PERSONAL PLANNERS - Bruce-Grey Catholic District ... will initial the elements completed on the Individual NTIPStrategy Form to inform the next principal of the new teacher’s participation

New Teacher Induction Program - 2011 Page 13

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

• Collaborating with you as you collect data on the literacy skills and knowledge of your

students

As a coach your mentor may be ...

• Asking you about your prior experiences, personal strengths and goals

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


October


• Sharing specific examples of assessment and evaluation tools and strategies

• Sharing practical resources such as sample progress report comments

• Informing you about “unwritten” rules of school culture, as well as the written rules


• Attending a professional development session with you

• Discussing the creation of Student Progress Reports with you and providing samples


• Providing feedback and engaging in learning-focused conversations to assist you in

developing your own reflective practice



November


• Providing positive insights and tips to enhance your instructional practice

• Making suggestions for conducting parent/teacher interviews


• Co-developing strategies and approaches to address any gaps between planning and actual

progress in the classroom


• Assisting you in identifying positive aspects of classroom experiences and student

accomplishments



December


• Modeling specific strategies to recognize and value the cultural diversity of students

• Encouraging you to have a holiday!


• Co-developing instructional strategies and approaches to meet the diverse learning needs

and learning styles in the classroom


• Helping you clarify your thoughts and understandings as you reflect on your first months of

teaching



January


• Emphasizing the importance of planning as an important component of success


• Reflecting collaboratively on the lessons learned in the fall term


• Revisiting personal and instructional goals to assist you in self-assessing your progress to

date



February


• Highlighting specific strategies and tips for assisting struggling students


• Co-developing and adapting assessment strategies to ensure that the needs of all learners

are met in the classroom


• Reflecting on “themes of success” as well as challenges in the classroom



March


• Revisiting the importance of work/life balance


• Brainstorming ideas to enhance parental involvement


• Inquiring about specific instructional objectives for the balance of the year



April


• Reflecting with you on an area of growth that you have observed


• Working together on a school project, club or team


• Asking you about the options or choices you have as you describe a concern or problem



May


• Sharing knowledge about school/board vacancy and surplus procedures


• Co-designing culminating activities and tasks for the classroom


• Reflecting on remaining challenges as the year nears its close



June


• Sharing tips about year end procedures and routines to ensure a smooth transition into

summer and into the fall term for the next grade teacher


• Celebrating the end of the school year and the personal and professional growth you have

enjoyed together


• 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 NTIP

Strategy 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 each new

teacher participates. It contains no evaluative elements and is intended to reflect when a

new teacher has completed participation in his or her individualized program. This form is not a

checklist.

The program requires that the Individual NTIP Strategy Form be used. Please refer to the Financial

Analysis and Accountability Branch website at http://faab.edu.gov.on.ca/NTIP.htm for the 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 or

assigned to the school, in order to discuss the program requirements and expectations. The

principal will introduce the Individual NTIP Strategy form and explain that it is to be developed in

collaboration with the new teacher's mentor. The principal will also communicate to the new

teacher those induction elements in which he or she is required to participate, based on the

definition of "new teacher" (section 2.1 of this manual) and requirements related to participation in

the 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

the required 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 new

teacher 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

for the supports, and allocate the appropriate resources.

After the new teacher has completed the NTIP induction elements and has received two

Satisfactory ratings on performance appraisals, both the new teacher and the principal will sign the

form. The principal will then forward a copy of the form to the designated NTIP superintendent.

In the event that a new teacher changes schools or boards prior to completing the NTIP, the

principal will initial the elements completed on the Individual NTIPStrategy Form to inform the next

principal of the new teacher’s participation in the NTIP to date.

http://www.edu.gov.on.ca/eng/teacher/pdfs/NTIP-English_Elements-september2010.pdf


http://faab.edu.gov.on.ca/NTIP.htm



The Individual NTIP Strategy 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 each new teacher participates. It contains no evaluative elements and is

intended as a tool to reflect completion of the NTIP individualized program. This form is not a checklist.

The program requires that the Individual NTIP Strategy form be used. Please refer to the on-line appendices at

http://faab.edu.gov.on.ca/NTIP.htm for the current year’s form.

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

the process.

