the role of the school administrator in induction
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The Role of the School Administrator in Induction. OISEUT Teacher Induction, Mentoring and Renewal Conference November 3 & 4, 2006. Our contact info. Carol Hill Principal Stephen Leacock Public School [email protected]. Judi Marshall Human Resources Officer Staff Development - PowerPoint PPT PresentationTRANSCRIPT
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The Role of the School Administrator in Induction
OISEUTTeacher Induction, Mentoring
and Renewal ConferenceNovember 3 & 4, 2006
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Our contact info
Carol HillPrincipal Stephen Leacock Public School
Judi MarshallHuman Resources Officer Staff Development
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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.
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Four Main Components to NTIP
1. Orientation
System Based
School Based
2. Mentoring
3. Professional Development
4. NTIP TPA process
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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
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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
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Sharing Session One
• Share ideas on how you conduct school based-orientation for new teachers and for teachers new to your school.
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“One does not become a guru by accident”
John Fenton
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MentoringThe Principal’s Role
Establish the culture of expectations within the school
Lead by example
Promote mentoring regularly
Provide opportunities
Encourage participation
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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
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What does a mentor look like?
Some Characteristics
• Effective Communicator
• Skilled Professional
• Committed
• Professional Role Model
• Accepting
• Optimistic
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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
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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
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Sharing Session Two
• Share ideas on how you identify and recruit mentors at your school.
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“A lot of people have gone further than they thought they could because someone else thought they could.”
Unknown
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Professional Development
• Understand NTIP expectations regarding PD
• Understand the differences and consider the benefits for both Central PD and in-school PD
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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.
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Sharing Session Three
• Share ideas on how you creatively facilitate opportunities for PD in your school.
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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)
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“Mentoring is all about people – it’s about caring, about relationships and sensitivity.”
Rene Carayol