Frequently Asked Questions

Click on any of the following topics to view related questions and answers. The complete list of Frequently Asked Questions is available below.

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• The New Teacher Induction Program
• Teacher performance appraisal system for new teachers
• Teacher performance appraisal system for experienced teachers
• Information for new teachers
• Long term occasional teachers
• Information for mentors
• Information for school boards
• NTIP steering committee
• Individual NTIP strategy form
• Background

The New Teacher Induction Program

What is the New Teacher Induction Program?

The New Teacher Induction Program (NTIP) 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.

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:

• orientation for all new teachers by the school and school board
• mentoring for new teachers by experienced teachers
• on-the-job training in areas such as classroom management, communication with parents, and other activities aligned with current ministry initiatives

Successful completion of the NTIP requires two Satisfactory ratings on teacher performance appraisals 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 in the event that 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 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 all teachers new to Ontario's public schools are required to participate in the program.

This requirement applies to all teachers certified by the Ontario College of Teachers (including teachers trained out-of-province) who have been hired into permanent positions – full-time or part-time – by a school board, school authority or provincial school to begin teaching for the first time in Ontario. Each board may determine at its own discretion whether to offer the induction elements of the program to its other first year teachers, such as long-term occasional teachers.

Teachers are considered "new" until they successfully complete the NTIP or when 24 months have elapsed since the date on which they first began to teach for a board. Long-term occasional (LTO) teachers are not included within the definition of "new teacher".

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.

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, which 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 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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Teacher performance appraisal system for new teachers

Who are “new teachers”?

The term “new teachers” applies to all teachers certified by the Ontario College of Teachers, including teachers trained out-of-province who have been hired into permanent positions – full-time or part-time – by a school board, school authority or provincial school to begin teaching for the first time in Ontario.

If boards have decided to appraise LTO teachers using the TPA process for new teachers, will any appraisal results be counted towards the two Satisfactory appraisals required for the NTIP notation?

Each board determines at its own discretion whether to offer the NTIP supports to other first year teachers, such as LTOs.  However, because occasional teachers are not included in the definition of “new teacher”, they are not eligible to receive the NTIP notation until such time that they do come within that definition.  An LTO who becomes a “new teacher” would be required to participate in the NTIP program as determined by the principal and in accordance with the legislation and regulations. TPA results prior to becoming a “new teacher” do not count for the purposes of the NTIP notation.

Would a teacher who has experience teaching in another jurisdiction or within the private school system but no prior teaching experience in an Ontario publicly-funded school board, be required to participate in the New Teacher Induction Program?

Yes. Although a teacher may have experience teaching in another jurisdiction or within the private school system in Ontario, all teachers new to an Ontario publicly-funded school board, are required to successfully complete the NTIP and be appraised according to the scheme for new teachers.

What about teachers new to a board?

Teachers new to a board who have prior teaching experience in the Ontario publicly-funded system are now considered “experienced teachers' for the purposes of the Teacher Performance Appraisal Process. They are subject to the same provisions as other experienced teachers, except their first year with the board is an evaluation year.

What happens if a new teacher moves to a new board or school prior to completing the New Teacher Induction Program?

A board that is considering employing a new teacher must contact the board that last employed the teacher to request documents pertaining to the teacher's performance appraisal and information about the elements of the NTIP that the teacher was required to participate in at the board. The principal in the new board may use this information to determine which elements of the program the teacher will be required to complete. The board will also continue the appraisal process from the last performance appraisal rating the teacher received.

If a new teacher transfers from one school to another within the same board, prior to completing the NTIP, the board must submit the following to the principal at the new location:

• A copy of the teacher's appraisal documents (including any Enrichment Plan and/or Improvement Plan)
• Information about the elements of the NTIP that the teacher was required to participate in to allow for continuation of the NTIP and appraisal process.

Does a board need to receive written consent from a teacher before releasing appraisal forms to a teacher's new board?

