Unión Europea (UE)

nEW TEachEr inducTiOn PrOgram (nTiP)

Every district school board must provide a New Teacher Induction Program (NTIP) for certified new teachers (including teachers trained out-of-province) who have been hired into permanent positions (full-time or part-time). The NTIP must include the following components:

1. Orientation for new teachers by the school and school board;

2. Professional development and training in specified areas;

3. Mentoring programs established by the school board and principals; and

4. Two teacher performance appraisals for each new teacher in the first year of teaching. Successful completion of the NTIP will be noted on the new teachers’ Ontario College of Teachers certificates and the public register.

If a new teacher moves to a different school board before completing the NTIP, the process will carry on with the new school board. Information collected by the first school board in the context of the NTIP and appraisal process will be forwarded to the new school board.

Boards are funded for and must include, their beginning teacher LTOs in the induction elements of the NTIP (orientation, professional development and training, and mentorship). A beginning teacher LTO is defined as a certified occasional teacher who is in his/her first long-term assignment, with that assignment being 97 or more consecutive school days as a substitute of the same teacher.

Boards may use their NTIP funding to support second- year teachers in the NTIP. This will assist those teachers who need or would like more than one year of

support to gain proficiency in the role. It is important to note that not all second-year teachers may wish or need to take part in another year of supports. Participating in an additional year of NTIP supports is optional and is not related to the requirements of the TPA.

Performance Appraisal of New Teachers

The Education Act and Regulations outline the process required for teacher evaluation. New teachers must achieve two satisfactory performance appraisals within the first 24 months of teaching in order to successfully complete the New Teacher Induction Program (NTIP). As soon as two satisfactory appraisals are achieved, the NTIP is complete. The teacher is then placed on the regular five-year evaluation cycle from that point onward. This may be as early as the second year of teaching. If a new teacher receives a not satisfactory rating, the teacher has a chance to continue with the NTIP with an enrichment plan and further appraisal. If a new teacher receives two not satisfactory ratings in the course of the NTIP, the teacher may continue with the NTIP with an improvement plan established but will be placed “on review.” A further not satisfactory appraisal may result in termination of employment and notification to the College of Teachers.

A rating is not satisfactory if it is either “Development Needed” or “Unsatisfactory.”

Advice to New Members

If you are a new teacher, it is very important that you become familiar with the expectations and components of the performance appraisal process. Many locals provide workshops on the TPA process. You have the right to:

• know what standards of performance are expected of you;

• receive adequate feedback and opportunities for input;

• receive timely notice of concerns and assistance to improve;

• have the opportunity to work on the identified improvements;

• have a Federation representative present at any meetings regarding the performance appraisal process.

You also have other rights as defined in your local collective agreement or entitlements arising out of your school board’s policy or procedures on performance appraisals. If you are not in agreement with the summative report of your performance

relations (PRS) for assistance with your response. You will be asked to sign the report. Your signature is acknowledgment that you have received the report. It does not constitute agreement with its contents. Members can contact the Federation at any time throughout the process; however, if you receive an unsatisfactory rating, it is very important that you contact the Federation as soon as possible for support and advice. Even if it looks like you might be moving towards a “Development Needed” or “Unsatisfactory,” you can contact ETFO for advice.

Mentorship

Mentoring programs are a necessary part of the NTIP. Experienced teachers may be asked to volunteer to mentor new teachers.

Mentoring may be carried out in a number of different ways depending on the needs of the individual new teacher. However, the key to any form of mentoring is the relationship between the people involved. This relationship must maintain the professionalism demanded of our profession and should be built on trust and respect. A mentor is not a supervisor or an evaluator. A mentor is a colleague, a coach, a support and a resource.

Mentors normally need training to be effective. The Ministry of Education has indicated that school boards must include training as part of their mentoring programs. Some of the skills for which training will be important concern the following: development of mentoring plans, consulting, coaching and collaborating without supervising or evaluating; identifying resources to share; providing meaningful feedback; elements of an effective mentoring relationship; effective and supportive mentoring; communication skills; and maintaining

confidentiality of the mentoring relationship.

If the mentoring relationship is not effective, it may be necessary to explore opportunities for new mentoring partnerships. Teachers should consult the processes established under the school board’s mentoring process for this or consult the Federation for advice.

