For New Teachers
Beginning in September 2018, the New Teacher Induction Program (NTIP) expanded to include mentorship with
experienced teachers. There are links to that program below, however this section will only deal with TPAs for
For the appraisal system, a new teacher is defined as someone who has recently signed a permanent contract
(either part-time or full-time) and is now working in their school/centre. All new teachers must have 2 TPAs
within the first 12 months of employment.
How is the Log of Teaching Practice used?
The Log of Teaching Practice is an optional resource for principals and/or teachers that may be used as a
regularly kept record of demonstrations of teaching. It can provide a vehicle for chronicling noteworthy
examples of teaching and learning events as they occur. The log uses a standardized format for recording.
Entries are restricted to facts so that data are objective. Analysis and interpretation follow the collection
of log data.
As the title of this section implies, the form itself is optional.
Reading the first sentence of the “How is the Log of Teaching Practice used?” is very clear. This is an
optional resource for you and/or your principal to use over a longer period of time than the few days that you
are being observed (eg. ‘examples…as they occur’). It is a ‘timestamp’ style form that can be used by either
party to indicate your continued effort towards a class, project or overall curriculum idea.
***You do not have to use this long form leading up to your TPA***
How you keep your lesson plans is based on your board policy and your own practice. You are only required to
produce a lesson plan for the day of the observation. You are not required to keep a continuous written log of
your teaching practice and growth.
If the admin decides that they want to use this form, you cannot stop them, but you should not be forced to
give them the evidence they need. They have to see and record the competency for this to be a genuine
resource, not you.
Disclaimer: Make sure you know and understand your board’s policy on creating and
keeping lesson plans. That is the only one you have to follow. If you feel the process is a burden, contact
your union representative.
The following list provides examples of possible sources of evidence that principals and teachers
may reference in the Log of Teaching Practice.
- Age-appropriate assessment tools, including modifications for students
- Classroom assignments and assessments, including modifications/accommodations for students
with learning exceptionalities and special needs
- Differentiated lessons and assessments
- Feedback on assignments from teacher and/or student
- Flyers, pictures, treasure boxes
- Goal-setting activities
- Learning centres
- Lessons and assignments that show authentic assessment practices
- Letters to parents, monthly classroom newsletters that reflect the diversity of the school
- List of classroom expectations and routines
- List of daily/weekly routines and use of instructional time
- Log of student remedial support
- Manipulatives, media tools
- Multifaith calendar
- Open house/curriculum night/education week materials
- Parent conference materials
- Parent/teacher/student interviews and conferences
- Plans showing results of collaboration with other teachers (e.g., in English as a Second Language)
- Posters, photos, bulletin boards, displays of student work
- Reading and reasoning targets, data analysis, and prompts
- Records of student achievement
- Reflective journals
- Resources and classroom materials that reflect diversity
- Sample lesson and unit plans using modules, curriculum integration
- Sample progress reports and report cards
- Sample safety routines
- Samples of student reflection
- Samples of student work
- Samples of tests, rubrics, checklists, anecdotal comments
- Self and peer assessments
- Student of the week certificates, positive notes
- Student portfolios
- Student presentations
- Student-designed assignments
- Use of achievement charts/performance standards
- Use of classroom data to improve lessons
- Use of community resources and guest speakers
- Use of curriculum unit planner
- Word wall and classroom visuals
As you look at this list from the manual, note a few elements:
- The items listed span classrooms from K-12
- Principals cannot demand that you produce any of this
- The principal needs to collect the evidence from the pre-observation discussion,
observation or the post-observation discussions. ***None of these statements
that there is extra work on your part***
- Note that there is a box for ‘Other Sources of Evidence’ – this is your opportunity to provide
what is unique about your class/course/program
Check the Competency Table for my comments on where the admin should be gathering evidence.
In accordance with the regulations, all performance appraisals must include the following
- a pre-observation meeting;
- a classroom observation;
- a post-observation meeting;
- a summative report that includes a rating of the teacher’s overall performance.
In instances where a teacher’s performance appraisal results in a Development Needed or
Unsatisfactory rating, additional steps are required. For further details please refer to
section 12, “Procedures Following a Performance Rating”.
This is all you have to do. In short, go to a meeting for a discussion, have the administrator
in a specific class for a specific lesson for the entire time frame, go to another meeting for another
discussion and then sign the report (even if you don’t agree with it, you must sign it).
The teacher and principal must have a pre-observation meeting to prepare for the classroom
observation component of the appraisal. The principal must record the date of the
pre-observation meeting in the summative report.
The principal and the teacher use the pre-observation meeting to:
- make certain that the expectations for the appraisal process are clearly understood;
- promote a collegial atmosphere in advance of the classroom observation;
- identify exactly what is expected during the lesson to be observed;
- discuss the teacher’s plan for the classroom observation period;
- identify the expectations for student learning that are the focus of the lesson;
- discuss the unique qualities of the teacher’s class of students;
- discuss how the teacher’s performance will be assessed, including a review of the
competencies that will form the basis of the teacher’s performance appraisal;
- establish procedures in advance;
- set the date and time for the classroom observation.
The purpose and use of the optional Log of Teaching Practice
(see Appendices F and G) should be discussed if it is being used.
The second point says it all – “promote a collegial atmosphere”. This should be a collegial
process, not an “I got you!”. If you can, schedule the meeting to be 1 hour at the most. Before the meeting,
decide which lesson you would like them to observe. Take a copy of the lesson plan they will see. In this
meeting, talk about where this lesson fits in the curriculum, what you expect might happen and how you evaluate
that skill at the end of the unit.
