Professionalism,+Law+and+Ethics

toc =Introduction=

At the provincial level, The Education Act, The Canadian Charter of Rights and Freedoms, The Criminal Code of Canada, The Employment Standards Act and The Child and Family Services Act all provide the key framework for required for education in Ontario. These documents outline the roles and responsibilities of individuals meanwhile requiring that that each individual is treated fairly. Since these documents are generic and apply to all individuals within Ontario (namely those who do not work in education), alternative documents such as the Provincial Code of Conduct, The Standards of Practice and The Safe Schools Act etc. have been written to target individuals specifically in education. In addition to these documents, the Ontario Boards of Education have created their own Board level Policies, Procedures and By-Laws. These policies essentially nitpick provincial level legislation which focuses on education.

After reviewing law regarding education, I believe it is best to focus on the documents which were created to target education specific jobs. These documents support provincial law and are by far easier to browse through to determine essential information. Moreover, they cover specific areas which are not firmly addressed by provincial law. The Provincial Code of Conduct and the Standards of Practice outline the essential roles and responsibilities of educators and are used for the assessment and evaluation of teachers. The Board level Policies, Procedures and By-Laws provide the most extensive in-depth view of law in education and thus should be focused on. NTIP is a mandatory program and is the main form of assessment and evaluation for entry level teachers. I shall provide a general overview of the program. Workplace contracts aren't static and are an important aspect of every job in education, thus I shall provide a brief overview of YRDSB's contract.


 * NOTE:**
 * All of the documents about to be addressed are rigorous, form the law regarding education, are long and are mainly in point form. Due to this fact, I shall quote what I find to be key areas/points of these documents wherever necessary (to ensure the safety of the reader), summarize key areas of the documents and provide links to find the full text of each document I address.
 * I have not addressed every YRDSB Policy, Procedure and By-Law. I have only addressed the ones I find to be most essential.

=The Provincial Code of Conduct=

Overview
The Provincial Code of Conduct governs the behavior of all persons in schools and was developed by the Ministry of the Solicitor General and the Ministry of Education  in order to extend upon the Education Act. The code of conduct was written in order to ensure that all individuals in the education sector are treated with respect, to promote responsibility and safety amongst individuals, and to discourage the use of alcohol and illegal substances. Many of the board level policies, procedures and by-laws deal with these issues and there is a lot of overlap in information. Thus, one may think of the code of conduct as a general guideline. The code of conduct also outlines the essential roles and responsibilities of each individual in education and these roles must be fulfilled (pg 4).

The Provincial Code of Conduct may be found [|here]. The page references provided refer to this document!

**//School Boards//**
"School boards provide direction to their schools to ensure opportunity, academic excellence, and accountability in the education system. Wherever possible, boards should collaborate to provide coordinated prevention and intervention programs and services, and should endeavor to share effective practices." (pg 5) Boards are required to:
 * 1) **Develop policies that set out how their schools will implement and enforce the provincial Code of Conduct and all other rules that they develop. **(pg 5)
 * 2) Seek input and review these policies with students, staff, parents, volunteers, and the community. (pg 5)
 * 3) Establish a means to inform staff members, students, parents, and the school community of the school boards policies, procedures and by-laws. (pg 5)

**//Principals//**
"Under the direction of their school boards, principals take a leadership role in the daily operation of a school." (pg 5)

**//Teachers and Other School Staff Members//**
"Under the leadership of their principals, teachers and other school staff members maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behavior." (pg 6)

**//Students//**
"Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, for others, and for the responsibilities of citizenship through acceptable behavior." (pg 6)

**//Parents//**
"Parents play an important role in the education of their children, and can support the efforts of school staff in maintaining a safe and respectful learning environment for all students." (pg 6)

**//Community Partners and the Police//**
"Through outreach, partnerships already in place may be enhanced and new partnerships with community agencies and members of the community may be created. Community agencies are resources that boards can use to deliver prevention or intervention programs." (pg 7)

"The police play an essential role in making our schools and communities safer. The police investigate incidents in __accordance with the protocol developed with the local school board__. " (pg 7)

=Standards of Practice for the Teaching Profession= The Standards of Practice outlined by OCT may be found [|here]. One must uphold the standards of practice otherwise you risk professional misconduct.
 * 1) Commitment to Students and Student Learning -- "Treat students with equity and respect"
 * 2) Professional Knowledge -- "An understanding and respect for student development, curriculum, ethics, and legislation"
 * 3) Professional Practice -- "Application of professional knowledge and experience to promote student learning"
 * 4) Leadership in Learning Communities -- "Promote and participate in the creation of collaborative, safe, and supportive learning communities"
 * 5) Ongoing Professional Learning -- "Commitment to research and collaboration in an effort to improve practice"