The requirement for the transfer of the required performance appraisal documents when a new teacher changes boards is set out in the legislation and written consent from the new teacher is not required.

Are part-time teachers given more time to complete the New Teacher Induction Program?

No. Part-time teachers are still required to complete the NTIP within 24 months after they began to teach.

What type of rating scale is used in the appraisal of a new teacher's performance?

A two-point rating scale is used in each performance appraisal for new teachers. The rating scale provides clear direction to new teachers about their performance level as a first step in identifying opportunities for further development.

What happens if a new teacher receives a Development Needed rating in their first 12 months of teaching?

If a new teacher does not obtain two Satisfactoryappraisal ratings within their first 12 months of teaching, the teacher continues his or her participation in the NTIP during their second 12 months of teaching. Additional supports are provided through an Enrichment Plan. The Enrichment Plan is developed by the principal, with input from the teacher that is tailored to the teacher's individual professional development needs. The plan identifies the elements of the NTIP in which the new teacher would continue to participate in his or her second year of employment. These teachers will have successfully completed the NTIP if they receive a total of two Satisfactory appraisal ratings in performance appraisals no later than 24 months after they began to teach.

What happens if a new teacher receives an Unsatisfactory rating in a performance appraisal?

An Unsatisfactory rating can only be given if a teacher has previously received a Development Needed rating. If a teacher receives an Unsatisfactory rating, the teacher will be placed on review status. The Unsatisfactory rating signals the need for further supports and development through an Improvement Plan. The Improvement Plan identifies specific areas where the teacher must improve in order to successfully move forward in his or her career with the board. Following an Unsatisfactory rating, a subsequent appraisal must take place within 120 school days from the time the teacher is notified that he or she is on review status, and no later than 24 months from the time the teacher began to teach.

While on review status, if an appraisal results in a second Unsatisfactory rating, with the result that the teacher has received one Development Needed rating and two Unsatisfactory ratings, the principal must promptly send a written recommendation to the board that the teacher's employment should be terminated.

What are competency statements and why are they important to the Teacher Performance Appraisal process?

In the Teacher Performance Appraisal process, competency statements are descriptions of the skills, knowledge and attitudes that are intended to reflect what is required to meet the Standards of Practice for the Teaching Profession developed by the Ontario College of Teachers. They are set out in regulation (O. Reg. 99/02) under the Education Act and specify clear, transparent and evidence-based criteria against which the performance of teachers can be assessed consistently across the province.  New teachers are appraised using a minimum of 8 competencies set out in the regulation.

What competencies will new teachers be assessed on and can boards assess new teachers on additional competencies?

There are 16 competency statements set out in O. Reg. 99/02, as amended. The appraisal process for new teachers allows teachers and principals to focus on a subset of 8 competencies, as a minimum, for the focus of the performance appraisal of a new teacher. These are set out in schedule 2 of O. Reg. 99/02. Boards may also choose to evaluate teachers on additional competencies.

Teachers:

• demonstrate commitment to the well-being and development of all pupils
• are dedicated in their efforts to teach and support pupil learning and achievement
• treat all pupils equitably and with respect
• provide an environment for learning that encourages pupils to be problem solvers, decision makers, life-long learners and contributing members of a changing society
• know their subject matter, the Ontario curriculum and education-related legislation
• use their professional knowledge and understanding of pupils, curriculum, legislation, teaching practices and classroom management strategies to promote the learning and achievement of their pupils
• communicate effectively with pupils, parents and colleagues
• conduct ongoing assessment of pupils' progress, evaluate their achievement and report results to pupils and their parents regularly

Can a board establish additional requirements for the appraisal for new teachers?

A board may establish additional requirements for the performance appraisal process for new teachers it employs, as long as those additional requirements are not in conflict with the requirements of the performance appraisal process for new teachers set out in the Education Act, O. Reg. 99/02 and O. Reg. 266/06. Additional requirements that boards may implement include:

• Additional competencies to be assessed as part of the performance appraisal process for new teachers
• Additional standards, methods, processes timelines and steps to be followed
• Additional input and material that must be taken into account in the teacher's performance appraisal

Provision for parental and student input on any additional competencies that the board establishes, as long as the board follows the general requirements of the legislation.

