EDUC 4464 Class 26

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EDUC 4464 Class 26

• Todays topics
• The New Teacher Induction Program
• (NTIP)
• The Ontario Teacher Performance
• Appraisal
• Teacher Portfolios (grading)

March 19, 2007.
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Bell Work

• Ministry staff developed three separate Resource
  Handbooks for use by new teachers, mentors and
  principals. These handbooks (available at
  http//www.edu.gov.on.ca/eng/teacher/resources.htm
  l) provide PD and mentoring resources to support
  program implementation.

Ministry of Education Memorandum, December 20,
2006, p. 1
Go to the website Find the link to the Handbook
for new teachers Download and save (You may want
to print this off before your computer is wiped)
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Needs of Beginning Teachers
What the Research says are the top

• 1. Classroom Management
• 1. Lack of resources and equipment
• 2. Communication with Parents
• 3. Classroom administration (paperwork)
• 3. Daily Planning and Scheduling
• 3. Dealing with individual student needs and
  abilities
• 4. Motivating students to learn
• 4. Adjusting to the role of a teacher and the
  teaching environment
• 5. Assessment and evaluation of students
• 5. Using effective teaching strategies
• 5. Communication and dealing with admin and other
  teachers
• 5. Receiving emotional support and feedback
• 5. Lack of Time
• 6. Learning about School or System policy

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Phases for Beginning Teachers
Research
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Scavenger Hunt

• Go to my website. Under resources, class work,
  download the Scavenger Hunt full list of
  questions.
• I am going to pass out a few questions to each
  person or pair of people.
• Find the answers to the questions you have been
  assigned. Send the answers to everyone in your
  section.

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The New Teacher Induction Plan

• The NTIP includes
• Orientation (at both the board and school
  levels)
• Professional Development and Training specific
  to the needs of new teachers
• Mentoring for new teachers by experienced
  teachers
• a revised Performance Appraisal system for new
  teachers

Ministry of Education, Fact Sheet for
Superintendents The New Teacher Induction
Program, November 2006
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Orientation
PART ONE (Start of the year)

• Board orientation
• Union orientation
• School orientation- will be done individually at
  your school but may include
• Orientation to physical school and
  policies/procedures, and staff
• Orientation to community
• Access to resources (How Where)
• Orientation to your teaching assignment
• An Orientation Partner

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Mentoring
PART TWO (Throughout the year)

• Mentoring of new teachers by experienced teachers
• Mentoring can take a variety of a forms
• Mentoring is an on-going relationship that
  extends throughout the first year
• Mentorship involves a supportive relationship
  with the mentor acting as a role model,
  facilitator, coach and advisor
• Mentors are trained to assist, observe, model,
  and coach help to make a smoother transition
  into the profession vital during
  disillusionment phase

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Professional Development
PART THREE (Throughout the year)

• Classroom management
• Planning
• Assessment and evaluation
• Communications with parents
• Teaching students with special needs and other
  diverse learners
• Provincial education priorities
• Board policies and initiatives

• Happens through the Orientation and
  Mentoring Phases
• Happens through personal reflection, the
  writing of your Annual Growth
• Plan and the subsequent meetings with
  your principal
• Happens through the Teacher Performance
  Appraisal

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NTIP
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How you will be graded

• Eight competencies most relevant for new teachers
  highlighted as the minimum requirement for
  principals to comment on in the summative report.
  The eight competencies are a subset of the 16
  competencies required for experienced teachers
• In accordance with board policies, principals may
  comment on additional competencies
• Forty-five look-fors highlighted for new teachers
  as examples of effective teaching practice and
  clarification that look-fors are a resource for
  principals and teachers

Two-point rating scale in each appraisal for new
teachers Satisfactory Development
Needed For a teacher who receives a Development
Needed performance rating, the rating scale in
subsequent appraisals is Satisfactory
Unsatisfactory
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An Overview of the NTIP TPA Process

• The Initial Process

Requested by principal or teacher after teacher
has received the summative report
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An Overview of the NTIP TPA Process
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An Overview of the TPA Process

• The Initial Process

After you are no longer on NTIP
Two appraisals every 3rd year 16 competencies
derived from the Standards of Practice for the
Teaching Profession 133 Look-fors examples of
effective teaching practice
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An Overview of the Process
Annual Learning Plan discussed with principal and
signed by principal
Four-point rating scale for all teachers
Exemplary Good Satisfactory
Unsatisfactory
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What Affects the Appraisal Process for Teachers
after their First Year
Barnett, J. (2006). Considering Growth in
Teaching Teacher Perspectives on the Ontario
Performance Appraisal. Unpublished doctoral
dissertation, Ontario Institute for Studies in
Education at the University of Toronto, Toronto.
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References Barnett, J. (2006). Considering Growth
in Teaching Teacher Perspectives on the Ontario
Performance Appraisal. Doctoral dissertation,
Ontario Institute for Studies in Education at the
University of Toronto, Toronto. Brown, J.L.
Moffett, C.A. (1999). The heros journey How
educators can transform schools and improve
learning. Alexandria, VA Association for
Supervision and Curriculum Development. Cunningha
m, W.C., Gresso, D.W. (1993). Cultural
leadership The culture of excellence in
education. Needham Heights, MA Allyn
Bacon. Hannay, L. M. Ross, J. A. Aligning
school-district actions to promote school
improvement and accountability December 2002,
OISE unpublished bound research in cover ETFO.
(2002). Professional Beginnings An Induction
Resource Guide. Toronto, ON ETFO Reeves, D.B.
(2002). The daily disciplines of leadership How
to improve student achievement, staff
motivation, and personal organization. San
Francisco, CA Jossey- Bass. Ministry of
Education Memorandum, New Teacher Induction
Program (NTIP) Fall 2006 Update , December 20,
2006 Ministry of Education, Fact Sheet for
Superintendents The New Teacher Induction
Program, November 2006 Ministry of Education,
NTIP Brochure, Oct 2006 Schmoker, M. (1999).
Results The key to continuous school improvement
(2nd ed.). Alexandria, VA Association for
Supervision and Curriculum Development. School
improvement planning A handbook for principals,
teachers, and school councils. (2000) Toronto,
ON Education Improvement Commission.