Frequently Asked Questions
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What is the New Teacher Induction Program?
The New Teacher Induction Program (NTIP) is the second step in a continuum of professional learning 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.
The program includes a more meaningful assessment of actual teaching practice, focussing on teacher success through feedback on performance and growth.
It provides a variety of supports for new teachers, including:
Successful completion of the NTIP requires two Satisfactory ratings on teacher performance appraisals (TPA) for new teachers. New teachers must have two appraisals within their first 12 months of teaching. Teachers have an additional 12 months to complete the NTIP if one of the appraisals in their first year of teaching results in a performance rating that is not Satisfactory.
Successful completion of the NTIP will be noted on the teacher's Certificate of Qualification and Registration and the Ontario College of Teachers' public register (Notation).
What are the minimum requirements for the induction elements of the NTIP?
All new teachers, regardless of experience, must receive an orientation. All new teachers in a permanent position who have never taught before – whether trained in or outside of Ontario, must receive orientation, mentoring and professional development/training supports.
Who is required to participate in the NTIP?
All publicly funded school boards are required to offer the program, and as per legislation, all new teachers are required to participate in the program. The ministry has revised its policy to expand the use of program funds to include more beginning teachers in the NTIP.
As of 2009-10, boards are to include their beginning long-term occasional teachers in the three induction elements of the NTIP and, at the board's discretion, may include second-year teachers and/or beginning full-time continuing education teachers in the induction elements of the NTIP.
Who is responsible for implementing the program?
The NTIP is a school-based program which depends on principals to exercise a critical role as catalysts for professional development. Principals will also develop other leaders in their schools by working closely with and relying on experienced teachers who may serve as mentors. Principals will complete teacher performance appraisals for their new teachers.
For a complete list of principal roles and responsibilities please refer to section 3 in the NTIP: Induction Elements Manual (PDF, 188 KB).
How do employers (district school boards, school authorities and provincial schools) and the public at large know whether a teacher has successfully completed the program?
Principals confirm successful completion of the program with the school board. The board, in turn, is required to provide the Ontario College of Teachers with a list of names of those new teachers who have met the requirements of the program. After completing the program, a Notation of completion is placed on a teacher's Certificate of Qualification and Registration and on the public register of the college. This Notation signifies to the public that a teacher has completed the program, including successful classroom teaching, and has gained a level of mastery in the profession.
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Information for New Teachers
Who can new teachers talk to for information about the NTIP?
New teachers should speak to their principal for further information about the NTIP. In addition, each board has designated a superintendent who is responsible for the NTIP, as well as a program contact person.
Will each new teacher receive the same supports under the NTIP?
No. All new teachers will have access to the supports outlined in the NTIP: Induction Elements Manual (PDF, 188 KB). Each new teacher will complete, with his or her mentor and principal, an Individual NTIP Strategy Form (Word, 70 KB), based on the program requirements of the NTIP and the specific needs of the new teacher. The strategy form may be revised throughout the year as needs change.
How long will new teachers have to complete the NTIP?
A new teacher must have two performance appraisals in his or her first 12 months of teaching. It is anticipated that most new teachers will complete the program within that time.
However, new teachers have up to 24 months to complete the NTIP in the event that the teacher receives a performance rating in the first year that is not Satisfactory.
In addition, regulations provide that in certain restricted circumstances, the 24-month new teaching period may be extended. The extension would provide up to 90 school days (approximately one school semester) beyond the 24-month period to complete the NTIP for the small number of teachers who change teaching environments during the second year of practice, in order to allow time to adjust to the new environment.
The regulation also provides for certain time periods to be excluded from the new teaching period (e.g. extended leaves approved by the board, such as maternity leave).
How long will it take for the Notation to appear on the Certificate of Qualification and Registration of a new teacher who has successfully completed the NTIP?
Boards are required to report the names of any new teachers who have completed the NTIP to the Ontario College of Teachers within 60 calendar days. The college will add the Notation to the public register within 60 calendar days of receiving notice from the board. New Certificates of Qualification and Registration will be issued by the college once per year, in keeping with existing college procedures.
Can certified teachers working in private schools or First Nations schools access the NTIP?
No. The Notation of successful completion of the NTIP is an indication that the teacher has successfully completed a year of employment with an Ontario publicly-funded school board.
Does implementation of the NTIP mean that faculty of education graduates are not fully-qualified?
No. Teachers must complete an accredited pre-service program and receive a Certificate of Qualification and Registration in order to teach. The Ontario College of Teachers' issues a General Certificate of Qualification and Registration indicating that new teachers are fully-qualified professionals responsible for their students and classrooms. The NTIP is distinct from the college's certification process, and provides supports for new teachers in the classroom.
Would a part-time teacher candidate who earns a Transitional Certificate of Qualification and Registration and secures a permanent teaching position be eligible to participate in the NTIP?
Yes. Eligibility for the NTIP Notation is dependent upon new teachers securing a permanent teaching position. This applies to a new teacher holding a Transitional Certificate of Qualification and Registration.