=Ethical Standards of Practice for the Teaching Profession= The Ethical Standards outlined by OCT may be found [|here]. One must uphold the ethical standards otherwise you risk professional misconduct.
 * 1) Care -- "Compassion, acceptance, interest and insight for developing students' potential"
 * 2) Respect -- "Honor human dignity, emotional wellness and cognitive development"
 * 3) Trust -- "Fairness, openness and honesty"
 * 4) Integrity -- "Honesty, reliability and moral action"

=YRDSB Policies, Procedures & By-Laws=

Overview
YRDSB's By-Laws may be found [|here] and deal specifically with the Board. The document regulates how Board meetings are managed, how elections must take place and outlines the general committee's within the Board. These include
 * The Chair's Committee
 * The Board Committee
 * Budget Committee
 * Negotiations Advisory Committee
 * Policy and By-Law Committee
 * Statutory Committees
 * Audit Committee
 * Student Discipline Committee
 * Joint Board Consortium
 * Special and Sub Committees

The By-Laws in this document do not address teachers hence, firm knowledge of this document is not required.

There are many Board level Policies and Procedures for YRDSB. They are divided by Administration, Board, Program, Property, Staff and Student. I shall focus on what I find to be the most essential documents for new teachers and general teachers to know. These documents outline what the essential responsibilities (musts) are for each individual working within the Board. Failure to uphold these responsibilities may and probably will result in Professional Misconduct. I have not focused specifically on the teacher as it is essential to know what each individual person is responsible for. At least this way, you will truly know what you are and are not responsible for! Moreover, if you find that someone is not upholding/doing their job or trying to "pull a fast one", you may adequately inquire about it. I have not outlined every responsibility for each individual (otherwise this document would be massive!). I have chosen what I find to be the most essential responsibilities straight out of the documents and have quoted them accordingly. Note that some of these responsibilities are general and overlap further responsibilities in the documents. I mainly want to give the reader a sense of what their responsibilities are and the responsibilities of others.

**Appropriate Use of Technology**
Note that not all roles, responsibilities and procedures are mentioned, just the essential ones. Page references refer to the associated document which may be found [|here]. One must know of the irresponsible and unethical uses of technology!
 * All YRDSB staff and students given access to the board's technology and technology services are required to know and abide by the policy set by the board (see above link) to ensure that the technology is used in a safe and responsible manner otherwise you may breach Professional Misconduct and Progressive Discipline as well as the Safe Schools Policy.
 * "**Superintendents, principals and managers** are responsible for ensuring that staff upon hiring and annually thereafter are made aware of the boards expectations regarding the boards technology." (pg 1)
 * "**Teachers** are responsible for the overall management of student use and instructing students on the appropriate use of technology." (pg 1)
 * If an employee sends personal views, they must provide appropriate disclaimers so that the remarks are not taken as representative of the board. (pg 1)
 * The board has its own standard electronic mail system. If an e-mail message is sent out and is somehow Board/School related then the Board can retain that message in accordance with privacy policy and procedures. (pg 2)
 * Some **irresponsible and unethical uses** are (pg 3):
 * "Use the internet for unauthorized, illegal or unethical purposes ie) Online Gambling, attempting to access to someone elses files, sending/receiving/displaying obscene/illegal packs of data, sending chain letters"
 * "Take part in activities that can flood the schools network (taking all of the schools bandwidth)"
 * "Lobby elected officials"
 * "Willfully collecting/maintaining/disclosing personal information without regard to the Municipal Freedom of Information and Protection of Privacy Act"
 * All users shall restrict access to their passwords! (pg 3)
 * Teachers may use this policy or the school's Code of Behaviour to interpret misuse of technology. (pg 4)
 * If users have been sent inappropriate emails (other than spam) the email should be forwarded to inappropriate.email@yrdsb.edu.on.ca (pg 5)

**Emergency and Crisis Management**
Note that not all roles, responsibilities and procedures are mentioned, just the essential ones. Page references refer to the associated document which may be found [|here]. One should know of the Board's responsibility in this area!
 * It is the policy of the YRDSB to "establish and maintain contingency and preparedness plans" to protect everyone within the school, and the property of the Board. (pg 1)
 * "The Board will provide appropriate resources to support schools in the implementation and communication of their plans" (however the school sees fit). (pg 1)

