NTP Handbook 2016-2017 Modified Aug 15

2016-2017
Teacher Induction Program

Handbook
Mike Dubeau, Trista Hollweck, Kate Smith

Western Qubec School Board
2016-2017
The WQSB Teacher Induction Program was developed in 2008 by a committee of administrators,
consultants and teachers. Every year, changes are made to the WQSB TIP based on critical participant
feedback. This year is no exception. As coordinators, we are so grateful to all the administrators,
Mentor-Coaches, Teaching Fellows and district partners who guide and support us in this process. Your
generosity of spirit, participation and feedback is greatly appreciated. A special thank you to Lisa
Howell, Courtney O'Halloran and Lindsay Woodman for their tireless work on improving the handbook
this summer.
Looking forward to another great year,

Mike, Trista and Kate
Table of Contents
1.
Teacher Induction Program ............................................................................................. 5

Welcome to the Western Qubec School Board! .............................................................................1
WQSB TIP Pillars.............................................................................................................................2
MAP of Schools ..............................................................................................................................3
WQSB Calendar ..............................................................................................................................4
Year at a Glance Expectations each Term ................................................................................... 16
Fellowship Days ........................................................................................................................... 18
Reflective Record ......................................................................................................................... 19
Reflective Record for Teaching Fellows ......................................................................................... 20
2.
Resources ....................................................................................................................... 1
People to Know ............................................................................................................................ 21
Special Needs Identifications & Codes ........................................................................................... 22
Red File Summary Form ................................................................................................................ 23
Possible Adaptation to Implement ................................................................................................ 24
Checklists for New Teachers ......................................................................................................... 25
Survival Guide Glossary ................................................................................................................ 30
3.
12 Professional Competencies for the Teaching Profession ............................................ 33

PRO Teaching Tool ....................................................................................................................... 35
An Outiline of the Twelve Professional Competencies ................................................................... 38
4.
Mentor-Coach............................................................................................................... 51
Welcome Mentor-Coach! ............................................................................................................. 53
The Mentoring and Coaching Fellowship (MCF) ............................................................................. 54
IGROW......................................................................................................................................... 57
Mentor-Coach Term Submission Form .......................................................................................... 58
Mentor-Coach Competencies (Self-Evaluation).............................................................................. 59
Effective Observation Process for Mentor-Coaches ....................................................................... 66
Will and Skill ................................................................................................................................ 67
Mentoring and Coaching Calendar ................................................................................................ 71
Distance Mentoring ...................................................................................................................... 77
Mentor-Coach Resources .............................................................................................................. 79
5.
Human Resources ......................................................................................................... 83

Human Resources Department 2016-2017 .................................................................................... 85
Salary Scale - Teachers.................................................................................................................. 86
Teaching Experience and Academic Qualifications ......................................................................... 88
Application for a Qubec teaching licence (Brevet denseignement) .............................................. 89
References ................................................................................................................................... 91
1.
Teacher Induction Program
Welcome to the Western Qubec School

Board!
We are so happy that you have joined our team!

This handbook will guide you through the WQSB Teaching Induction
Program (TIP) and provide you with information, inspiration and
resources.
2008-2016 Western Qubec School Board, ALL RIGHTS RESERVED
WQSB TIP Pillars
WQSB +
Mentor-Coach
Evaluation
Mentoring & Coaching Fellowship
Professional Growth
WQSB TEACHER INDUCTION PROGRAM
Administration
Anchored in professional growth, teaching and learning
MAP of Schools
School
Buckingham School
Chelsea Elementary School
DArcy McGee High School
Dr. S.E. McDowell Elementary School
Dr. Wilbert Keon School
Eardley Elementary School
G.Theberge School
Golden Valley School
Greater Gatineau Elementary School
Hadley Jr. High School
Lord Aylmer School
Maniwaki School
Namur Intermediate School
Noranda School
Onslow Elementary School
Philemon Wright High School
Pierre Elliott Trudeau Elementary School
Poltimore School
Pontiac High
Queen Elizabeth Elementary School
South Hull Elementary School
St-Johns Elementary
St-Michaels High School
Symmes Jr. High School
Wakefield Elementary School
City
Gatineau (Buckingham)
Chelsea
Gatineau (Aylmer)
Shawville
Chapeau
Gatineau (Aylmer)
Temiscaming
Val DOr
Gatineau
Gatineau (Hull)
Gatineau (Aylmer)
Maniwaki
Namur
Rouyn Noranda
Quyon
Gatineau (Hull)
Gatineau (Hull)
Poltimore
Shawville
Kazabazua
Gatineau (Aylmer)
Campbell`s Bay
Low
Gatineau (Aylmer)
Wakefield
Golden Valley
Noranda
Maniwaki
St-Michaels
G.Theberge
DWKS
QE
Qubec
Namur
McDowell
Pontiac High
Poltimore
Montreal
Onslow
Buckingham
Eardley
Hadley/PWHS
South Hull
PETES
Chelsea
Greater Gatineau
Lord Aylmer
DArcy/Symmes
Wakefield
WQSB Calendar
10
11
12
13
14
15
Year at a Glance Expectations each Term