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Teacher performance appraisal system for experienced teachers

Has the Teacher Performance Appraisal system for Experienced Teachers changed?

A revised appraisal process for experienced teachers was implemented in September 2007.

How closely does the revised appraisal process reflect the recommendations of the Working Table?

The revised appraisal process closely reflects the recommendations of the Working Table report which is available on the Ministry's website. In particular changes include the following:

• Teachers are required to have one appraisal in an evaluation year every five years (instead of two appraisals in an evaluation year every three years).
• The rating scale is simplified from four-points to two-points (Satisfactory and Unsatisfactory).
• Requirements related to the Annual Learning Plan (ALP) have been adapted to make it a more effective vehicle for the teacher's professional learning and growth in the evaluation year and the intervening years.
• Teachers are encouraged to include parent and student input in the development and review of their ALP to inform their professional learning and teaching practice.
• The number of appraisal forms has been reduced from three to one Summative Report Form to eliminate redundancy and ensure principals' time is spent working with teachers rather than on paperwork.

When are boards required to implement the revised TPA system for experienced teachers?

All boards were required to implement the revised appraisal process beginning in September 2007.

What is the Ministry doing to support the implementation of the revised TPA system for experienced teachers?

The Ministry's approach to implementation and training is based on partnership with boards, teacher federations, principal associations and other education stakeholders at local, regional and provincial levels, with a focus on building positive and collaborative working relationships between teachers and principals to encourage teacher learning.

A technical requirements manual is available on the Ministry's website.

A compilation of effective practices is also available on the Ministry website.

How frequently do experienced teachers have a performance appraisal in the revised TPA system?

Experienced teachers are required to be evaluated every five years in the revised appraisal system. During the evaluation year, experienced teachers will have one appraisal. An enhanced Annual Learning Plan is developed in consultation with their principal for their on going professional growth.

What type of rating scale is used in the revised appraisal process for experienced teachers?

A two-point rating scale is used in each performance appraisal (Satisfactory/Unsatisfactory). The revised rating scale provides clear indication about a teacher's performance and is a first step in identifying opportunities for further development.

Who conducts performance appraisals of teachers?

Principals conduct the performance appraisals. They assess how effectively a teacher uses his or her skills and knowledge in the classroom. When a principal is unable to carry out appraisal obligations, legislation makes provision for the principal's obligations to be carried out by a vice-principal or supervisory officer.

What criteria are used for performance appraisals of teachers?

The performance appraisal system is based on the professional competencies derived from the standards of practice of the Ontario College of Teachers. Competencies are the key skills, knowledge and attitudes one would expect of teachers, such as the ability to communicate effectively with students.

What happens if a teacher requires additional support to improve performance?

The principal works with a teacher to develop an Improvement Plan which sets out the steps the teacher should take to improve his or her performance.

The 2001 TPA requirements remain in place for teachers in boards that choose to implement the revised appraisal process in September 2007.

How frequently do experienced teachers have a performance appraisal under the 2007 TPA system?

Under the 2007 TPA system, experienced teachers are required to be evaluated every five years, with one appraisal in their evaluation year. Teachers develop Annual Learning Plans, in consultation with their principal, for their ongoing professional growth.

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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 will designate a superintendent who will be 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. Each new teacher will complete, with his or her mentor and principal, an Individual NTIP Strategy Form, 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 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 College 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 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. First Nations and private school teachers are not required to complete the NTIP. 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, and will not be a mandatory requirement for teachers who do not teach in the publicly-funded system.

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 in order to teach. The College's Certificate of Qualification indicates that new teachers are fully-qualified professionals responsible for their students and classrooms.