**Healthy Schools and Workplaces**
Note that not all roles, responsibilities and procedures are mentioned, just the essential ones. Page references refer to the associated document which may be found [|here]. One must know of the Healthy Schools Framework Program since principals and teachers have essential roles regarding this program.
 * The Board supports school communities through its [|Healthy Schools Framework Program]
 * Provides students and staff with opportunities to observe, learn and sustain positive health habits by focusing on four main components
 * High quality instruction and programs
 * A healthy physical environment
 * Supportive social environment
 * Community partnerships
 * These components address healthy eating, physical activity, bullying prevention, personal safety and injury prevention, substance use and abuse, healthy growth and development, and mental health in a grid like fashion. (pg 3)
 * The Board offers an employee assistance program to support a healthy school and work place climate. (pg 1)
 * //**Principals**// are responsible for:
 * "Providing opportunities to staff, students, and community to implement and sustain the Healthy Schools Framework." (pg 1)
 * "Providing staff with contact information regarding the employee assistance program." (pg 1)
 * **Teachers** are responsible for:
 * "Integrating the Healthy Schools Framework into daily practices." (pg 1)
 * "Providing knowledge, skills and leadership to students regarding the Healthy Schools Framework." (pg 1)

**Anti-Racism and Ethnocultural Equity**
Note that not all roles, responsibilities and procedures are mentioned, just the essential ones. Page references refer to the associated document which may be found [|here]. One must know of YRDSB's strong views on assessment, evaluation and equitable practices.
 * **The** **Board** will:
 * "Select, develop and deliver curriculum resources and activities, which reflect in an equitable way the experiences, values, achievements and perspectives of a culturally and racially diverse society." (pg 2)
 * "Recognize and foster the co-curricular abilities of all students, while recognizing their race, ethnicity, culture, faith, language and nationality." (pg 2)
 * "Student evaluation, assessment and placement practices will take into account the racial, ethnocultural and linguistic diversity of students." (pg 2)
 * "All available counseling and guidance programs must be culturally sensitive, supportive, and free of racial and ethnocultural bias."
 * These programs must be available to all students (pg 2)
 * "All cases of racial and ethnocultural harassment must be dealt with promptly and effectively." (pg 3)
 * "Employment and promotion practices must be equitable." (pg 3)

**Volunteers in Our Schools**
Note that not all roles, responsibilities and procedures are mentioned, just the essential ones. Page references refer to the associated document which may be found [|here]. One must know of your responsibilities as a teacher to protect the integrity of the volunteers which may work alongside you. As a teacher, please be sure to tell volunteers of their responsibilities. One should know of the principal's responsibilities regarding volunteers.
 * NOTE: A volunteer is an individual who agrees to assigned tasks within the school __without pay__
 * **Principals** are responsible for:
 * "The approval and work of volunteers in the school." (pg 1)
 * "Ensuring that the role of each volunteer relates to his/her qualifications and abilities." (pg 1)
 * "Informing the school community as to how volunteers are used in the school." (pg 2)
 * "Ensuring that volunteers are given an orientation to the relevant school and Board policies and procedures and to the role, responsibilities and expectations of volunteers." (pg 2)
 * "Ensuring staff that they are aware of their duties to support and supervise volunteers." (pg 3)
 * "Intervene when the work of a volunteer appears to be having a negative impact on students, staff or program." (pg 3)
 * Principals send a letter of termination to the volunteer and this letter is sent to the Superintendent of Education
 * "Ensuring that volunteers provide an original vulnerable sector screening check and an offense declaration." (pg 3)
 * **Teachers** are responsible for:
 * "Welcoming volunteers as a support to the school and staff." (pg 3)
 * Providing a handbook of information or general information for volunteers regarding topics such as school's emergency procedures, professional conduct, the school's expectations for student conduct, how to report to a staff supervisor or principal etc. (pg 3-4)
 * Selecting activities for volunteers with respect to the schools needs and volunteers ability. (pg 4)
 * "Not to put volunteers into compromising one-to-one situations with students or in situations where a staff member is not immediately available." (pg 4)
 * **Volunteers** are responsible for:
 * "Reporting their presence in the school to the office, prior to beginning each volunteer activity." (pg 4)
 * Obtaining and wearing identification (usually an ID/Volunteer tag provided by the office)
 * Understanding that confidential information must remain confidential. (pg 4)
 * "If concerned about a student's behavior, speak to the student's teacher or the principal if the teacher is not available." (pg 4)
 * Being aware of school regulation. (pg 4)
 * Avoiding dangerous situations with students (being with students in an isolated area). (pg 4)
 * Completing an offense declaration annually and if required, obtaining a vulnerable sector screening check. (pg 5)

**Assessment & Evaluation**
Please click [|here] for YRDSB's Policy Document.
 * Please see Assessment for Learning of this wiki page.