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Long-Term Occasional Teachers
What is the difference between "new teachers" and "beginning teachers"?
New teachers are defined as all teachers, including those trained out of province, certified by the Ontario College of Teachers, who have been newly hired into full-time or part-time permanent positions by a school board, school authority, or provincial school to teach for the first time in Ontario.
The term "beginning teachers" includes new teachers as well as beginning long-term occasional (LTO) teachers and beginning full-time continuing education teachers.
Beginning long-term occasional (LTO) teachers are defined as certified occasional teachers who are in their first long-term occasional assignment of 97 or more consecutive school days.
Beginning full-time continuing education teachers are defined as certified teachers who are teaching two secondary credit courses per quad x four quads per year in a given school year in an adult learning day school for the first time.
Are beginning long-term occasional (LTO) teachers eligible to participate in the program?
As of 2009-10, boards will provide the induction elements of the program to their beginning LTO teachers.
For the purposes of the NTIP, a beginning LTO teacher is defined as a certified occasional teacher who is in his/her first long term occasional assignment of 97 or more consecutive school days.
Beginning LTO teachers should record their participation on the Individual NTIP Strategy form. If those teachers subsequently start a permanent contract position, the principal may take their previous participation into account when determining which induction elements are appropriate. For example, LTO teachers who receive orientation and later obtain a permanent position in the same board may not need to participate in the same orientation session.
Are other occasional teachers eligible to participate in the program?
Boards, at their discretion, may offer the induction elements of the NTIP to their other occasional teachers (e.g., daily occasional teachers, other LTO teachers with contracts fewer than 97 days, etc.). However, NTIP funding is not provided for this group of teachers.
In addition, occasional teachers are not included in the definition of "new teacher" for the purposes of the NTIP. As such, an occasional teacher is not eligible for the Notation of successful completion of the program until he or she does fall under the definition. An occasional teacher who becomes a "new teacher" (i.e. is hired into a permanent position by a publicly funded Ontario school board) will be required to participate in the NTIP in accordance with the Education Act and regulations.
Can a board use NTIP funds to support a temporary teacher hired on a letter of permission?
No. However, boards are not precluded from using their own funds to offer supports to their temporary teachers who have been hired on a letter of permission.
Will occasional teachers be disadvantaged in the hiring process if they are not able to earn the NTIP Notation on their Certificates of Qualification and Registration?
The NTIP Notation indicates successful participation in a program of supports and completion of one year of teaching in an Ontario publicly-funded school (ie. one year of experience in Ontario).
Before the NTIP, boards, as employers, always had to decide between hiring a beginning teacher or an experienced teacher. The Notation does not change that practice.
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Second-Year Teachers and Continuing Education Teachers
Why has the NTIP been expanded to include second-year teachers?
This expansion recognizes on-going research and feedback, resulting from consultation with educational partners that included teachers' federations, board personnel, a focus group of second-year teachers and from the University of Ottawa's evaluation of the NTIP. Findings indicate that teachers in their second year can more readily identify and implement strategies to improve proficiency more quickly.
Is it mandatory that all boards offer NTIP supports to their second-year teachers?
No. But where funds are available, boards, at their own discretion, may choose to continue to offer NTIP supports to their second-year teachers. Research and feedback from teachers' federations, board personnel, the University of Ottawa's evaluation of the NTIP and a focus group of second-year teachers, indicate that teachers in their second year can more readily identify and implement strategies to improve proficiency more quickly.
Is it mandatory that all second-year teachers receive NTIP supports?
No. Not all second-year teachers may wish or need to take part in another year of supports. However, research indicates that teachers in their second year can more readily identify and implement strategies to improve proficiency more quickly.
When boards choose to support their second-year teachers, who decides which second-year teachers participate?
Each second-year teacher is encouraged, in consultation with their principal, to decide whether to participate in additional induction element supports should they be offered to them.
Is it mandatory for boards to provide NTIP induction elements to all beginning full-time continuing education teachers starting in the 2009-10 school year?
No. Starting in 2009-10, boards, at their own discretion, may choose to include their beginning full-time continuing education teachers in the induction elements of the NTIP.
What supports are available for other beginning continuing education teachers who are not full-time?
Boards are not precluded from including their beginning continuing education teachers who are not full-time in aspects of the NTIP as appropriate (e.g., orientation sessions may be expanded to include additional participants).
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Information for Mentors
Who can serve as a mentor?
All mentors are experienced teachers who volunteer to act as mentors. Selection and matching with mentee will be done according to a systematic process that includes input from the mentee and mentor. Mentoring models may vary according to the school context and individual teacher needs. For example, mentors may be paired one-on-one or in teams, or mentoring sessions may be conducted electronically.
Will mentors evaluate mentees?
No. Principals are responsible for the appraisal of teachers. The mentorship element of the NTIP is intended to provide support and foster growth in a non-evaluative manner and with complete confidentiality. The goal is to encourage a collegial and collaborative mentoring culture which will help mentees and increase benefits for students.