TEACHING FELLOW
Goal Setting
Meet with Mentor-Coach

and administrator to
discuss goals
Record two goals per
term based on the 12
Teaching Competencies
in Reflective Record by:
Term 1: September 16
Term 2: December 9
Term 3: March 17
Evidence
Based on goals set each

term, select 1-3 pieces of
evidence that show the
impact of your goals on
student learning
Keep as part of Reflective
Record
Observations
16
Term 1: Informal visit

and observation of
Mentor-Coachs class
(and/or other
experienced teacher)
followed by debrief
Term 2: Formal
observation (premeeting and debrief
session (may use ProTeaching Tool)
Keep Formal
observation feedback
notes from
Administrator, WQSB
TIP team and MentorCoach as part of
Reflective Record
MENTOR- COACH
Meet with Teaching Fellow and
Administration to discuss Teaching
Fellows term goals (by Sept. 16;
Dec. 9; March 17)
Set two coaching goals at the
beginning of each term based on the
coaching and mentoring
competencies (see Self-Evaluation
Tool in MC section) and record
on the Mentor-Coach Term
Submission Form
Regularly review the Teaching

Fellows progress towards goals and
how the evidence demonstrates an
impact on student learning (coaching
sessions)
Regular pop-ins (could be with

specific look-fors in mind)
Term 1: Informal observation with
written and/or verbal feedback
Term 2: Introduce Pro-Teaching
tool in Formal observation with
pre-meeting and debrief session
(provide Teaching Fellow with
notes)
Term 3: Formal observation with
pre-meeting and debrief session
(provide Teaching Fellow with
notes)
Participate in observation for
growth with WQSB TIP team
Use feedback notes from the
Administrator and TIP Teams
Formal observation notes as
springboard for coaching sessions
(discussion and next steps)
ADMINISTRATOR
Review goals with
Teaching Fellow
and Mentor-Coach
at the beginning of
each term
Review Teaching
Fellows progress
towards term goals
Notes from these
meetings may be
used as part of
Administrator
feedback in the
Reflective Record
Term 1: Informal
& formal
observations with
written/verbal
feedback
Term 2: Two
informal
observations with
written/verbal
feedback
Term 3: Formal
observation with
written/verbal
feedback
Provide Teaching
Fellow with
feedback notes
from formal
observations
TEACHING FELLOW
Reflection
Complete term reflection

(see Reflective Record
guidelines for format
options)
Use reflections for Term
goal-setting
Keep term reflections &
Mentor-Coach written
responses as part of
Reflective Record
Submit reflections to
Mentor-Coach:
MENTOR-COACH
Respond to Teaching Fellows term
reflections in writing
Complete and submit Mentor-Coach
Term Submission Form with written
reflection to
katesmith@wqsb.qc.ca and
Thollweck@wqsb.qc.ca:
Term 1: December 9
Term 2: March 17
Term 3: June 16th
ADMINISTRATOR
Discuss Teaching
Fellows progress
(using Reflective
Record) with
coaching and
mentoring
fellowship at the
end of each term
Discuss next steps
and goal-setting
with Teaching
Fellow and MentorCoach
Term 1: November 30
Term 2: March 10
Term 3: June 2
Notes
Log meetings and
feedback sessions with
Mentor-Coach and/or
Administrator (space is
provided in the
Handbook calendar)
Keep notes from any
observations of
colleagues and/or
destination classrooms
(Fellowship Days)
Keep a copy of
Administrator feedback
notes for Reflective
Record
Log and keep brief notes (issues,

topics, next steps) from weekly, biweekly or once per cycle mentoring
and coaching meetings with
Teaching Fellow (space is provided in
the Handbook calendar)
Log and keep brief notes from
Fellowship Days (topics, activities,
observations of colleagues
classrooms and/or destination
classrooms)
Provide Teaching
Fellow with
feedback notes
from meetings/
formal
observations
17
Fellowship Days
If you light a lamp for someone you will also brighten your own path.
-Buddhist Proverb
2 days of release a year per Fellowship

