Transcript New Teacher Performance Appraisal

New Teacher Induction Program
(NTIP)
Orientation and Overview
On line resource
 www.edu.gov.on.ca/eng/teach
er/induction.html
PURPOSE
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By helping new teachers achieve their full
potential, the New Teacher Induction Program
(NTIP) represents one aspect of Ontario’s
vision of achieving high levels of student
performance.
To provide fair, effective and consistent
teacher evaluation in every school
To promote professional growth
LEGAL CONTEXT
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Reg.98/02 Teacher Learning Plans
Reg. 99/02 (amended 2006)Teacher
Performance appraisal
Ed Act s 265 Duties of Principal
Reg. 298 Duties of the Principal
OTC Act 1996 Reg. 437/438
Context for the NTIP: Streamlined Teacher
Performance Appraisal Process for
New Teachers
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On June 1st, 2006, the “Student Performance Bill” was passed
by the Legislature which included provisions for NTIP
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NTIP focuses on providing a wide range of supports for new
teachers, including on-the-job training in areas such as
classroom management and effective parent communication
skills, mentoring, and orientation by the school and school
board
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Successful completion of NTIP requires two satisfactory
ratings on teacher performance appraisals
Context
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Teachers graduating from Faculties of Education will
automatically receive their teaching certificate so long
as they meet the OCT requirements
The NTIP, including the streamlined performance
appraisal for new teachers, will assess actual teaching
practices focussing on student success through feedback
on performance and growth
Upon successful completion of the NTIP, the College
will place a notation on the teacher’s certificate of
qualification and the public register
WHO WILL APPRAISE
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Principals/ vice principals
Supervisory officers if requested by the
principal
SO must be involved if an unsatisfactory
rating has been given to a teacher
NTIP: Streamlined Appraisal Process for
New Teachers, Frequency
Streamlined TPA process for new teachers
Two
appraisals in the first 12 months of employment which, if both
satisfactory, signify the successful completion of NTIP
If
it is found during the first year that the teacher needs more support
(i.e. one or more ratings is not satisfactory) the teacher has a second
chance to complete the program in the second year of employment
At
any time that the teacher accumulates two satisfactory appraisals
during the first 24 months of employment the new teacher has
successfully completed NTIP
FRAMEWORK
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Standards for the teaching profession
Competencies
“Look fors”
Level of performance
Rating scale
FRAMEWORK
Standards for the teaching profession
Based on 5 identified standards developed from the
Standards of Practice for the Teaching Profession
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Commitment to students and student learning
Professional knowledge
Teaching practice
Leadership and community
Ongoing professional learning
Competencies
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A set of competencies statements that define
and describe the skills, knowledge and
attitudes that teachers are required to meet as
identified by the Standards of practice for the
Teaching Profession
Performance Indicators “Look fors”
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Statements that provide concrete examples of
observable behaviours that are characteristic
of a particular competency
NTIP: Streamlined Appraisal Process for
New Teachers: Competencies and Look-fors
Streamlined TPA process for new teachers
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
NTIP: Streamlined Appraisal Process for
New Teachers Rating Scale
Streamlined TPA process for new 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
NTIP: Streamlined Appraisal Process for New Teachers
Process Following a Performance Rating That is Not Satisfactory
Streamlined TPA process for new teachers
After
a Development Needed rating an Enrichment Plan is developed by the
principal with input from the teacher and in accordance with the board’s policy.
The Enrichment Plan identifies the elements of NTIP offered by the board that
are appropriate for the teacher to participate in to improve performance. The
Induction Program is extended into Year Two
After
an Unsatisfactory rating, the teacher is placed On Review status and an
Improvement Plan is developed
No
change to On Review process
A rubric
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describing evidence of teaching performance
at each of three levels of performance for each
competency
Enrichment Plan
Evidence Log
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Regularly kept record of demonstrations of
teaching
Entries restricted to facts so that the data is
objective
Statements are samples only
Food For Thought
New teachers want more than a job…
They want hope.
They want to contribute to a group.
They want to make a difference.
- Harry K. Wong
Food For Thought
How we teach
is ultimately
a reflection of
why we teach.
- Elliot Eisner, 2006
What does NTIP mean to me
as
1. A Pre service teacher?
2. An Occasional teacher ?
3. A Full time teacher ?
Questions??????????
Entry Plan
A plan to get me started in my new job
What should be in my plan?
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A clear communication strategy for contacting
parents
Who are the key staff members that I can
consult if I have questions?
How will I “connect” with both secretaries
and janitorial staff
Knowledgeable about a student tracking
computer program (preferably mark book)
What should be in my plan?
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Ability to publish on the web i.e. maintain a
web site
Knowledge of the IEP process and what it
means for identified students
Well organized timelines for the courses you
are going to teach
Know how to use a variety of assessment
strategies