SUPPORTING TEACHING EXCELLENCE
Teacher Performance Appraisal System
New Teacher Induction Program: Teacher Performance Appraisal System for New Teachers
The appraisal process for new teachers is designed to strengthen schools as learning communities in which new teachers are provided with plentiful opportunities to engage in professional exchange and collective inquiry that lead to continuous growth and development. It provides a framework to encourage improvement efforts aimed at promoting student success. Essential in this process is the engagement of new teachers in professional dialogue that deepens their understanding of what it means to be a teacher as set out in the Ontario College of Teachers' Standards of Practice for the Teaching Profession.
Throughout the performance appraisal process, new teachers' skills, knowledge, and attitudes are assessed, strengths and areas for growth identified, and next steps for improvement are planned, thereby informing the induction process.
On June 1, 2006, the Education Statute Law Amendment Act (Student Performance Act), 2006, was passed by the Legislature. This Act includes the Ministry of Education's commitment to increase student achievement by supporting new teachers.
The amendments to the Education Act introduced by the Student Performance Act specify that new teachers must receive two Satisfactory ratings on Teacher Performance Appraisals in order to successfully complete the New Teacher Induction Program (NTIP). A new teacher must have two appraisals in his or her first 12 months of teaching. It is anticipated that most new teachers will complete the NTIP within that time. If a teacher receives two appraisals that result in Satisfactory ratings, the new teacher will have successfully completed the New Teacher Induction Program. The next appraisal will be conducted according to the cycle for experienced teachers as set out in the Education Act and accompanying regulations and guidelines. Those new teachers who do not receive two Satisfactory performance ratings during their first year of teaching are required to continue the program into their second year of teaching. New 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.
New teachers who successfully complete two performance appraisals within the required time period receive a notation of successful completion of the NTIP on their Certificate of Qualification and on the Ontario College of Teachers' public register.
The new teachers who began teaching in Ontario in the 2005-06 school year and have received two Satisfactory ratings on Teacher Performance Appraisals by the end of that year are considered to have successfully completed the NTIP. If these new teachers have not received two Satisfactory performance ratings by the end of the 2005-06 school year, they will be required to participate in the NTIP when the program begins mandatory implementation at the start of the 2006-07 school year. Induction elements of NTIP from 2005-06 in which the new teachers participated, as well as any Satisfactory appraisals, may be counted towards completion of the NTIP in 2006-07.
Key Features of the NTIP: Teacher Performance Appraisal System for New Teachers
Changes from the Old Appraisal System for New Teachers
- A requirement for new teachers to receive two performance appraisals in their first 12 months of teaching. Two Satisfactory ratings signal the successful completion of the NTIP. This is a change from the old requirement for new teachers to complete two appraisals in each of their first two years of employment
- A reduction in the number of required appraisal forms from three forms (Pre-Observation Form, Post-Observation Form, Summative Report Form) to one Summative Report Form, while maintaining a focus on principal-teacher interaction for growth and improvement
- A revision to the rating scale which reduced the number of rating categories from four points to two points in each appraisal
- A focus on competencies appropriate for new teachers (appraisal for new teachers based on 8 competencies instead of 16 as a minimum requirement)
- The elimination of the Annual Learning Plan for new teachers as part of the appraisal process
- Additional supports provided to teachers who need extra support
Key Components of the Performance Appraisal Framework for New Teachers
The key components of the performance appraisal framework for new teachers are:
- Competency Statements to focus the appraisal on the immediate skills, knowledge and attitudes that new teachers require to meet the Ontario College of Teachers' Standards of Practice for the Teaching Profession.
- Appraisal Meetings that promote professional dialogue between the principal and teacher. A principal must arrange a pre-observation meeting with the teacher in preparation for the classroom observation and a post-observation meeting after the classroom observation. The meetings provide opportunities for reflection and collaboration to promote growth and improvement.
- Summative Report to document the appraisal process, which becomes a vehicle for teachers to reflect on the feedback they receive and to monitor their own growth. The Summative Report Form for New Teachers is an approved form in accordance with the regulations that provides a consistent approach to documenting the appraisal process.
- A Rating Scale and Rubric to assess new teachers' overall performance and provide necessary feedback about strengths and areas for growth. The scale for new teachers is:
- Satisfactory
- Development Needed
- For a teacher who receives a Development Needed performance rating, the scale in subsequent appraisals is:
- Satisfactory
- Unsatisfactory
- A rubric describes evidence of teaching performance at each level of the scale for each competency.
- A Process for Providing Additional Support depending on the outcomes of the appraisal.
NTIP: Teacher Performance Appraisal Manual and Approved Forms
The legislation, regulations and manual set out the time lines, processes, and steps to be followed of the appraisal process.
The New Teacher Induction Program: Manual for Performance Appraisal for New Teachers (2008) (PDF, 2.3 MB) is available for download.
An electronic version of The New Teacher Induction Program: Teacher Performance Appraisal System - Summative Report Form for New Teachers (Word, 248 KB) is available for download.
NTIP: Teacher Performance Appraisal System: Sample Forms and Optional Resource
The following forms are intended to support the implementation of the New Teacher Induction Program: Teacher Performance Appraisal System for New Teachers. These forms are provided as "Samples" and boards may choose to use them if they consider them to be useful.
Boards modifying any sample form assume responsibility for ensuring that the modified form complies with all relevant legal and policy requirements. The Ministry of Education assumes no responsibility for forms modified by boards. Boards must not attribute any modified forms to the Ministry of Education or the Government of Ontario.
An electronic version of The New Teacher Induction Program: Teacher Performance Appraisal System - Enrichment Plan (Sample Form) (Word, 70 KB) can be downloaded here.
An electronic version of The New Teacher Induction Program: Teacher Performance Appraisal System – Improvement Plan (Sample Form) (Word, 63 KB) can be downloaded here.
An electronic version of The New Teacher Induction Program: Teacher Performance Appraisal – Evidence Log (Optional Resource) (Word, 355 KB) can be downloaded here.