Must be approved by Administration
Days must be used with Mentor-Coach unless Teaching Fellow is visiting another
classroom or school
Can be used for planning, observations (of each other or other teachers), co-teaching,
meetings to discuss IEPs, curriculum, report cards, students
Fellowships may apply for additional days (contact Kate Smith) if needed (i.e. in the
situation of a Distance Fellowship)
18
Reflective Record
Checklist - What do I include each term?
1. Goal Setting
o Based on discussions with Administration and Mentor-Coach, establish two
goals per term based on the 12 Professional Competencies for the Teaching
Profession
2. Evidence*
*Discuss with Administration regarding expectations
o Provide evidence (1-3 pieces) of the impact of your goals on student learning
o Optional: you may want to include a brief explanation of why this evidence
was selected
3. Feedback from Administration (linked to evaluation process and based on the 12
teaching competencies)
o Written feedback from formal or informal observations
o Notes following a meeting with administration
4. Reflection
o Could be written, recorded, blogged, etc. using the guiding questions and
based on your goal setting with a focus on the impact on student learning
Thinking about EVIDENCE at each stage:

Goal Setting What evidence would convince me that I have achieved this goal?
Feedback What evidence is my Administration using to provide feedback?
Reflection What evidence am I using to support this reflection?
19
Reflective Record for Teaching Fellows

TERM:
Goal Setting Discussion
Date:
Competency of Focus:
Goal #1
Competency of Focus:
Goal #2
Evidence of my work towards these goals anchored in student learning:

(e.g. seating plan, learning intention and success criteria, unit/lesson plan, photos of a learning activity in
my classroom, feedback on student work, etc.)
1.
2.
3.
Feedback from Administration (observation, meeting, etc.)
*Include feedback notes in your final Reflective Record
Date:
Reflection:
1. What am I proud of this term?
2. What were my challenges?
3. What impact did my goals have on student learning?
4. What am I still wondering about?
5. Where to next?
20
2.
Resources
People to Know
21
Special Needs Identifications & Codes

(EHDAA)
At Risk (EDAA)
Identified by:
01 Mild learning difficulties
(teacher, consultant)
02 Severe learning and or behaviour difficulties
(consultant)
*12 Behavioural difficulties
(consultant)
21 Mild intellectual deficiency
(psychologist)
*71 Mild intellectual deficiency + behavioural difficulties
(psychologist)
*14 Behavioural difficulties
(psychologist + social
services)
Handicap (EHAA)
Require Regular Support of 3-5 hr/wk
Identified by
33
34
Mild motor or organic impairments

Language disorders
42
44
Visual impairments
Hearing impairments
(physician)
(speech-language
pathologist & psychologist)
(ophthalmologist)
(audiologist)
Require Sustained Support of 10-12 hr/wk
Identified by
23
24
36
*50
*53
98
99
(psychologist)
(psychologist)
(physician)
(psychiatrist)
(psychiatrist)
(psychologist)
(multi-disciplinary team or
specialists)
Profound intellectual impairments

Moderate to severe intellectual impairments
Severe motor impairments
Pervasive development disorders
Psychopathological disorders
18 year olds previously coded 21 & 71
Atypical disorders
* Subject to a priori weighting
ALL IDENTIFIED SPECIAL NEEDS STUDENTS CODED 02-99 REQUIRE:

Annual IEP
Monthly communication of progress to parents.
22
Red File Summary Form

CONFIDENTIAL
Student Name:
Concern / Diagnosis:
Assessment documents in file:
ASSESSMENT CONDITION
School Conditions:
Extra Time
Quiet Location
Computer without spell check
Voice to text
Computer with spell check
Board Conditions:
Text to voice
Goal 1:
Goal 2:
23
Possible Adaptation to Implement

Instructional
Environmental
Assignment
Modifications
Check for
understanding/Break
assignment into smaller
chunks
Visuals for task, routine

and self-monitoring.
(Timer, first/then chart,
self-assessment scales
for anxiety, anger, etc.)
Scheduled breaks
Test format to allow

more space on the page
/ per question
Provide similar but less

difficult tasks
Emphasize content
versus mechanics
Graphic organizers
Simplify complexity of
materials
Alter curriculum
expectations
Reading materials at a
lower instructional level
Provide lecture notes

Exemplars
Review new vocabulary
before instruction
Demonstrate/model
how to begin
Teacher / Peer
Conferences
Kinesthetic, visual and
auditory formats
Seating to reduce
distractions
Organizational support
Alternative work space
Graph paper for math

work to promote
format/organization
Reduction of paper /
pencil tasks
Break down lengthy
assignments
Use of different rubric
Additional Adaptations:
Parent Contact Information and Tracking:
24
Checklists for New Teachers
Prior to the First Day of School Checklist