**Homework**
Note that not all roles, responsibilities and procedures are mentioned, just the essential ones. Page references refer to the associated document which may be found [|here]. Please take note that each individual school has its own homework policy. You must obtain this homework policy ASAP.
 * YRDSB believes that homework support the development of literacy skills and promotes life long learning. Homework must be aligned with the Board's Assessment and Evaluation policy and must address individual student strengths and needs. (pg 1)
 * **Principals** are responsible for:
 * Developing or renewing the school homework policy every two years through consultation with the school council, staff, parents and students and in conjunction with the school's plan or continuous improvement. (pg 2)
 * "Ensure that teaching staff follow the allotted max time for homework in the secondary panels." (pg 2)
 * **Teachers** are responsible for:
 * "Ensuring that classroom homework practices are aligned with the school homework policy" (pg 3)
 * Ensuring that homework is assigned, is relevant and feedback is provided. (pg 3)
 * "Set deadlines that are reasonable and allow for other family commitments during major vacation periods" (pg 3)
 * **Students** are responsible for:
 * "Making every effort to complete homework assignments to the best of their ability by the due date and submitting their homework to their teacher." (pg 3)
 * "Accepting the consequences if they do not complete homework" (pg 3)

Character Development
Note that not all roles, responsibilities and procedures are mentioned, just the essential ones. Page references refer to the associated document which may be found [|here]. One should know of the Finding Common Ground document.
 * YRDSB believes that good character is required for a democratic society and students, staff, families and the community each share the responsibility its development amongst individuals. (pg 1)
 * YRDSB feels that the essential components outlined in [|Finding Common Ground: Character Development in Ontario Schools, K-12] form the basis for educating their students. (pg 1)
 * Please see http://media.curriculum.org/curriculum/WC2006/FindingCommonGround121106FM91908hi.wmv for a video on this document.
 * Note that this video is 1 hr 15 min long! so go grab some popcorn!
 * **Principals** are required to:
 * "Strive to ensure that all members of the school community are engaged in school-wide implementation and development of the initiative." (pg 2)
 * "Ensure that character development is embedded in all subject areas and in all classrooms, extra-curricular and school-wide programs." (pg 2)
 * "Nominate and support a character contract representative." (pg 2)
 * **Teachers** are required to:
 * "Model the character attributes in their workplace practices and interactions with others." (pg 2)
 * Encourage a positive school culture which values positive relationships, a sense of belonging, and to encourage students to have a voice in decision making. (pg 2)
 * "Embed character development in all school-related activities." (pg 2)

Pregnancy/Parental/Adoption/Infant/Child Care Leaves
Note that not all roles, responsibilities and procedures are mentioned, just the essential ones. Page references refer to the associated document which may be found [|here]. Please take note of your responsibility to notify principals at least 6 weeks prior to a leave and be sure you obtain your leave package provided by Human Resource Services.
 * **Superintendents** are responsible for:
 * Ensuring that the Employment Standards Act is followed. (pg 1)
 * Ensuring that your position with the school is held (i.e. you do not loose your job). (pg 1)
 * **Human Resource Services** **i**s responsible for ensuring that you are still payed and that you still receive your benefits and shall prepare a package to be sent to the employee (pg 1)
 * You still obtain a full salary increment
 * **Principals** must ensure that the position held by the employee on leave is filled and must ensure that the teacher's position is held upon return from the pregnancy leave (pg 1)
 * **Employees** must apply for their leave as per the collective agreement and complete appropriate documentation in order to return to work (pg 2)
 * The procedure outlining the process for taking pregnancy/parental/adoption leaves and infant/child care leaves is outlined in the document in the link above (see pg 3-4)
 * Under this process, please be aware:
 * You must notify the principal ASAP and apply in writing to their superintendent/supervisor/manager __at least six weeks prior__ to the start of your leave (pg 4)
 * You must notify the superintendent in writing __at least one week in advance__ if you with to return early from your leave (pg 4)
 * The **package** you obtain from Human Resource Services should include (pg 3)
 * A confirmation letter
 * A benefit continuation form
 * The Supplemental Employee Benefit (SEB) application form
 * Information on the Teachers' Pension Plan (TTP) and OCT fees
 * Ontario Teachers' Insurance Plan (OTIP) form

