Case Study

Abstract

Chapters 6 and 7 have outlined the importance of a mandatory teacherinduction program for beginning teachers and ultimately for their students as well. This chapter constitutes a case study of how one very large school board has implemented and expanded upon the legally-mandated Ontario New Teacher Induction Program (NTIP). It is important to note that the chapter is written by the co-ordinator of the program, so the account is necessarily subjective. Nevertheless, the extremely high teacher retention rates, the positive comments by participants, and the evaluations of the model emphasizing collaborative learning, networked communication fostering continuous informal learning, active knowledge construction, and empowering teacher choice and differentiation in formal learning opportunities all produce empirical evidence of an exemplary induction program.