Checklist Item
Dress professionally and comfortably
Complete
Have your class list(s) ready

Practice reading student names check about pronunciation
Review medical information for students
Know when and where to greet your students
Be prepared for students school supplies (elementary teachers)
Seating plan - cubbies/lockers
Know your class schedule including (gym, computer lab, library time etc.)
Know your duty schedule and areas to cover
Post and outline your agenda for the day
Consider classroom rules, expectations and routines
Tour the school
Plan engaging activities for students to complete throughout the day
Prepare a letter of introduction for students or parents
25
The First Day of SchoolChecklist

Checklist Item
Arrive early (give yourself time)
Complete
Expect an Early Morning Staff Meeting with last minute reminders

Enthusiastically welcome students into your classroom with a smile
Introduce yourself be confident and in control
Begin the day with an ice breaker
Take attendance
Get to know your students have students share
Connect with each student
Take pictures of individuals or small groups
Establish classroom rules, expectations and routines with students
Establish attention signals and teach them transition routines
Tour the classroom and/or school
Review yard boundaries and rules for leaving snack and lunch break
If you have an assembly review appropriate behaviour
Arrive early (give yourself time)
Expect an Early Morning Staff Meeting with last minute reminders
Enthusiastically welcome students into your classroom with a smile
26
Classroom Set-Up Checklist

Checklist Item
Set up a bulletin board or area with a welcoming message
Complete
Designate wall space for major subject areas and student work
Arrange the desks to support collaboration, movement, visibility, comfort and safety
Have extra seating and supplies available
Ensure you have important information posted (fire exits, emergency procedures, student
allergies, bussing etc.)
Set up technology so it is secure and accessible
Post a timetable with class schedule
Designate a spot for homework and daily agenda
Place visual aids/ supports around the room (add to it throughout the year)
Provide a space for a quiet reading corner
Provide space for a class meeting area
Have student supplies accessible and labeled
Ensure you have quiet games/activities for indoor recess (elementary)
Have a designated spot for emergency plans and information for a supply teacher
27
Knowing Your School Checklist

Checklist Item
Procedures for first day of school (school wide)
Emergency plan procedures- (fire, lockdown)
Student attendance procedures
Complete
Student entry/exit/bus (daycare routines)

Routines for lunch/snacks etc.
Student allergies
Student accident procedures
Procedure for making an announcement
Photocopier protocol (number, limits etc.)
Lesson plan expectations
Emergency plans for a supply teacher
Homework guidelines
Volunteer policies
Field trip planning, procedures, forms etc.
Staff communications (how and where?)
Procedures and budgets for ordering supplies for your classroom
School Discipline Policy
Special Education Procedures and referrals
Audio-Visual Sign out procedures
Procedure for booking; Computer lab, library, rooms, gym, stage, etc.)
Laminating procedures
Procedure for textbook distribution
Procedures for handling funds (field trips, special events, pizza etc.)
Location of important forms, calendars etc.
Do you know where to find the following:
Student academic/ red files
First Aid supplies
Student and staff washrooms
Custodians office
Entrances and exits of school
Resource room
Staffroom
Fax machines/photocopiers
Staff mailboxes
Professional Development (PIC) and Board Information
School Success Plan
School Discipline Policy
List of extracurricular activities
List of committees
Do you know these important dates:
Staff meetings
Department/ cycle or committee meetings
Meet the Teacher Night/Open House
Report Card timelines
Parent-Teacher interviews
Other special school events
IEP timelines (Read, Evaluate, Revise)
Reading Completion date of Red File (September 30)
28
Establishing clear classroom routines and procedures is necessary for ensuring that the classroom runs
smoothly.
Students need to know what is expected of them in the classroom.
Before establishing specific routines and procedures, it is necessary to have a discussion with
students about their importance and to talk about the rationale behind the various routines.
If they can be a part of the decision making of the rules, or understand the reasoning behind them,
they will feel ownership. The most important part about creating classroom routines is having the
students create them with you.
When establishing routines you should:
1. Ensure that students understand the reason for the routine.
2. Clarify the procedure through modeling.
3. Allow students opportunities to practice the routine through rehearsal.
4. Try not to overwhelm students by teaching too many routines at once. This process might take
several days.
July 2013
29
Survival Guide Glossary

