Teacher Induction Policy Development and Implementation: A Case of Ontario’s New Teacher Induction Program (NTIP)

Authors

DOI:

https://doi.org/10.22230/ijepl.2024v20n2a1337

Keywords:

attrition, early career teacher (ECT), New Teacher Induction Program (NTIP), policy document analysis

Abstract

Attrition and turnover among early career teachers (ECTs) have garnered the attention of policymakers and educational leaders across Canada. However, due to provincial/territorial responsibility for education in Canada, teacher induction efforts to keep novice teachers in the profession depend on school system structures and policies specific to given jurisdictions. This article describes an in-depth policy analysis of the development and implementation of Ontario’s New Teacher Induction Program (NTIP). Using a policy document analysis methodology, the review of the induction policy mandates, program evaluations, and empirical studies highlights the NTIP’s organization and scope, the stakeholders’ roles, duties, and responsibilities, the programmatic impacts, and the challenges associated with its implementation. The article concludes with implications for policy development and implementation as well as for the practice of supporting ECTs.

Author Biographies

Benjamin Kutsyuruba, Queen's University

Benjamin is a Professor in Educational Policy and Leadership and School Law in the Faculty of Education, Queen's University at Kingston, Ontario. His teaching and research areas include educational law, policymaking, and leadership; teacher induction and mentorship; trust, ethics, and moral agency; and, educational reform and change. Benjamin has worked as a teacher, researcher, manager, and professor in education in Ukraine and Canada.

Lorraine Godden, Carleton University

Lorraine Godden is an Instructor II at Carleton University where she teaches career development, employability, and career management skills courses in the Faculty of Public Affairs. Her research is rooted in understanding how educators interpret policy and curriculum to make sense of career development and employability, work-integrated learning, adult education, school-to-work transition, and other educational multidisciplinary and public policies.

Keith Walker, University of Saskatchewan

Dr. Keith Walker is a Professor of Educational Administration at the University of Saskatchewan in Canada. His recognized areas of work include educational governance and policy making; leadership philosophies and practices, community and interpersonal relations, organizational development and capacity-building, and applied and professional ethics. He brings over thirty-five years of experience as a manager, teacher, minister, leader, scholar, and educational administrator in public and social sectors. His formal education has been in the disciplines of physical education, sports administration, theology, education, educational administration, and philosophy.

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Published

2024-10-04

How to Cite

Kutsyuruba, B., Godden, L., & Walker, K. (2024). Teacher Induction Policy Development and Implementation: A Case of Ontario’s New Teacher Induction Program (NTIP). International Journal of Education Policy and Leadership, 20(2), 25 pp. https://doi.org/10.22230/ijepl.2024v20n2a1337

Issue

Vol. 20 No. 2 (2024)

Section

Policy

License

Copyright (c) 2024 Benjamin Kutsyuruba, Lorraine Godden, Keith Walker

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Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

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