Principal New Teacher Beginning LTO 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 fornew teachers

• 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 (2008),communicates to the new teacherthe elements in which he/she needsto participate

• 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 the he/she canapprove and allocate the appropriateresources

• as part of school level orientation,the new teacher receives informationon the NTIP: orientation,professional development andtraining, mentoring, and the TPA fornew teachers

• the new teacher receives the NTIPform from the principal along with anexplanation of its use

• the new teacher is responsible forthe Individual NTIP Strategy form

• once the new teacher understandswhich category he/she is in and inwhich elements he/she mustparticipate, the new teachercollaborates with the mentor andprincipal (or others as needed) todetermine what participation in thoseelements will look like includingtopics, strategies, timelines etc(excludes TPA). Once ready the newteacher shares the plan with theprincipal so that the principal canapprove and allocate the appropriateresources

• as part of school level orientation,the beginning LTO teacher receivesinformation on the NTIP:orientation, professionaldevelopment and training,mentoring, and evaluationprocesses (if applicable)

• the beginning LTO teacher receives

the NTIP form from the principalalong with an explanation of its use

• the beginning LTO teacher isresponsible for the Individual NTIPStrategy form

• once the beginning LTO teacherunderstands which category he/sheis in and in which elements he/shemust participate, the beginning LTOteacher collaborates with thementor and principal (or others asneeded) to determine whatparticipation in those elements willlook like includ- ding topics,strategies, timelines etc (excludesTPA). Once ready the beginningLTO teacher shares the plan withthe principal so that the principalcan approve and allocate theappropriate resources

• as part of mentor training, thementor receives information on theNTIP: orientation, professionaldevelopment and training, andmentoring

• the mentor works in consultationand collaboration with the newteacher or the beginning LTOteacher to determine whatparticipation in the elements willlook like including topics,strategies, timelines, etc.

Principal New Teacher Beginning LTO Teacher* Mentor


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

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

• 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 theNTIP: Induction Elements Manual,2010).

• once the new teacher has receivedtwo Satisfactory ratings onperformance appraisals for newteachers, the principal signs the formto indicate that the NTIP has beencompleted

• the new teacher continues tocollaborate with the mentor to workthrough the plan, makingadjustments if necessary

• the new teacher is in conversationon an on-going basis with theprincipal and mentor as theyprogress through the plan

• the new teacher signs the form onceparticipation in the NTIP inductionelements has been completed.

• the beginning LTO teachercontinues to collaborate with thementor to work through the plan,making adjustments if necessary

• the beginning LTO teacher is inconversation on an on-going basiswith the principal and mentor asthey progress through the plan

* Beginning full-time continuingeducation teachers who areparticipating in the inductionelements of NTIP should also usethe INS Form.

• the mentor meets with the newteacher or the beginning LTOteacher to work through the plan,suggesting adjustments ifnecessary

• the mentor continues to collaboratewith the new teacher or thebeginning LTO teacher to workthrough the plan, suggestingadjustments if necessary


Individual NTIP Strategy Form

Name:

New Teacher Induction

Program (NTIP) Elements

Professional Learning Goals Strategies for Meeting My Goals Principal

Initials*

*The principal only needs to initial the elements in which the new teacher /beginning LTO teacher has participated in the event that the new teacher transfers schools/boards before

completing the NTIP

Orientation

Board level (see section 4.3 in NTIP

Induction Elements Manual)

School level (see section 4.3 in NTIP

Induction Elements Manual)

Professional Development and Training - These opportunities must be differentiated to meet the needs of the teachers’ specific assignments

(e.g., rotary, itinerant, self-contained, elementary, secondary…etc.)

Opportunities might address: Classroom Management; Planning, Assessment and Evaluation; Communication with Parents; Teaching Students with Special Needs

and other Diverse Learners; Education Priorities (e.g., Literacy and Numeracy strategies, Student Success, Safe Schools, PAL, FSL, Early Learning, Equity and

Inclusive Education)

Areas of PD and Traininge.g., Classroom Management

Professional Learning Goalse.g., Developing effective classroom routines

Strategies for Meeting My Goalse.g., Attend workshop; meet with mentor; dialogue with colleagues


Mentoring - Development of NTIP Individual Strategy with Mentor; Mentoring activities (e.g., planning, dialogue, professional development, other)

Mentoring Activity

e.g., Planning

Professional Learning Goalse.g., Develop effective strategies to maximize

uninterrupted learning time and student time on task.

Strategies for Meeting My Goalse.g., Observe mentor; engage in pre and post observation

dialogue with mentor

Signatures are required UPON COMPLETION of the NTIP.

I have participated in the NTIP elements described above.

Teacher’s Signature: _______________________________________ Date: ______________________ *The new teacher should keep a copy of the completed form.

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

notation.

Teacher’s Signature: _______________________________________ Date: ______________________

Documents

PERSONAL PLANNERS - Bruce-Grey Catholic District ... will initial the elements completed on the Individual NTIPStrategy Form to inform the next principal of the new teacher’s participation