COMMON TERMS AND ACRONYMS
AEOQ: Association des enseignantes et des enseignants de lOuest du Qubec (WQTA, in English)
APEQ: L'Association provinciale des enseignantes et enseignants du Qubec (QPAT, in English)
www.qpat-apeq.qc.ca
ATEQ: The Association of Teachers of English of Qubec http://www.ateq.org/
BAS: Benchmark Assessment System reading assessment for elementary students
BIM: Banque dinstruments de mesure. Supports schools and school boards in development of
evaluation tools. Is a part of GRICS. http://bimenligne.qc.ca/
Brevet: A brevet is the permanent teaching certificate for the province of Qubec (as of June, 2010)
Brick, The: Not the furniture store. This usually refers to the heavy paper copies of the QEP curriculum
documents
CLSC: offers health and family support services to residents of Qubec http://www.csssgatineau.qc.ca/
CMP: Coaching Mentoring Program (the former name of the WQSB Teacher Induction Program)
CSWQ: Commission scolaire Western Qubec (WQSB in English)
DEELA: Designs for Evaluation of English Language Arts. This is found in the LEARN website.
DEEN: Directors of English Education Network
DG: Director General of WQSB
DPJ: Youth protection (Direction de la protection de la jeunesse) Outaouais : 819 776-6060
ELA: English Language Arts
ES: Evaluation Situation
Fellowship Days: 2 days allotted for Mentor-Coach and Teaching Fellow partnership to support the
mentoring and coaching process (previously referred to as M&M Days_
GB+: French reading assessment
GOAL: Guidance Oriented Approach to Learning. http://www.learnquebec.ca/en/content/mels/goal/
GPI (or, iGPI): This is the web-based system that you will use to enter report card marks and comments,
among other tasks. Please see your mentor for a quick tour of GPI to see how your school uses it.
http://wqsb.qc.ca/igpi1
GRICS: Gestion du rseau informatique des commissions scolaires. A non-profit organisation that
provides Information Technology. Quebc school boards are its main clients. http://www.grics.qc.ca/
IEP: Individual Education Plan (Remember to read your students IEPs by Sept 30!)
II: Instructional Intelligence http://instructionalintelligence.net
ISM : Internet Student Monitoring https://mp.wqsb.qc.ca/ism/asp/spi.aspx Provides a profile of each
student and allows you to view your students current and previous school records, parent contact
information, and IEPs (if applicable)
30
LCEEQ : The Leadership Committee for English Education in Quebc http://lceeq.ca/

LEARN: Leading English Education and Resource Network. See your support staff for password to this
excellent resource. http://www.learnquebec.ca
LES: Learning and Evaluation Situation
MAP : Modified Academic Pathway
MEES: Ministre de lducation et de l'Enseignement suprieur (Qubec Ministry of Education)
MaST: Math and Science & Technology
MCF: Mentoring and Coaching Fellowship
NANS: New Approaches New Solutions. This is a government program that benefits schools/boards
identified as having low socio/economic conditions. See LEARN.
PD: Professional Development day
PDIG: Professional Development and Innovation Grant. See LEARN for more info.
Permis: A permis denseignment is a conditional teaching license granted by MELS. It is valid for 5
years, and is usually renewable. Steps to obtain the brevet are outlined by the Ministry for each
individual and are currently under review. See HR if you have specific questions.
PIC: Professional Improvement Committee. As part of the WQTA, this committee approves applications
and distributes funds for professional development. Full-time and part-time teachers are eligible for
funding each year.
POL: Progression of Learning document to support the curriculum (QEP) with breakdown of learning
expectations based on subject and cycle.
Portal: The Portal is supported by GRICS. It is a central website for WQSB where teachers can join
communities and share files among other tasks. See your support staff or your Mentor-Coach for how
the Portal is used at your school. http://portal.wqsb.qc.ca
PLC: Professional Learning Community
PROTeaching Tool: Rubric used in our board to formally observe and provide meaningful feedback for
growth to classroom teachers (new and experienced) based on the 8 observable teaching competencies.
QEP: Qubec Education Plan http://www.mels.gouv.qc.ca/sections/programmeFormation/index_en.asp
QPAT: Qubec Provincial Association of Teachers (APEQ, en franais) www.qpat-apeq.qc.ca
RECIT: Resource network for the development of Competencies through the Integration of
Technologies. Rseau de personnes ressources pour le dveloppement des Comptences des lves par
l'Intgration des Technologies.
Red files: These are confidential files that contain the IEP, but they also have important information
such as psychological reports, results of standardized testing, medical reports, or other important
memos between teachers, administration, and/or health care professionals.
Reflective Record: Record whereby year 1 and 2 teachers in the board can share their term goals,
feedback, reflections and evidence of growth based on the 12 professional teaching competencies.
RTN: Resource Teachers Network
31
Semi-Skilled: alternative pathway at the secondary level