Are there situations where the mentor and mentee may have confidential discussions?
Yes. The mentee should be comfortable talking to his or her mentor. The mentorship element of the NTIP is intended to provide support and foster growth in a non-evaluative, collegial manner and with complete confidentiality when required.
Are boards permitted to use NTIP funding to provide release time for the mentor of a beginning long-term occasional (LTO) teacher?
Yes. Boards are permitted to use NTIP funding for supply teacher release time expenses to allow the mentor of a beginning LTO teacher to participate in mentor training and/or joint mentor/mentee activities such as classroom observation, lesson/unit planning and professional development opportunities.
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Information for School Boards
How will district school boards, school authorities and provincial schools be held accountable for funds provided to implement the NTIP?
District school boards, school authorities and provincial schools are required to submit an NTIP Final Report (including a detailed accounting statement) to the Ministry of Education in July of each year. They are also required to submit data to the ministry through the Estimates, Revised Estimates and Financial Statements process annually.
In addition, the ministry staff will be making monitoring visits, and will meet with the superintendent responsible for the NTIP and the program contact person to ensure program and funding compliance.
What are the intended outcomes of the NTIP?
New teachers who successfully complete the NTIP will have achieved the following outcomes:
Are orientation sessions held in August or outside of school hours a mandatory portion of NTIP, even though teachers are not paid to attend?
Some boards have developed their own practices for delivering orientation, and may choose to hold an orientation in August on an invitational basis. Teachers participating voluntarily in these activities may have them count towards the NTIP.
Given that teachers may be unable to attend the voluntary sessions, and also may be hired after September, orientation must also be available throughout the year.
Are there limits on the number of release days boards may provide for their mentees and mentors?
Principals will determine the amount of release time to provide for their mentees and mentors, as long as the release time provided is sufficient to meet the needs identified in the Individual NTIP Strategy form.
Boards who wish to allocate additional funding for mentor and mentee release time, beyond that provided by the ministry for the NTIP, are free to do so at their own discretion.
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NTIP Steering Committee
What is the role of the NTIP Steering Committee?
Effective steering committees have been demonstrated to be essential to an effective induction program. It is strongly recommended that when forming their NTIP steering committee, each board should consider including all appropriate stakeholders and especially local federation affiliates.
An effective steering committee coordinates board-wide supports, policies, procedures and program review to help schools implement the NTIP and build capacity. For example, responsibilities could include developing a process for mentor selection, matching, and exit strategy, implementing board-wide sessions, and training principals to deliver school orientation programs.
Who should sit on the NTIP Steering Committee?
One key to the effective implementation of the NTIP is the creation of partnerships among the stakeholders of the program, including the formation of a steering committee to guide the program. When forming their NTIP steering committee, boards should consider membership from the following:
Why should the steering committee design an exit strategy for mentors and mentees?
Occasionally, through no fault of either party involved, the relationship between the mentor and the mentee does not work out. It is important to protect the professionalism of both people, and also to encourage them to continue to engage in these types of relationships throughout their professional lives.
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Individual NTIP Strategy Form
Should the Individual NTIP Strategy form be used as an evaluation mechanism for new teachers who complete the NTIP?
No. The Individual NTIP Strategy form is intended to serve as a vehicle for discussion, learning and keeping track of what NTIP support elements each new teacher has participated in. It contains no evaluative elements and is intended only to reflect when a new teacher has completed participation in his/her individualized NTIP supports. This form is not a checklist.
How will Individual NTIP Strategy forms move with new teachers if they change schools or boards?
Since the new teacher generates and tracks the information on the Individual NTIP strategy form, he/she should be responsible for keeping the form although a copy should be maintained at the board office as per board policy.
Is it the responsibility of the principal to complete the Individual NTIP Strategy form?
No. The participating teacher completes the Individual NTIP Strategy form in collaboration with his/her mentor. The form is intended to facilitate the tracking and accounting of each new teacher's participation in the program.
The Principal uses the Individual NTIP Strategy form to ensure that the necessary support elements and funding are in place.
At the completion of the NTIP, the new teacher and the principal sign the form.
Do participating teachers play a role in determining which elements of the NTIP they will participate in?
Yes. Together the mentor, participating teacher and principal will collaboratively determine the strategies to be used as support during the implementation of the NTIP. Strategies may change as the needs of the new teacher change.
The new teacher signs the form to signify that participation in the NTIP induction elements has been completed. The principal's signature indicates that the new teacher has received two Satisfactory ratings on performance appraisals for new teachers and has completed the NTIP.
In addition, there are some minimum requirements for the NTIP. All participating teachers, regardless of experience, must receive an orientation. All new teachers in a permanent position who have never taught before, whether trained in or outside of Ontario, must receive orientation, mentoring and professional development/training supports.
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Who was involved in the development of the New Teacher Induction Program?
The concept of the NTIP was recommended to the Minister's Education Partnership Table by the Working Table on Teacher Development. The Working Table was comprised of key education partners, including faculty of education candidates, new teachers, parent organizations, the federations and trustee representatives.