Advice for New Ontario Teachers

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.

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 community
• 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

In accordance with the regulations, all performance appraisals must include the following elements:

• 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”.

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.

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 teaching environment.

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.

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);

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 follow.

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 participated;
• 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.