Spec Ed: Special Education
Tribes, or TLC (Tribes Learning Community): A program to establish and nurture a positive school or
classroom environment. This program includes four basic agreements: attentive listening, no put
downs, mutual respect, and the right to pass. http://www.tribes.com
Teaching Fellow: Any teacher taking part in professional dialogue and reflective practice in their first or
second year with the WQSB.
WOTP: Work Oriented Training Pathway - alternative pathway at the secondary level
WQSB: Western Qubec School Board (CSWQ en franais)
WQTA: Western Qubec Teachers Association (AEOQ en franais) http://www.wqta-aeoq.ca/
32
3.
12 Professional Competencies for the Teaching

Profession
PRO Teaching Tool

Moving Towards Outstanding Teaching and Learning
Teacher Name:
#Students:
Subject:
# IEPs:
Date:
Safety Yes/No
Competencies
Link to Real
World/Culture
1
To act as a professional
inheritor, critic and
interpreter of knowledge or
culture when teaching
students.
Competencies
Communication
2
To communicate clearly in
the language of instruction,
both verbally and in
writing, using correct
grammar, in various
contexts related to
teaching.
Competencies
School:
Level:
Ranking of Competency:
N/A (Not Applicable),
O, 1/4, 1/2, 3/4, 1
Added Personnel:
M / T / W / Th / F
What Might Be Observed

Relates lesson content to students feelings and experiences in order to
personally involve students in learning
AM or PM
Rank
Observations
Rank
Observations
Rank
Observations
Rank
Observations
Makes links between lessons and real world situations

Makes links between subject matter and The Broad Areas of Learning
(Health and Well-Being, Personal and Career Planning, Environmental
Awareness and Consumer Rights and Responsibilities, Media Literacy,
Citizenship and Community Life)
Uses appropriate and respectful language
Uses appropriate written communication
Corrects student errors made in their oral and written communication
Expresses self in a coherent manner
Uses effective body language
Uses appropriate and effective voice, tone and pace
Has good knowledge of curriculum
Develops daily lesson plans linked to long range plans/LES
Planning
3
To develop
teaching/learning
situations that are
appropriate to the students
concerned and the subject
content with a view to
developing the
competencies targeted in
the programs of study.
Plans the Learning and Evaluation Situations with appropriate content

and complexity
Has an Understanding of Developmental Process and plans to meet
needs of all students at an appropriate level of challenge.
Takes into account The Gradual Release of Responsibility (Guided
Instruction, Collaborative Practice, Independent Performance)
Plans using lesson design: hook, modelling, procedure,
reflection, accountability and closure
Makes learning objectives (intentions) visible to students
Plans for assessment linked to learning objectives (intentions)
Makes daily agenda visible to students
Plans the use of teaching strategies that support active student
participation (cooperative learning, community circle, graphic
organizer, centers, think-pair-share)
Prepares a range of resources to support the students in carrying out a
task
Prepares a variety of relevant questions to support student
understanding and to promote student inquiry (Bloom's)
Time and Pace are thoughtfully considered
Plans supplementary activities to consolidate student learning
(homework, projects, upcoming review and evaluations)
Plans for effective use of ICT in lessons
Competencies

Explains a task more than once, using visual aides
Effectively uses teaching strategies that encourage active student
participation and or collaboration that support the learning objective
Makes reference to assessment tool during the lesson.
Classroom Teaching
4
To use teaching and
learning situations that are
Clearly explains and makes reference to the lesson objectives and

learning tasks
Observes and circulates around the class in order to ensure that the
students are engaged and on task
Manages time (pace) effectively and with flexibility to maximise
35
Teacher Name:
#Students:
Subject:
Level:
# IEPs:
Date:
appropriate to the students
concerned and the subject
with a view to developing
the competencies targeted
in the program of study
O, 1/4, 1/2, 3/4, 1
Added Personnel:
School:
student engagement and performance
M / T / W / Th / F
AM or PM
Encourages students through relevant feedback

Checks for understanding and holds students accountable for their
learning
Demonstrates effective transitions throughout the lesson
Frames questions effectively (Blooms, Wait Time, Accountability)
Competencies
Reactive regulation (flexibility): Adjusts lesson and/or pace based on

student needs, feedback, resources and environmental circumstances.
Evaluation criteria of the lesson is linked to the learning objective and
is appropriate for the level of the student
Rank
Observations
Rank
Observations
Rank
Observations
Rank
Observations
Clearly explains the evaluation criteria to students