Professional Misconduct and Progressive Discipline
Note that not all roles, responsibilities and procedures are mentioned, just the essential ones. Page references refer to the associated document which may be found [|here]. One must know of the responsibility to report child abuse and the stages of progressive discipline. If you feel that you are un-aware of how to document your suspicions of child abuse or are un-aware of the indicators of abuse, please see [|Boost For Kids].
 * It is **The Board of Trustees** which is responsible to decide whether or not to terminate a teachers. (pg 1)
 * "Supervisory officers, principals and managers conduct investigations into any allegations of professional misconduct and are responsible for administering corrective disciplinary action." (pg 1)
 * **Employees** must:
 * "Conduct themselves in a professional manner that meets the accepted standards of practice." (pg 1)
 * "Ensure that their relationships with students are professional and appropriate at all times." (pg 1)
 * Be aware of the consequences of intimate letters, telephone calls of a personal nature, dialogue through the internet, making suggestive comments, dating a student. (pg 1)
 * "Report suspicion of sexual misconduct or sexual abuse of a student to the school principal." (pg 1)
 * "Report any reasonable suspicion of abuse or neglect of a student to the police and/or children's aid society in compliance with the Child and Family Services Act." (pg 1)


 * YRDSB follows Progressive Disciplinary measures rather than a zero tolerance policy whenever one of its professional does not meet the accepted standards of practice or board level policies, procedures and by-laws. Progressive Discipline allows the professional to correct his/her behaviour before termination. It consists of 5 separate stages.


 * **Stages of Progressive Discipline** (see page 4)


 * 1) **Verbal Warning** - Outlines nature of problem, what is required to correct the problem, and the potential consequences of failure to make a correction.
 * 2) **Verbal Reprimand** - A statement by an appropriate supervisor outlining a need for change. The Reprimand must outline the problem, what is required to correct the problem, and the consequences of failure to correct the problem.
 * 3) **Written Reprimand** - Documentation of inappropriate conduct of a more serious nature. This letter outlines the specific details of the incident(s) and refers to previous verbal reprimand(s).
 * 4) **Written Reprimand with Sanctions** - A written Reprimand of even more serious nature. This document provides rational for disciplinary action which may include non-voluntary transfer, demotion or suspension
 * 5) **Termination** - Dismissal of an employee from employment with the Board


 * Note: A verbal warning does not go into your employee file however documentation produced in stages 2-4 do

Student Dress Code
Note that not all roles, responsibilities and procedures are mentioned, just the essential ones. Page references refer to the associated document which may be found [|here]. You may wish to know the process which must be followed in order to change the dress code. Moreover it is essential that you understand your responsibilities to uphold the schools dress code.
 * The dress code for students is developed collaboratively by staff, students and parents and must demonstrate respect for self and others at all times (pg 1)
 * **Principals** are responsible for:
 * "Enforcing student compliance with the school's appropriate dress code and making parents and staff aware of the schools dress code." (pg 1)
 * "Ensuring that dress codes are made in accordance with Board policies and that parents have ample opportunity to provide input." (pg 3)
 * "**Teachers** must address expectations for student compliance to the school's appropriate dress code." (pg 1)
 * The dress code is in effect while at school, on field trips and during any other school-related activities or events. (pg 1)
 * The dress code must address factors such as: (pg 3)
 * The Human Rights Code
 * The Charter of Rights and Freedoms
 * Affordability
 * Students with special needs
 * Ethnocultural and religious issues
 * Weather, safety and the age of the students


 * The Process
 * In order for the school to adopt a mandatory (formal) school uniform, a formal vote is made by parents and adult students (above 18 years of age [how unfair for students since they graduate at the age of 17]). Parents may have one vote per child in the school or one vote per family. This decision is made by the School Council. (pg 4)
 * For a formal vote to succeed, at least 80% of all potential votes must support the proposal to pass otherwise it fails. (pg 3)
 * If the formal vote passes and the school uniform is changed, the change is implemented as of the first day of the following school year. (pg 4)
 * In order to do a formal vote, the School Council must first determine whether the community wishes there to be a change. This is usually done through surveys, focus groups, public meetings, etc. (pg 4)
 * If over 50% of the respondents of the surveys wish for a new dress code then a formal vote can proceed. (pg 3)

