The Role of the School Administrator in Induction

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 carol.hill@ocdsb.ca Judi Marshall Human Resources Officer Staff Development judi.marshall@ocdsb.ca

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 – SystemWhat 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 BasedWhat 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. MentoringThe 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 • http://edu.gov.on.ca/eng/teacher/induction.html • 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