The NTIP is distinct from the College's certification process, and is intended to support new teachers who have already completed their certification requirements.

Would part-time teacher candidates who earn a Certificate of Qualification (Limited) and secure 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 new teachers holding a Certificate of Qualification (Limited).

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Long Term Occasional teachers

Are occasional teachers eligible to participate in the program?

Boards may provide the program to their occasional teachers at their own discretion. Boards that choose to provide the induction elements of the NTIP to their beginning teacher LTOs may now use NTIP allocated funds to support beginning teacher LTOs.

For the purposes of the NTIP, a beginning teacher LTO is defined as a certified occasional teacher who is in his/her first long term assignment, with that assignment being 97 or more consecutive school days as a substitute for the same teacher.

Currently, 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 Act and regulations.

Some boards may offer the induction elements of the NTIP to their long term occasional (LTO) teachers. If these teachers are subsequently hired on permanent contracts will their participation be counted, or will they have to complete the NTIP in their first year of permanent employment?

If a board provides its long-term occasional teachers with NTIP supports, their participation should be recorded 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, LTOs who receive orientation and later obtain a permanent position in the same board may not need to participate in the same orientation session.

Will occasional teachers be disadvantaged in the hiring process if they are not able to earn the NTIP notation on their Certificates of Qualification?

Earning the College's Certificate of Qualification indicates that all new teachers are fully-qualified professionals. 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).

Boards, as employers, have always had to decide between hiring a beginning teacher or an experienced teacher. The notation does not change that practice.

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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 new teachers will be done according to a systematic process that includes input from the new teacher 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 new teachers?

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 new teachers and increase benefits for students.

Are there situations where the mentor and new teacher may have confidential discussions?

Yes. The new teacher 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.

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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 on July 7, 2009.

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:

• orientation to the Ontario curriculum and context, as well as orientation to the specific board and school
• acquisition of improved skills and confidence through participation in a mentoring relationship
• progression along the continuum of professional development and training in areas such as classroom management, communication with parents, and other activities aligned with current ministry initiatives (e.g., Literacy and Numeracy strategies, Student Success, Safe Schools, and the Politique d'aménagement linguistique in French-language boards)
• proven successful teaching in an Ontario publicly funded school board
• demonstration of a subset of 8 competencies, as a minimum requirement, as set out in O.

Reg. 99/02, as amended. Teachers:

• demonstrate commitment to the well-being and development of all pupils
• are dedicated in their efforts to teach and support pupil learning and achievement
• treat all pupils equitably and with respect
• provide an environment for learning that encourages pupils to be problem solvers, decision makers, life-long learners and contributing members of a changing society
• know their subject matter, the Ontario curriculum and education-related legislation
• use their professional knowledge and understanding of pupils, curriculum, legislation, teaching practices and classroom management strategies to promote the learning and achievement of their pupils
• communicate effectively with pupils, parents and colleagues
• conduct ongoing assessment of pupils' progress, evaluate their achievement and report results to pupils and their parents regularly

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. New teachers participating voluntarily in these activities may have them count towards the NTIP.

Given that new 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 new teachers and mentors?

Principals will determine the amount of release time to provide for their new teachers and mentors, as long as the release time provided is sufficient to meet the needs of the new teacher as identified in the Individual NTIP Strategy form.

Boards who wish to allocate additional funding for mentor and new teacher 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, and procedures to help schools implement the program. 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:

• new teachers
• mentors
• principals
• local federation affiliates
• superintendent(s) responsible for induction elements and performance appraisal of new teachers
• faculties of education
• others as appropriate

Why should the Steering Committee design an exit strategy for mentors and new teachers?

Occasionally, through no fault of either party involved, the relationship between the mentor and the new teacher 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 new 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 new teachers play a role in determining which elements of the NTIP they will participate in?

Yes. Together the mentor, new 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 New Teacher Induction Program.

In addition, there are some minimum requirements for 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.

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Background

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.

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