Top
The New Teacher Induction Program (NTIP) has been designed to support the growth and professional development of new teachers. The performance appraisal process for new teachers has been designed to support and promote the continued growth and development of new teachers. The appraisal can foster the collaboration and relationship building that is essential to creating and sustaining a professional learning community in schools. It is especially important to see the appraisal process as a supportive and effective way of helping new teachers develop into confident and proficient teachers.
Key Components
- Competency statements are designed to focus the appraisal on the immediate skills, knowledge, and attitudes that new teachers require to meet the Ontario College of Teachers’ Standards of Practice for the Teaching Profession.
- Appraisal meetings promote professional dialogue between the principal and teacher. A principal must arrange a pre-observation meeting before the classroom observation and a post-observation meeting after the classroom observation. These meetings provide opportunities for reflection and collaboration to promote growth and improvement.
- A Summative report is completed to document the appraisal process, which becomes a vehicle for teachers to reflect on the feedback they receive and to monitor their own growth.
- A rating scale and rubric is available to assess new teachers’ overall performance and provide necessary feedback about strengths and areas for growth.
- First TPA – Teachers may receive either a Satisfactory or a Development Needed Second TPA – For a teacher who receives a Development Needed performance rating, the scale on subsequent appraisals is Satisfactory or Unsatisfactory.
- A process for providing additional support depending on the outcomes of the appraisal.
Contact - Top
For more information regarding NTIP, please call Carol Scaini, Principal of Mentorship and Leadership, at 905-304-8722, extension 208 or via email, carol.scaini@hwdsb.on.ca..
For addition resources and information on the New Teacher Induction Program, please visit the Ministry of Education's website by clicking here.
