1. The Role of the School Administrator in Induction
OISEUT
Teacher Induction, Mentoring
and Renewal Conference
November 3 & 4, 2006

2. Our contact info
Carol Hill
Principal
Stephen Leacock
Public School
Judi Marshall
Human Resources
Officer
Staff Development

3. Goals for today
to review the role of the school administrator in Induction
to briefly review Induction in the provincial NTIP context
to share tips and strategies for principals and vice-principals as they navigate the NTIP New Teacher Induction Program.

4. Four Main Components to NTIP
1. Orientation
System Based
School Based
2. Mentoring
3. Professional Development
4. NTIP TPA process

5. Orientation – System What should be included?
NTIP in your specific School Board context
Sincere Welcome to the School Board
Your school in the “Board” big picture
Resources and resource people within the Board (relevant to the needs of a new teacher)
System events calendar

6. Orientation- School Based What should be included?
Conversations about:
Collaborative School Culture
Introductions
Tour
All the unwritten school “rules”
Checklists
Review of the appraisal process for new teachers, both NTIP and teachers with Ontario experience
Create Connections with the mentor

7. Sharing Session One
Share ideas on how you conduct school based-orientation for new teachers and for teachers new to your school.

8. “One does not become a guru by accident”
John Fenton

9. Mentoring The Principal’s Role
Establish the culture of expectations within the school
Lead by example
Promote mentoring regularly
Provide opportunities
Encourage participation

10. Mentoring… Continued
Understand the role and responsibility of the mentor in supporting the new teacher’s growth and development.
Understand how mentoring enhances the professional learning community

11. What does a mentor look like?
Some Characteristics
Effective Communicator
Skilled Professional
Committed
Professional Role Model
Accepting
Optimistic

12. Mentor Selection Consider same grade teachers
Consider proximity in the building
Consider the needs of the new teacher
Consider the strengths of the Mentor, do they complement the new teacher’s needs
Consider common interests

13. Other Considerations
Ensure your mentors receive training on communication skills, especially in the areas of active listening and providing feedback; conflict resolution; understanding their role as a mentor; understanding the cycles of a new teacher’s growth
Develop a clear exit procedure/strategy

14. Sharing Session Two
Share ideas on how you identify and recruit mentors at your school.

15. “A lot of people have gone further than they thought they could because someone else thought they could.”
Unknown

16. Professional Development
Understand NTIP expectations regarding PD
Understand the differences and consider the benefits for both Central PD and in-school PD

17. How to ensure PD is ongoing
Create opportunities for dialogue
Encourage participation in formal PD events for both mentors and new teachers
Use staff meetings for mini PD sessions
Provide a professional library
Encourage active reflection, personal journals etc.

18. Sharing Session Three
Share ideas on how you creatively facilitate opportunities for PD in your school.

19. Resources
Ministry of Education, New Teacher Induction Program - A Resource Handbook for Principals
Great Beginnings (OCDSB) - A Principal’s Guide to the New Teacher Induction Program (NTIP)

20. “Mentoring is all about people – it’s about caring, about relationships and sensitivity.”
Rene Carayol