The Role of the School Administrator in Induction
Presenters: Carol Hill and Judi Marshall
Ottawa-Carleton District School Board
Goals:
- To review the role of the school administrator in Induction
- To briefly review Induction in the provincial New Teacher Induction Program (NTIP) context
- To share tips and strategies for principals and vice-principals as they navigate the NTIP
Key Ideas/Findings:
The Principal’s Role includes:
- establishing the culture of expectations within the school
- leading by example
- regularly promoting mentoring
- providing opportunities and encouraging participation
- understanding the role and responsibility of the mentor in supporting the new teacher’s growth and development
- understanding how mentoring enhances the professional learning community
Mentor Selection – consider:
- same grade teachers
- proximity in the building
- needs of the new teacher
- strengths of the mentor – do they complement the new teacher’s needs?
- common interests
Administrators should ensure that:
- mentors receive training on communication skills; conflict resolution; understanding their role as a mentor; and understanding the cycles of a new teacher’s growth
- they have developed a clear exit procedure/strategy
- they understand NTIP expectations regarding professional development (PD)
- understand the differences and consider the benefits for both Central and in-school PD
Administrators can ensure that Professional Development is ongoing by:
- creating opportunities for dialogue
- encouraging participation in formal PD events
- using staff meetings for mini PD sessions
- providing a professional library
- encouraging active reflection, personal journals
Links:
- Hill, C., & Marshall, J. (2006, November). The role of school administrator in
induction. [PowerPoint slides] - Marshall, J. (2006, November 3). The role of school administrator in
induction. Video retrieved from http://www.curriculum.org/NTIP/videos.shtml