• Teacher Performance Appraisal Technical Requirements Manual (2010)

There are other helpful resources available on the Ministry of Education NTIP website:

• Resource Handbooks for New Teachers, Mentors and Principals

• Resources to Support New Teachers Professional Development

• Individual NTIP Strategy Form and Board Plan • Teacher Performance Appraisal System

• Frequently Asked Questions

They are all available at http://www.edu.gov.on.ca/eng/

teacher/induction.html

MAINTAINING PROFESSIONAL RELATIONSHIPS AMONG ALL EDUCATORS

Increasingly, the task of educating children and

maintaining safe and effective schools is being carried out by teams of education practitioners. In addition to full-time teachers, many schools employ occasional teachers, educational assistants, early childhood educators and a number of other professionals including health professionals, community workers and social workers. This plethora of professionals, each of whom plays a vital role in the development and education of students, has given rise to new concerns regarding the professional relationships within school communities. Professional and respectful relationships among educators and other professionals is not only a necessary ingredient for effective learning, it is also mandated by governmental, regulatory and organizational policy.

Sources that establish the obligation to maintain respectful and professional relationships

The Ontario Human Rights Code and Occupational Health and Safety Act apply to all employees working within Ontario schools. Both of these statutes prohibit workplace harassment, defined broadly as a course

of vexatious comment or conduct that is known or ought reasonably to be known to be unwelcome. This includes bullying behaviour.

While the Human Rights Code prevents harassment that is based on one of the listed prohibited grounds of discrimination, the Occupational Health and Safety Act prohibits all forms of harassment and requires school boards to have specific policies setting this out. For teachers and early childhood educators, both the Ontario College of Teachers Act and the Early Childhood Educators Act prohibit conduct that is unbecoming a member. Violation of that requirement may result in a finding of professional misconduct and could affect the ability of a teacher or early childhood educator to practice in Ontario. In addition, the Ontario College of Teachers has a code of ethics and standards of practice that apply to the relationship between teachers and other educators. The College of Early Childhood Educators has recently approved its own code of ethics and standards of practice that contain similar provisions regarding the requirement to treat colleagues and other professionals with respect, trust and integrity. ETFO represents teachers, early childhood educators and other education practitioners working in Ontario schools. The following provisions of the ETFO Constitution are directly relevant to the issue of respectful professional relationships and apply to all ETFO members:

Article VI. Code of Professional Conduct 6.1 A member shall:

6.1.6 strive to eliminate all forms of harassment between individuals in the educational system; 6.1.7 endeavour to ensure equity and inclusiveness in the workplace; and

6.1.8 strive to achieve and maintain a high degree of professionalism and to uphold the honour, dignity and ethical standards of the teaching profession.

The Teaching Profession Act applies to all teachers and other members of the Ontario Teachers Federation (OTF). The following provision is contained in a regulation established under the Teaching Profession Act:

s.18(1) A member shall,

a) avoid interfering in an unwarranted manner between other teachers and pupils;

b) on making an adverse report on another

member, furnish him with a written statement of the report at the earliest possible time and not later than three days after making the report. In addition to the rules, regulations and policies listed above, each individual school and school board will likely have its own standards that will apply to the professional relationship between co-workers. Such policies will likely be enforceable as a condition of employment and breach of these policies could lead to discipline.

What to do if there is a breakdown in the professional relationship between educators

Consistent with the requirements set out above, ETFO encourages all educators to treat each other with mutual trust and respect, acknowledging that each has a unique and important role to play in student learning and development.

ETFO members are encouraged to discuss, in a respectful manner, any professional relationship issues that arise between them. If issues can’t be resolved, ask your local ETFO representative to help.

Mediation is also available through ETFO provincial office to help resolve colleague-to-colleague disputes. ETFO’s Professional Relations staff possess relevant expertise in this area and can assist in working out a reasonable and respectful working relationship. These solutions should be sought early in order to avoid harassment complaints, human rights complaints, grievances and deteriorating working environments.

POsiTivE schOOl TEam

Teachers – Support Personnel – Principals Teachers, support personnel and principals are all important to the school staff and student support team. Establishing a professional relationship based on mutual respect and communication is essential.

The teacher, as instructional leader, is responsible for program planning, student assessment and liaison with parents. Support personnel are there to support and assist the teacher with these responsibilities.

and clarified at the beginning of the professional relationship. This should be done between the two and/or in consultation with other staff or the school administration depending on the circumstances of the particular assignment. • Role descriptions, responsibilities and duties must

be clearly defined and should be communicated to the whole school team at the beginning of each school year to assist in preventing

• overlap,

• communication problems,

• confusion or conflict regarding role description.

• Expectations and protocols should also be clearly established. These should include:

• communication: with each other, with parents and students, with administration

• strategies for classroom management, • the appropriate way to express concerns, • conflict resolution,

• confidentiality,

• ethics and professionalism,

• use of non-violent crisis intervention and/or restraint procedures,

• administration of medication and emergency procedures.

Support Personnel It is the policy of ETFO:

1. That paid support personnel be responsible to the principal of the school.

2. That the evaluation of support personnel be the responsibility of the principal and vice-principal. 3. That teachers and support personnel be

provided additional preparation time within the students’ instructional day to plan and communicate.