Safe and Supportive Schools
Note that not all roles, responsibilities and procedures are mentioned, just the essential ones. Page references refer to the associated document which may be found [|here]. One should know of the ideas behind mitigating factors as well as progressive discipline! Also, you must know of Suspension and Expulsion infractions.  =**YRDSB Collective Agreement** =
 * "YRDSB schools and workplaces focus on safety, responsible citizenship and civility as defined by the Provincial Code of Conduct and the [|Board's Respectful Workplace and Learning Environment Policy and Procedure]" (pg 1)
 * The Board uses a progressive discipline approach to deal with students who break the rules.
 * "YRDSB believes that effective school discipline is ensured through interesting and challenging programs that meet individual needs, clearly stated expectations, and meaningful communication between the parents or adult students and the school." (pg 1)
 * "**The Board of Trustees** establishes a student discipline committee which oversees student hearings regarding suspension appeals and recommendations for expulsions from YRDSB schools." (pg 1)
 * **Principals** are responsible for:
 * "Developing and implementing programs which are geared to the prevention of bullying and promotion of pro-social behaviour in schools." (pg 2)
 * Establishing a Safe Schools Team responsible for school safety. This team is composed of at least one student (where appropriate), one parent, one teacher, one support staff member, one community partner and the principal. (pg 2)
 * "Addressing behaviours that are contrary to provincial and school codes of conduct and applying development strategies (progressive discipline) to help students make good choices." (pg 2)
 * **Teachers** are responsible for:
 * "Providing positive, clear and regular communication regarding behavioural expectations with students and parents." (pg 3)
 * "Using fair and progressive classroom management strategies." (pg 3)
 * Several **Mitigating Factors** (see policy doc pg 4) are taken into account whenever a principal addresses improper behaviour.
 * **Progressive discipline** approaches are outlined in page 4.
 * **Suspension and Expulsion infractions** are outlined in pages 5 and 6 and are similar if not exact to those found under the Safe School Act.
 * **Suspension Procedures** are outlined in pages 9-11.
 * **Expulsion Procedures** are outlined in pages 12-16.
 * Suspensions may be for a period of up to 20 days (max) and students who are suspended from a school are not permitted to attend any YRDSB facility. (pg 12)
 * Suspensions from Continuing Education Classes and Day School Classes are handled as separate cases. (pg 5)
 * Expulsions may be for a period of at least 21 days until the student successfully completes an expulsion program. (pg 5)
 * Suspensions may be appealed by adult students or parents of students. Appeal forms must be made within 10 days of the incident and the Board is allowed to take 15 days to decide on the appeal. (pg 10)
 * If a suspension or expulsion appeal is made, you as a teacher do not attend the appeal hearing which is videotaped (see pg 11 and 15).

YRDSB's contract is up for renewal and so far a tentative agreement has been reached. Unfortunately details of the agreement cannot be published until the agreement is ratified. Please see http://www.yrdsb.edu.on.ca/pdfs/w/news/NW0901111.pdf

Click [|here] for the 2008 Agreement To see how York Region measures up to other District School boards click [|here]

=**NTIP Program**=

The New Teacher Induction Program (NTIP) was made to support the professional development of new teachers as outlined by the Standards of Practice. It is a requirement that all publicly funded schools offer the NTIP to their new teachers. Moreover, it is a requirement that all new teachers participate and pass the program.

Boards may, at their discretion, offer the NTIP program to non-permanent first-year teachers such as Long-Term Occasional (LTO) teachers (NTIP-InductionElements-May5, pg 11).

The NTIP trains teachers by providing **induction elements**:
 * An orientation to the school and school board (NTIP-InductionElements-May5, pg 6)
 * A mentor teacher (NTIP-EngInductionElements-May5, pg 6)
 * Professional development in training in areas such as (NTIP-EInductionElements-May5, pg 24)
 * Literacy and Numeracy
 * Student Success
 * Safe Schools
 * Classroom Management
 * Effective parent communication skills
 * Instructional strategies which address diverse learners

"The NTIP is completed when a new teacher receives two satisfactory ratings in performance appraisals in the **first 12 months** after they begin to teach." (NTIP-PerformanceAppraisal-May5, pg 6)
 * If teachers fail a performance appraisal then the program extends to the following year. In this case, a teacher must receive two satisfactory ratings no later than 24 months after beginning to teach. Development through the NTIP program mainly depends on your performance appraisals and different stages are implemented depending on your pass/fail status.
 * In general, if two appraisals are failed consecutively, a recommendation for termination of the teacher's employment is made. OCT is notified after termination
 * There is a maximum of 4 appraisals
 * Under certain circumstances, there may be an extension to the 24 month period (NTIP-PerformanceAppraisal-May5, pg 31)
 * See pages 49-64 of [|NTIP Manual for Performance Appraisal of New Teachers] to see how the NTIP process unfolds depending on your rating of your performance appraisal.

