News and News Releases
Background for New Teacher Induction: Growing into the Profession
December 10, 2003
About New Teacher Induction: Growing Into the Profession
- Unanimously endorsed as a policy paper by the Ontario College of Teachers Council following months of research and province-wide consultation with teachers,
school and system administrators and parents - Calls for full provincial funding of a $40 million, mandatory two-year program of support for newly certified Ontario teachers
Elements of an Induction Program
- provides initial school and classroom orientation
- benefits from ongoing, school-based peer support
- includes a mentoring component
- provides resources, time and support structures
- offers professional learning opportunities for new teacher and their mentors
- demonstrates administrative support, understanding and commitment
- creates opportunities for reflection and self-assessment
- focuses on new teacher concerns as well as system priorities
- is standards-based.
Why the College is proposing this
An effective induction program will help teachers make the transition from their pre-service education to the classroom. By supporting teachers in their new environment and helping them enhance their knowledge and skills, we help them find satisfaction in teaching and more of them will stay in the profession. By helping them improve their teaching practice, we improve student learning.
Proposed investment
The College recommends that the school funding formula be amended to provide new, sufficient, targeted and sustained funding for induction programs in every Ontario school board.
| Mentor training | $4,000,000 |
| Time for mentoring activities | $24,000,000 |
| Board administration and support | $3,000,000 |
| Professional Development for new teachers | $9,000,000 |
| Total cost of two-year induction program | $40,000,000 |
What Teachers say about Mentoring
| "With Jean-Baptiste, I felt valued, appreciated and supported. He became, for me, a real guide." Nicole Richard Special Education teacher École secondaire publique Gisèle-Lalonde Ottawa |
"Nicole's new teaching practices and her enthusiasm have greatly influenced my teaching. Mentoring is indispensable, not only for new teachers but for all teachers." Jean-Baptiste Arhanchiague Special Education teacher École L’Odyssée, Orléans |
| "At any time, I could ask Richard questions and express my fears to him. That allowed me to have confidence in my abilities." Sherry Polomark dramatic arts teacher École secondaire publique Louis-Riel Gloucester |
"Mentoring enriches the co-operation between teachers, as much for beginners as for experienced teachers." Richard Nadeau dramatic arts teacher École secondaire publique Gisèle-Lalonde Ottawa |
| "Marie and I would leave school at the same time and I'd ask her questions. The mentor relationship just sort of evolved -- we had the same style, shared the same points of view. We were just a good fit." Angelo Giulianolupo Grade 3 teacher Lord Lansdowne Public School, Toronto |
"Mentoring isn’t one-sided. You start out sharing information or a perspective, but soon you start learning too." Marie Yasui Grade 2 teacher Lord Lansdowne Public School, Toronto |
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"A mentor helps to instill confidence in a teacher and shows them they have something to share with other teachers. That's when the team work begins." |
"Barbara made me realize that I could reflect on what I could do to be a better teacher. I didn’t feel that I was in it by myself. I felt like I had a team behind me." Patricia Rappos Grade 2 teacher Randall Public School,Markham |