Program: NTIP New Teacher Induction Program Ontario Current District School Board Logic Model

Situation: The New Teacher Induction Program (NTIP) is a one year mandatory program that is part of a continuum of professional learning support for new teachers to
successfully facilitate the continued development of effective teaching, learning, and assessment practices in Ontario. The perceived effectiveness of the program may vary in
different school boards due to differences in program realization.

Outputs

Inputs

Activities

NTIP Online resources

Secure program funding

NTIP school and board

resources

NTIP workshop delivery

Tracking systems/ forms/

protocols/procedures

NTIP distribution of
resources

Participation

Short

NTIP steering committee

Mentees and mentors

attend and participate in
the NTIP workshops and
meetings.

New teachers (mentees)

Mentors
Principals

Issuing

Provincial funding
School board funding
Support from Trustees
Appropriate space and
facilities for NTIP
workshops, technology
for program delivery
Occasional teaching staff
to replace teachers
during professional
development

Tracking of number of days

and eligibility.
Monitoring of program
quality.

Promotion of program

Consulting staff
Guest presenters/
workshop facilitators
School Board
Superintendent

NTIP steering
committees

Release time provided

for new teachers,
principals and mentors

Mentees and mentors

meet outside of the
scheduled workshop for
shared planning and
discussion/ review of
NTIP topics.
Mentee includes area for
development as selfidentified through
participation in NTIP on
their annual learning
plan.
Mentees access NTIP
resources such as online
manuals and virtual
conferences.
Mentees report NTIP
helped develop their
teaching pedagogy.

Data/ information sharing

from other schoolboards
on best practices for
program implementation

Outcomes -- Impact
Medium
Participating mentees
share their knowledge
with teaching peers
The mentee/ mentor
relationship continues
beyond the program
duration.
Mentees and mentors
share their professional
learning with other staff.
Mentees become
actively involved and
engaged in the school
culture.
Mentees consult
professional
development resources
regularly.
Mentees report feeling
more confident in their
teaching abilities in the
core competencies
worked on in NTIP such
as classroom
management

Long
Mentees refer to
information learned/
skills developed or
personal notes for
reflection.
Mentees report feeling
more confident in their
teaching abilities in the
core competencies
worked on in NTIP.
Mentees consider
participating as mentors
in the future.
Mentees report
favorably on the
program to other new
teachers.
Mentors and mentees
provide valuable
feedback about how to
improve the NTIP
experience.
Mentees report NTIP
helped develop their
teaching pedagogy.

Assumptions:

External Factors:

Participation in NTIP will increase the feelings of self-efficacy and skill sets of new
teachers.

The fit between mentors to mentees is a factor for consideration. Optimally, new teachers
are matched with willing, experienced teachers who are appropriate role models and
supports. .

Template Source: University of Wisconsin Extension http://fyi.uwex.edu/programdevelopment/logic-models/bibliography/

Selina Robb
PME 802 27 July/16