Uses exemplars to support student learning
Evaluation
5
To evaluate student
progress in learning the
subject content and
mastering the related
competencies.
Effectively checks for understanding using informal means (verbal,

visual, or thumbs up, or written)
Uses formal means to support students and evaluate the progress of
their learning (observation grids, checklists, tests, rubrics). Makes
students aware of how they will be evaluated.
Gives feedback to students, permitting them to become aware of their
strengths and weaknesses, and attitudes
Provides students opportunities for peer and self-assessment.
Supports student reflection regarding their learning process, the
strategies they use, and their competencies.
Respects special exam conditions where applicable
Is able to justify evaluation decisions, using evidence
Competencies

Organizes and structures the physical classroom to support student
learning
Student work is attractively displayed and celebrated
Classroom Environment
6
To plan, organize and
supervise a class in such a
way as to promote
students' learning and
social development.
Learning resources are prominently displayed and accessible to

students and are relevant to the learning objective
Demonstrates effective classroom routines
Demonstrates clear expectations of student behaviour
Uses strategies to prevent and deal effectively with inappropriate
behaviour
Maintains a positive classroom climate that is conducive to learning
Evidence of a positive, supportive and respectful relationship with all
students.
Models appropriate language/attitude/behaviours
Competencies

Differentiates instruction to meet the needs of all students
Differentiates content to meet the needs of all students
Differentiation
7
To adapt his or her
teaching to the needs and
characteristics of students
with disabilities,
maladjustments or
handicaps.
Competencies
ICT
8
To integrate information
and communications
36
Uses activities (materials) appropriate to the varied learning styles of

all students
Organizes the class to support individual differences of the students
Checks for understanding and responds to student feedback and needs
throughout a lesson to regulate learning
Responds to information on student's needs and previous learning
Teacher is up to date on current IEPs, recent assessments, and other
documentation relating to the special needs students
Provides special needs students with support through more frequent
feedback, supportive questioning, and safe environment
Makes effective use of specialized services that are available (i.e.
attendant to the handicapped, technicians, adaptive software)
Effectively and creatively integration of ICT into learning and
evaluation situations (beyond basic research, word processing)
Teaches students to use ICT to develop competence and acquire
knowledge
Teacher Name:
#Students:
Subject:
# IEPs:
Date:
technologies in the
preparation and delivery of
teaching and learning
activities and for
instructional management
and professional
development purposes
Student Engagement
Respond with a number to
each question:
0 = None
1 = Few
2 = Some
3 = Most
4 = All
N/A
Student Engagement
School:
Level:
O, 1/4, 1/2, 3/4, 1
Added Personnel:
M / T / W / Th / F
AM or PM
Leads students to use ICT to demonstrate competence and knowledge

Uses technological tools to carry out professional tasks
Effectively uses adaptive technology for special needs students
Develops on-line resources to facilitate student learning (websites,
blogs, etc.)
Students understand the learning objective of the lesson (what & why)
Students know and understand how they are being evaluated and what
they need to do, know or demonstrate in order to be successful
Students are focused on the lesson/activity and their learning
Students ask questions
Students respond to questions
Students interact in a learning context with others (teacher & peers)
Students understand the routines of the class
Rank
What Might Be Asked of Students

What are you learning today?
0-4
Observations
Comments
Why are you learning this?

The observer is encouraged
to ask direct questions to
individual students about
their learning experience.
The questions should be
asked in a manner that
does not cause disruption
to the learning
environment.
Observation Team:
What helps you to learn?
How do you know if you are successful?

How will you know you have understood? What will that look like?
Other questions
e.g. Can you teach me?
What do you do when you are struggling in your learning?
What are your next steps?
Conference comments prior to teacher debrief
Observed by:
Score
Conference Comments:
Signature:
37
An Outiline of the Twelve Professional

Competencies
Competency 1: Link to the Real World
TO ACT AS A PROFESSIONAL INHERITOR, CRITIC AND INTERPRETER OF KNOWLEDGE OR CULTURE WHEN TEACHING
STUDENTS.
EVIDENCE OF THE COMPETENCY IN ACTION

Participating in discussions around personal values and beliefs
Making links between the lesson and students existing knowledge.
Engaging students in learning activities that make knowledge accessible.
Establishing links between knowledge of the lesson and students daily lives,
cultures and experiences.
Encouraging discussion, questioning, and the respectful sharing of ideas.
May be shown through the teaching of current events and news, field trips, arts
and cultural events.
THINKING AND REFLECTING ON THE COMPETENCY
What links do you think can be made between the subject content of your lesson
and the lives of the students in your class?
What contribution might this lesson make to their lives?
What strategies are you using, or would you like to use, to ensure that a range of
viewpoints is heard in your class?
What values, beliefs or perspectives are embedded in the concepts or materials
you are using? What steps will you/did you take to uncover them?
In what ways can elements of the Broad Areas of Learning be used to enrich the
disciplinary learning in the lesson?
38
Competency 2: Communication
TO COMMUNICATE CLEARLY IN THE LANGUAGE OF INSTRUCTION, BOTH ORALLY AND IN WRITING, USING CORRECT
GRAMMAR, IN VARIOUS CONTEXTS RELATED TO TEACHING.