The NTIP Program consists of 5 main individuals: The new teacher, The School Mentor(s), The School Principal, The Board Superintendent, and The Board Director. Figure from: NTIP-EngInductionElements-May5, pg 13

In the chart above the main components are the **Individual NTIP Strategy form** and the **Teacher Performance Appraisals.**

"The Individual NTIP Strategy form is intended to serve as a vehicle for discussion and learning, as well as a means of planning, tracking, and recording the NTIP Induction Elements. It is NOT evaluative. It is intended for self reflection."(NTIP-InductionElements-May5, pg 15)

Please see the [|Individual NTIP Strategy Form (2008)]

Teacher Performance Appraisals consist of four main steps. Please see [|NTIP Manual for Performance Appraisal of New Teachers] pages 38-46 for in depth information.
 * 1) **A pre-observation meeting** (NTIP-PerformanceAppraisal-May5, pg 39)
 * The Teacher and Principal meet to prepare for the classroom observation.
 * PLEASE see page 39 as it outlines topics of discussion for the meeting. You should be prepared for this meeting!
 * 1) **Classroom Observation** (NTIP-PerformanceAppraisal-May5, pg 40)
 * The Principal visits the Teachers classroom / Teaching environment.
 * Note: If the principal is absent on your observation day, a supervisory officer takes over the observation and their appraisal is deemed valid by the Board.
 * 1) **A post observation meeting** (NTIP-PerformanceAppraisal-May5, pg 41-43)
 * The Principal and Teacher meet in order to review the results of the classroom observation and discuss other information relevant to the principals appraisal.
 * For assessment, you may be deemed Satisfactory, Development Needed, or Unsatisfactory.
 * 1) **Completion of the Summative Report Form for new teachers**, including a rating of the teacher's overall performance (NTIP-PerformanceAppraisal-May5, pg 44-46)
 * The principal completes the summative report form which contains the the overall rating of the teacher's performance as well as comments on each of the 8 tested competencies (see below).
 * Note that the principal must provide you with a copy of the signed summative report within 20 school days after the classroom observation and may add your own comments to the summative report to justify whatever may have been written down.

"In the Performance appraisal process for new teachers, principals must assess teacher performance in relation to the eight competencies set out in Schedule 2, "Competencies for New Teachers", of O. Reg. 99/02, as amended. A principal **MUST** make a comment on each of the highlighted competencies (see below) and take into account whether or not you have had previous teaching experience." (NTIP-PerformanceAppraisal-May5, pg 27) Figure from: NTIP-PerformanceAppraisal-May5, pg 28

See pages 67-74 of [|NTIP Manual for Performance Appraisal of New Teachers] to see the Assessment Sheets as well as Rubrics used by Principals to evaluate you during the classroom Observation.

=Where to go to find more detailed information= = =   [|The Education Act] 
 * Here you will find legislation governing education in Ontario Schools
 * This act mainly outlines what qualifications must be present for someone to be employed in an Ontario School and the duties of these individuals
 * This act also touches upon safety in schools and what accommodations must be met for students with special needs

[|The Standards of Practice as defined by OCT]  <span style="font-family: Arial,Helvetica,sans-serif;">[|Ethical Standards for the Teaching Profession as defined by OCT] <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">[|The Safe Schools Act] <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">[|The Provincial Code of Conduct and School Board Code of Conduct] <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">[|Canadian Charter of Rights and Freedoms] <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;"> [|The Criminal Code of Canada] [|Ontario Human Rights Code] [|The Employment Standards Act] [|Child and Family Services Act] <span style="font-family: Arial,Helvetica,sans-serif;">[|York Region District School Board Policies] <span style="font-family: Arial,Helvetica,sans-serif;"> [|NTIP]
 * Here you will find OCT's Standards of Practice for Teaching
 * These standards are used for teacher evaluation within the NTIP program
 * Here you will find OCT's ethical standards for teaching.
 * These standards must be met and are a basis for teacher evaluation
 * Here you will find Ontario's Safe School Act which was put in place in order to ensure that all schools provide a safe environment meanwhile upholding equity and student success
 * This act mainly out lines prevention and progressive discipline measures to ensure that each students make safe choices in their futures
 * The provincial code of conduct outlines the essential duties/responsibilities of each individual in the teaching profession at the provincial level
 * It outlines behavioral guidelines which are required to uphold respect, equity and safety within Ontario Schools. These guidelines are used by the the boards of education in order to develop their policies, procedures and by-laws.
 * Here you will find legislation governing the fundamental freedoms that each individual has in Canada.
 * Even though each individual has these rights, they are only subject to reasonable (ethical) limits and these limits are governed by alternative laws such as the Criminal Code of Canada
 * This document sets the Canadian standard for law
 * It outlines most of the criminal offenses and procedures taken to uphold the law in Canada.
 * Most often this document is challenged by the Canadian Charter of Rights and Freedoms. Serious cases dealing with this type of challenge get taken up in the Supreme Court of Canada.
 * The Ontario Human Rights code outlines laws which are used to prevent discrimination and harassment in order to ensure equity
 * The document protects individual rights regarding race, religion, age and disability
 * This act ensures the safety of individuals who work in any work place in Ontario
 * It regulates leaves of absence, employment standards such as hours of work, minimum wage and termination practices and health and safety measures that must be take place in Ontario
 * This act outlines the rights of children and the measures that must be taken in order to ensure their safety
 * The act mainly takes into account the cultural, emotional, developmental needs and differences of children
 * Here you will be able to find the Policies, Procedures and By-Laws outlined by YRDSB
 * These documents are organized by Administration, Board, Program, Property, Staff and Student and outline the fundamental beliefs of the YRDSB and were written with regard to Canadian provincial law.
 * This is the main website for NTIP
 * Here you may find handbooks as well as all required forms in order to successfully complete the mandatory NTIP program which is implemented during your first year of teaching

