Date of Submission
Doctor of Education
teacher induction, new teacher induction program, instructional coaching, professional learning communities, mentoring, teacher leadership
The Ontario Ministry of Education established the New Teacher Induction Program (NTIP) in 2006 to facilitate a smoother transition into the teaching profession for beginning teachers. This program intends to provide another full year of training and support to beginning teachers. The components of NTIP are: (a) a system orientation; (b) peer mentorship; and (c) targeted professional learning opportunities. Through the provision of differentiated professional learning communities and enhanced mentoring opportunities, this Organizational Improvement Plan (OIP) revises the existing induction structure in the Tungsten Board of Education. Using an adaptive, situational leadership style, the NTIP Facilitator employs the Awareness, Desire, Knowledge, Ability, and Reinforcement(ADKAR)model and the Care, Relate, Examine, Acquire, Try, Expand and Renew(CREATER)change management models to guide the change process. The change implementation plan and communication plan both leverage existing teacher leaders to facilitate the professional learning communities and provides individualized follow-up supports through in-class instructional coaching opportunities. The Plan-Do-Study-Act (PDSA)model monitors and evaluates progress. Enhanced opportunities for professional capacity building supports the implementation of instructional practices, improvements to teacher self-efficacy, reduces attrition rates, and improves outcomes for learners.
Jackson, T. (2019). Differentiated Induction: An Enhanced Model for the New Teacher Induction Program. The Organizational Improvement Plan at Western University, 84. Retrieved from https://ir.lib.uwo.ca/oip/84