New Teacher Induction Program

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New Teacher Induction Program

• Building Teaching Excellence in the
• Algonquin and Lakeshore Catholic District
• School Board
• Working with Teacher Mentors
• October 6th , 2006

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Prayer of GatheringWe stand before You, Lord,
as servantswho gather joyfully in Your
name.Come to us, remain with us,and enlighten
our hearts.Give us the understandingand the
strengthto know Your will,to make it our
own,and to live it in our lives.Guide us by
Your wisdomand support us by Your powerso that
we may temper justice with loveand uphold the
rights of others.Purify our thoughts, sanctify
our actions,and unite us to Yourselfin the
bonds of love and faithfulness.Amen.
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Origin of NTIP

• November 2005 Ministry announced it would replace
  the OTQT with a more relevant assessment
  mechanism and support for beginning teachers.
• March 2006 Student Performance Bill
• April 2006 Board Team Development

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• The program will extend and complement the first
  step of education and practicum training that new
  teachers receive during their one-year
  pre-service education program. NTIP will build
  on the faculty year experience by providing
  another full year of professional support , thus
  accelerating the learning curve, so that by the
  end of their first year of teaching, new teachers
  will have the requisite skills and knowledge to
  allow them to achieve success as an experienced
  teacher.

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New Teacher Induction Program

• NTIP is comprised of the following support
  elements
• Orientation
• Professional Development and Training
• Mentoring

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Mentoring

• Voluntary
• Non-evaluative
• Training provided
• Release time provided

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• The mentor will provide ongoing support to
  enable the new teacher to improve his/her skills
  and confidence through participation in an
  effective professional relationship.

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Mentor

• Provide ongoing support to the new teacher(s) to
  improve their knowledge, skills and confidence
• Assist in the development of the Individual NTIP
  Strategy specific to the new teachers needs

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• Mentoring is much more than a buddy system
  that lends a beginning educator a sympathetic
  ear. Successful programs support the maturation
  of a beginning teachers professional skill, and
  bridge the gap between teacher preparation
  courses and the challenges of classroom
  teaching.
• (Cheryl Granade Sullivan, How to Mentor in the
  Midst of Change)

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The Good Mentor

• Article by James B. Rowley (Educational
  Leadership, May 1999, Volume 56, Number 8)
• Think, pair, share activity (Icebreaker)

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(No Transcript)
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Role of the Mentor

• Each mentor will bring his/her own set of ideas,
  experiences and goals to the relationship.

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The following list establishes some of the skills
and characteristics identified as key to the role
of the teacher mentor

• Experience, skill, repertoire of styles and
  strategies
• Interpersonal and communication skills
• Clear goal setting for the purpose of co-planning
• Interest/desire
• Listening (for existing understanding,
  perceptions)
• Integrity
• Model problem solving
• Co-learner
• Support/encouragement

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• Development in
• Competence
• Self-confidence
• Self-direction
• Professionalism
• Ability to provide constructive criticism
• Support for the development of habits of inquiry
  and judgment
• Pre- and post-observation and lesson coaching

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Categories of Support

• System Information
• Resources/Materials
• Instructional
• Emotional Support
• Classroom Management
• Scheduling and Planning
• Classroom Environment
• Demonstration Teaching
• Working with Parents
• Promoting a Balanced Lifestyle

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A Mentor is

• Counsellor
• Trusted friend and confident
• Teacher
• Role model
• Interpreter
• Colleague
• Resource

• Screen
• Consultant
• Coach
• Advisor
• Sponsor
• Reflective guide
• Support

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Tracking Sheet New Teacher Mentorship
Program RND
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World Hunger PrayerFor food in a worldwhere
many walk in hunger.For faith in a worldwhere
many walk in fear.For friendship in a
worldwhere many walk alone.We give you thanks,
O Lord.
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THE THREE Cs

• Effective mentors build an interactive, learning
  focused relationship that responds flexibly and
  appropriately to the needs of the new teacher.

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CONSULTANT

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

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COLLABORATOR

• Creating Challenge and Encouraging Growth
• Work with the new teacher to develop an
  Individual NTIP Strategy
• Assist the new teacher in 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

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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

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Active Listening Communication Strategies
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Reflective Statements

• Examples
• Sounds like
• Seems as if
• I think I hear you saying
• I get a sense that
• Let me be sure I am understanding
• I get the feeling
• Sounds to me like
• Do you mean?

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Open-Ended Questions

• Examples
• How do you think things went?
• What does that feel like?
• Can you tell me more about?
• How would you like things to be? to change?
• What have you thought of?
• How do you see things changing?
• What do you think might have happened?
• How do you feel now about?

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Now there are varieties of gifts, but the same
spiritAnd there are varieties of services, but
the same LordAnd there are varieties of
activities, but it is the same God who activates
all of them in everyone. 1 Corinthians
124-6
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True MentorsareArtistsofEncouragement
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Thank you!