5. That district school boards provide appropriate training for support personnel that is relative to the condition of his/her student(s).

building and mainTaining POsiTivE PrOFEssiOnal Full-day KindErgarTEn TEam rElaTiOnshiPs

As of September 2014, Full-Day Kindergarten (FDK) was fully implemented in Ontario. FDK classrooms have a team of two educators who work collaboratively as partners to provide a full-day of learning for four and five year olds.

DECEs (Designated Early Childhood Educators) are registered members of the College of Early Childhood Educators (CECE) and are obligated to adhere to the Ethical and Professional Standards of Practice for Early Childhood Educators.

The majority of DECEs in Ontario are members of one union, ETFO, CUPE or OSSTF. Some DECEs are still not represented by a union. FDK teachers are members of the Ontario College of Teachers (OCT) and governed by their Ethical Standards and Standards of Practice and are members of ETFO or OECTA. DECE and teacher collective agreements differ from local to local and as such can create misunderstandings. These misunderstandings can be avoided if each one understands the collective agreement language and entitlements.

FDK is a unique partnership. Here are some strategies and suggestions for you to consider to help build a positive and professional working relationship with your partner:

Building the Relationship

• Find out what each person brings to the partnership and get to know each other’s strengths.

• Understand and share personal philosophies about learning in the early years.

• Agree to have a strong commitment to maintaining a respectful professional relationship with the students’ best interest as the central focus.

• Remember that building a relationship takes time; you are working together to build a trusting, professional and mutually respectful relationship. Continually Communicating

• Time to talk and collaborate is key. Set ground rules for when, where and how you will

communicate to ensure you respect each other’s needs and time outside working hours.

• Be proactive, before conflict happens, decide together how you will share concerns with each other.

• If potential conflict situations arise, make sure communication takes place away from students, their families and other colleagues.

Remember _{… Conflict can be good. Dialoguing}

together can encourage discussions. Explore new ideas and thinking as you share your experiences from different backgrounds and situations.

If problems arise, how can you resolve them?

1. Talk with each other first. If you have a concern, go to your partner directly. Follow the ground rules that you set as a team.

2. Remember, the purpose is to move forward, make sure you have this goal in mind. 3. Presume positive intentions.

4. Be concise, state your concern, its effect on you and what you wish to change.

5. Listen to the other person’s perspective. One person speaks at a time, avoid interrupting. 6. Stay calm despite what the other may say and

avoid personalizing the situation. 7. Be willing to compromise.

8. Conclude the meeting with a specific plan for improved communication.

Things to keep in mind:

• Focus on the issue and stick to the message. • Choose words carefully. Avoid such words as:

don’t, should, ought, always, ever, must and you. • Avoid blame, insults, put-downs, giving advice,

being evaluative or gossiping.

• Seek to understand.

• Focus your language statements on how the situation is affecting you and your ability to do good work for the students and the school community.

• Never undermine your partner in front of students, parents or other educators, either through your words, facial expressions or body language.

Available Resources and Supports for Conflict Resolution

Know who your local ETFO president is and make contact with them. Teacher and DECE local presidents meet regularly and work together on an ongoing basis to support members and provide advice with problem-solving and mediation if necessary.

Your locals are there to support you in the following ways:

• Providing professional advice to support its members;

• Sharing what resources are available to you; • Providing advice and guidance on how to

approach the situation;

• Coaching you through your initial discussion; • Brainstorming strategies you can put in place as

team members;

• Offering clarification to any entitlements or limitations under your collective agreement(s); • If necessary, facilitating conversations with you

and your FDK partner; and

• Connecting you with ETFO provincial PRS staff for support.

Before going to your principal, connect with your ETFO local president or ETFO provincial PRS staff to seek advice. They may suggest speaking with your administrator as a team and can offer support on how to approach the situation.

directly relevant to the issue of respectful professional relationships and apply to all ETFO members:

Article VI: Code of Professional Conduct 6.1 A member shall:

6.1.6 strive to eliminate all forms of harassment between individuals in the educational system; 6.1.7 endeavour to ensure equity and inclusiveness in the workplace; and

6.1.8 strive to achieve and maintain a high degree of professionalism and to uphold the honour, dignity and ethical standards of the teaching profession.

In addition to the rights and responsibilities, each individual school board will have Respectful Workplace policies and will have its own standards that apply to the professional relationship between co-workers. Make sure you are familiar with your school board’s policies and procedures.

Remember, working together, communicating and being respectful of each other’s experiences are key to building and maintaining positive and professional relationships in FDK.

In document TRANSPORTE INTERNACIONAL Y COMPETITIVIDAD ECONOMICA PERIODO (página 98-101)