General Information - The Principal and NTIP

The principal will work with the new teacher and his or her mentor to determine the content and method of delivery of each element specific to the new teacher’s needs. For example, a new teacher’s professional development in classroom management may be delivered by observing and team-teaching with his or her mentor or debriefing with his or her mentor following attendance at a classroom management workshop.

The following is a checklist of the principal’s key responsibilities in executing the New Teacher Induction Program:

• Meet with new teachers when they are hired or assigned to the school to discuss the Individual NTIP Strategy form and to communicate to the new teacher those induction elements in which he or she is required to participate, based on the definition of “new teacher”
• Ensure that each new teacher, in consultation with his or her mentor, fills out the Individual NTIP Strategy form, and ensure that the strategy is revised throughout the year as needs change.
• Ensure implementation of school-based supports (orientation, mentoring, and professional development and training) for new teachers.
• Allocate funding to support each new teacher according to his or her Individual NTIP Strategy.
• Work with the designated NTIP superintendent and other principals regarding system-wide sessions where these are more appropriate. 
• Conduct performance appraisals for each new teacher in accordance with the performance appraisal scheme for new teachers.
• Sign each new teacher’s Individual NTIP Strategy form and forward a copy to the designated NTIP superintendent once the teacher has received a second Satisfactory performance rating. This will indicate to the board that these new teachers are eligible for the notation of successful completion on their Certificate of Qualification. 

Orienting The New Teacher to Your School
School orientation is to be initiated by the principal and supported by the superintendent/senior staff.  It should reflect a collaborative school culture and provide a supportive and timely transition to effective classroom organization, planning, and program delivery.  In addition, the orientation should provide an introduction to the NTIP and an overview of the appraisal process for new teachers.  Board orientation will include an introduction to the mentor contact and will be accompanied by a checklist for use by the administrator and new teacher to ensure that key school-related information is covered in the school-level orientation (such as school community/people information, curriculum/ program information, and logistics/facility information).