To assess teachers’ skills, knowledge, and attitudes, each appraisal must include at least one
classroom observation. For the purposes of the performance appraisal, each teacher must be
observed in an instructional setting. With the exception of the teaching assignments summarized
below, the classroom observation involves a visit by the principal to the teacher’s classroom.
However, the definition of “classroom observation” in O. Reg. 99/02 addresses those
circumstances in which a teacher’s usual teaching environment is not a classroom. For such
teachers, classroom observation includes observation of the teacher in his or her ordinary
For teachers such as physical education teachers, special education
teachers, or guidance counsellors, the ordinary teaching environment would include,
respectively, the gymnasium, a regular classroom where the special education teacher is working
with particular students, or a guidance office or small-group setting where the counsellor is
interacting with students.
As a new teacher, you may have been given a number of assignments that are not listed as
qualifications on your OCT record. You can only be appraised teaching a lesson you are qualified to teach, if
it’s not on your OCT, they cannot schedule it for a TPA. Choose a lesson that you know the students will be
engaged and active in their own learning. To help out the administrator, you could make sure all the
competencies will be visible for them to gather their evidence.
After the classroom observation, the teacher and principal must meet to review the results of the
observation and discuss other information relevant to the principal’s appraisal of the teacher’s
performance. The post-observation meeting should be held as soon as possible after the classroom
observation. During the post-observation meeting, the teacher and principal must:
- discuss the competencies that they consider to be most relevant to the teacher’s performance
appraisal. The principal will then comment on these competencies in the summative report.
For new teachers, this will involve a comment on each of the eight competencies identified
as essential to the appraisal of new teachers
(see Table 2 in section 5, “Competencies”);
- discuss the teacher’s participation in the NTIP and their professional growth strategies
(for new teachers only);
If possible, schedule this immediately after the observation and have it in your classroom. The
lesson just presented will be fresh in your mind and the discussion will be more focused. This is a discussion,
you do not have to produce any evidence. If they didn’t see it in the lesson you can discuss how you would
demonstrate that in another lesson. This is supposed to be a collegial experience, you should be learning from
The Summative Report Forms for New and for Experienced Teachers
(see Appendices A and B) are ministry-approved forms that must be used to document
each teacher’s appraisal. The information they contain is summarized in the checklists that
The completed Summative Report Form for New Teachers must include:
- a record of meeting and classroom observation dates;
- the principal’s appraisal of the teacher’s performance, including comments on each of the
eight competencies for new teachers (see Table 2 in section 5, “Competencies”);
- the principal’s indication of the induction elements in which the new teacher has
- the principal’s overall rating of the teacher’s performance;
- growth strategies if the teacher’s performance is rated as Satisfactory.
In the case of both new and experienced teachers, the principal must collect evidence to support
his or her appraisal of the teacher’s performance. This evidence must be either described in the
summative report or attached as supporting documentation.
The principal must sign the Summative Report Form and give the teacher a copy within 20 school
days of the classroom observation. The teacher must sign the copy to acknowledge receipt and can
add comments if he or she wishes. The principal must send a signed copy to the board through the
appropriate supervisory officer.
At the request of either party, the principal and teacher must meet to discuss the performance
appraisal after the teacher receives a copy of the summative report.
You have to sign it. That is one of the 14 “teacher must” occurrences in the TPA manual. Most boards use a
computerized comment generated program so the report itself does not read well.
As a new teacher you must have 2 appraisals in the first 12 months of your career. To get out of the NTIP you
must receive 2 “Satisfactory” ratings in the first 24 months of your career.
If you receive a “Development Needed” rating, your principal will extend your participation in the NTIP. It
just means you will have to do an additional TPA. It also means that they have identified areas you need to
improve, and they must provide additional supports and professional development for you to improve. They may
do this through an “Enrichment Plan” that they will develop for you, hopefully with your input. See the NTIP
document for more information.
You cannot receive an “Unsatisfactory” rating unless you have already received a “Development Needed” rating.
If this is the case, you need to improve your teaching practice. Find a mentor.
40. What is the purpose of the pre-observation meeting?
Principals and teachers use the pre-observation meeting to prepare for the classroom observation.
To do so, they should:
- Set the date and time for the classroom observation;
- Make sure that the expectations for the appraisal process are clearly understood;
- Promote a collegial atmosphere prior to the classroom observation;
- Identify exactly what is expected during the lesson to be observed;
- Discuss the teacher’s plan for the classroom observation period;
- Identify the expectations for student learning;
- Discuss the unique qualities of the teacher’s class of students;
- Discuss how the teacher’s performance will be assessed, including a
review of the competencies that will form the basis of the teacher’s
The information is the same as Section 10.2.2. The order and wording is slightly different,
for those of you looking for that.
43. What happens in the post-observation meeting, and when does it take place?
The post-observation meeting should take place as soon as possible after the classroom
observation. The teacher and principal review the results of the classroom observation and
discuss other information relevant to the principal’s appraisal of the teacher’s performance.
During the post-observation meeting, the teacher and principal should:
- Discuss the competencies they consider to be most relevant to the teacher’s
- For new teachers, discuss the teacher’s participation in the NTIP;
- Discuss and finalize the teacher’s professional growth goals and strategies
and/ or the areas for improvement to be considered in the teacher’s learning plan (ALP, INS,
or Enrichment/Improvement Plan);
- If the teacher wishes to do so, discuss how the teacher might gather parental and student
input to inform development of his/her learning plan (ALP or INS).
The information is the same as Section 10.2.4. The order and wording is slightly different,
for those of you looking for that.