=References=
 * 1) Ministry of education (October 4, 2007). Policy/Program Memorandum No. 128. Retrieved from http://www.edu.gov.on.ca/extra/eng/ppm/128.pdf
 * 2) Ontario Colledge of Teachers. The Ethical Standards for the Teaching Profession. Retrieved from http://www.oct.ca/standards/ethical_standards.aspx?lang=en-CA
 * 3) Ontario Colledge of Teachers. The Standards of Practice for the Teaching Profession. Retrieved from http://www.oct.ca/standards/standards_of_practice.aspx?lang=en-CA
 * 4) York Region District School Board. (August 28, 2008). Operational By-Law. Retrieved from http://www.yrdsb.edu.on.ca/pdfs/a/policies/By-Law.pdf
 * 5) York Region District School Board. (Approved 2006). Board Policy # 194.0 Appropriate Use of Technology. Retrieved from http://www.yrdsb.edu.on.ca/pdfs/p&p/a/policy/194.pdf
 * 6) York Region District School Board. (Approved 2001). Board Policy # 217.0 Emergency and Crysis Management. Retrieved from http://www.yrdsb.edu.on.ca/pdfs/p&p/a/policy/217.pdf
 * 7) York Region District School Board. (Approved 2009). Board Policy # 218.0 Healthy Schools and Workplaces. Retrieved from http://www.yrdsb.edu.on.ca/pdfs/p&p/a/policy/218.pdf
 * 8) York Region District School Board. (Approved 2002). Board Policy # 260.0 Anti-Racism and Ethnocultural Equity. Retrieved from http://www.yrdsb.edu.on.ca/pdfs/p&p/a/policy/260.pdf
 * 9) York Region District School Board. (Approved 2007). Board Policy # 280.0 Volunteers in our Schools. Retrieved from http://www.yrdsb.edu.on.ca/pdfs/p&p/a/policy/280.pdf
 * 10) York Region District School Board. (Approved 2005). Board Policy # 320.0 Homework. Retrieved from http://www.yrdsb.edu.on.ca/pdfs/p&p/a/merged/320.pdf
 * 11) York Region District School Board. (Approved 2008). Board Policy # 380.0 Character Development. Retrieved from http://www.yrdsb.edu.on.ca/pdfs/p&p/a/policy/380.pdf
 * 12) York Region District School Board. (Approved 2008). Board Policy # 570.0 Pregnancy/Parental/Adoption/Infant/Child Care Leaves. Retrieved from http://www.yrdsb.edu.on.ca/pdfs/p&p/a/policy/570.pdf
 * 13) York Region District School Board. (Approved 2008). Board Policy # 635.0 Student Dress Code. Retrieved from http://www.yrdsb.edu.on.ca/pdfs/p&p/a/policy/635.pdf
 * 14) York Region District School Board. (Approved 2009). Board Policy # 668.0 Safe and Supportive Schools. Retrieved from http://www.yrdsb.edu.on.ca/pdfs/p&p/a/policy/668.pdf
 * 15) Ontario Ministry of Education. (May 5, 2008). New Teacher Induction Program - Induction Elements Manual. Retrieved from http://tpfr.edu.gov.on.ca/NTIP/NTIP-EngInductionElements-May5-Final.pdf
 * 16) Ontario Ministry of Education. (May 5, 2008). New Teacher Induction Program - Manual for Performance Appraisal of New Teachers. Retrieved from http://tpfr.edu.gov.on.ca/NTIP/NTIP-EngTeacherPerformanceAppraisalManual-May5-Final.pdf