Common use of NEW TEACHER INDUCTION PROGRAM Clause in Contracts

NEW TEACHER INDUCTION PROGRAM. 24.01 Subject to the level of Ministry funding for NTIP, Principals will provide release time for the new teachers and their mentors to: i. Develop their plans for mentoring ii. Observe in one another’s or if appropriate other classrooms and debrief the experience, which may include for example a lesson, an afternoon or a class. iii. Provide opportunities for the new teachers and mentors to attend presentations and/or training together and time to apply their learning. 24.02 The mentor will be responsible for meeting with the new teacher to develop an Individual NTIP Strategy specific to his/her needs similar to the annual learning plan process wherein staff determine their learning needs. Together, the mentor and the new teacher will collaboratively determine the new teacher’s individual needs and will document the Strategy, using the Ministry’s “New Teachers: Individual NTIP Strategy” form. This Strategy may be revised accordingly throughout the year as needs change. 24.03 Mentoring may be conducted in a number of different ways including, one-on-one, large or small group, and team mentoring, all of which take into consideration the needs of the new teacher, the size of the school, the availability of mentors, the unique requirements of the Board, similar assignments and staff demographics. 24.04 The relationship between the mentor and the new teacher is a supportive one with the mentor acting as a role model, coach and advisor to the new teacher, sharing his/her experience and knowledge about teaching on an ongoing basis. 24.05 Mentoring is non-evaluative and neither will the mentor be subject to evaluation. 24.06 Experienced teachers who wish to mentor will do so, on a voluntary basis. a) Teachers interested in volunteering to serve as a mentor will complete the Board form and submit it to the appropriate administrator of the NTIP program. The only requirements are a minimum of five (5) years of teaching experience, the completion of the teacher performance appraisal process and a commitment to a minimum of one (1) year as mentor. b) Depending on geographic needs, the appropriate administrator will compile a list of names from which new teachers will be afforded the opportunity to select a mentor. This list, a copy of which will be provided to the OECTA President, will include the mentor’s name, grade and profile and will be posted within the first week of the school year. 24.08 In the event that new teachers have not acquired a mentor they will be afforded the opportunity at the end of the fourth week of the new school year to meet available mentors at a meeting organized for that purpose. 24.09 The relationship between a mentor and new teachers shall be by mutual agreement, confidential and may be dissolved at any time by the mentor or the new teacher. 24.10 In keeping with the professional needs of the new teacher, principals, mentors and new teachers shall work collaboratively to establish the mentor and new teacher relationship. 24.11 The new teacher completes the individual NTIP Strategy form in a manner similar to the examples provided by the Ministry of Education. Once the form is completed, the new teacher will share the plan with the Principal so that the principal can approve it, arrange for supports, and allocate the appropriate resources. 24.12 The Principal will provide ongoing assessment, consultation and advice to the new teacher. 24.13 By September 30th of each school year or within 30 days of the date of hire of teachers hired after the start of the school year, the Board shall disclose to the OECTA St. Clair Secondary Unit, the names, and locations of the New Teachers who are designated to participate in the New Teacher Induction Program.

NEW TEACHER INDUCTION PROGRAM. 24.01 Subject to the level of Ministry funding for NTIP, Principals will provide release time for the new teachers and their mentors to: i. Develop their plans for mentoring ii. Observe in one another’s or if appropriate other classrooms and debrief the experience, which may include for example a lesson, an afternoon or a class. iii. Provide opportunities for the new teachers and mentors to attend presentations and/or training together and time to apply their learning. 24.02 The mentor will be responsible for meeting with the new teacher to develop an Individual NTIP Strategy specific to his/her needs similar to the annual learning plan process wherein staff determine their learning needs. Together, the mentor and the new teacher will collaboratively determine the new teacher’s individual needs and will document the Strategy, using the Ministry’s “New Teachers: Individual NTIP Strategy” form. This Strategy may be revised accordingly throughout the year as needs change. 24.03 Mentoring may be conducted in a number of different ways including, one-one- on-one, large or small group, and team mentoring, all of which take into consideration the needs of the new teacher, the size of the school, the availability of mentors, the unique requirements of the Board, similar assignments and staff demographics. 24.04 The relationship between the mentor and the new teacher is a supportive one with the mentor acting as a role model, coach and advisor to the new teacher, sharing his/her experience and knowledge about teaching on an ongoing basis. 24.05 Mentoring is non-evaluative and neither will the mentor be subject to evaluation. 24.06 Experienced teachers who wish to mentor will do so, on a voluntary basis. 24.07 a) Teachers interested in volunteering to serve as a mentor will complete the Board form and submit it to the appropriate administrator of the NTIP program. The only requirements are a minimum of five (5) years of teaching experience, the completion of the teacher performance appraisal process and a commitment to a minimum of one (1) year as mentor. b) Depending on geographic needs, the appropriate administrator will compile a list of names from which new teachers will be afforded the opportunity to select a mentor. This list, a copy of which will be provided to the OECTA President, will include the mentor’s name, grade and profile and will be posted within the first week of the school year. 24.08 In the event that new teachers have not acquired a mentor they will be afforded the opportunity at the end of the fourth week of the new school year to meet available mentors at a meeting organized for that purpose. 24.09 The relationship between a mentor and new teachers shall be by mutual agreement, confidential and may be dissolved at any time by the mentor or the new teacher. 24.10 In keeping with the professional needs of the new teacher, principals, mentors and new teachers shall work collaboratively to establish the mentor and new teacher relationship. 24.11 The new teacher completes the individual NTIP Strategy form in a manner similar to the examples provided by the Ministry of Education. Once the form is completed, the new teacher will share the plan with the Principal so that the principal can approve it, arrange for supports, and allocate the appropriate resources. 24.12 The Principal will provide ongoing assessment, consultation and advice to the new teacher. 24.13 By September 30th of each school year or within 30 days of the date of hire of teachers hired after the start of the school year, the Board shall disclose to the OECTA St. Clair Secondary Unit, the names, and locations of the New Teachers who are designated to participate in the New Teacher Induction Program.