Using appropriate language when speaking to students, parents and peers.
Respects the rules and conventions of written language in communications
directed toward students, parents and administration.
Addresses the oral and written language errors made by students.
Voices opinions and supports ideas in consistent, constructive and respectful
ways during discussions.
Communicates ideas concisely using precise vocabulary and correct syntax.
Constantly strives to improve oral and written language skills.
May be shown through communication to parents, feedback to students, report
card comments, logs.
What areas of written or spoken communication do your feel are your strengths
and how do you know?
What areas of communication (written or spoken) would you like to improve
upon?
In what ways do you think students may be influenced by a teachers quality of
language and communication style?
What strategies would you use to give feedback to your students regarding their
oral and written language use?
What writing steps do you go through when preparing written materials for
lessons?
39
Competency 3: Planning
TO DEVELOP TEACHING/LEARNING SITUATIONS THAT ARE APPROPRIATE TO THE STUDENTS CONCERNED AND THE
SUBJECT CONTENT WITH A VIEW TO DEVELOPING THE COMPETENCIES TARGETED IN THE PROGRAMS OF STUDY.

Planning that makes use of the QEP (competencies, content, progression of
learning, strategies and techniques associated with the subject area).
Using teaching strategies that activate students prior learning, support student
participation and encourage diverse instructional approaches.
Planning for learning that is appropriate to the subject and that offers realistic
challenges appropriate to students cognitive, social, cultural, gender and
affective characteristics.
Discussing and implementing a variety of ways to organize the class, for example,
how to take into account the individual differences of the students
Anticipating obstacles to learning, students questions regarding specific content,
and being prepared to respond.
May be shown through Learning and evaluation situation plans, unit and lesson
plans, classroom blog/website, lists of resources used.
Tell me in general about your planning process.
How does your lesson challenge your students rather than simply asking them to
use their existing competencies?
How does your lesson activate and build on students prior knowledge and
learning?
How did you select the learning intention[s] and how will your lesson
development ensure it is [they are] achieved?
What difficulties do you anticipate your students may face with your lesson?
How do your formative evaluation process help you know if you have achieved
your learning intention?
How do individual differences influence the lesson plan or its implementation?
40
Competency 4: Classroom Teaching

TO PILOT TEACHING/LEARNING SITUATIONS THAT ARE APPROPRIATE TO THE STUDENTS CONCERNED AND TO THE
SUBJECT CONTENT WITH A VIEW TO DEVELOPING THE COMPETENCIES TARGETED IN THE PROGRAMS OF STUDY.

Using a wide variety of strategies to reach all your students.
Experimenting with activities in which cooperation is required.
Indicating available resources to students - ensuring they are varied and safe to
use.
Using careful observation and circulation around the class in order to monitor
effectiveness of students use of resources.
Using discrete gestures and/or spoken feedback to encourage students.
Guiding and stimulating students to find ways to undertake a task.
Experimenting with ways to have students represent their learning, for example
by using graphic organizers, visual displays, mind mapping, oral presentations,
tables, webs, arts-based representations, and so on.
May be shown through cooperative learning projects, Reflective Records.

Describe some of the challenges students faced with your lessons.
What questions did you use to help students reflect on their learning? What
questions could you use next time?
When a student appears to be struggling with understanding, what strategies do
you try to assist the student?
What types of changes would you make to an original lesson plan given the way
it unfolded in class? Why?
Describe a task in one of your lessons and explain how it contributes to the
development of the targeted competency.
41
Competency 5: Evaluation
TO EVALUATE STUDENT PROGRESS IN LEARNING THE SUBJECT CONTENT AND MASTERING THE RELATED
COMPETENCIES.

Gathers information as students are engaged in learning and uses this
information to identify their strengths and difficulties .
Uses informal and formal means to support students and evaluate the progress
of their learning (discussions, observation grids, checklists, descriptive checklists,
rubrics)
Making use of a range of data as part of the review of learning
Discussing evaluation practices and professional judgment with other members
of the teaching team.
Designs evaluation tools to evaluate student progress and mastery of
competencies.
Supporting student reflection regarding their learning process, the strategies
they use, regarding the application of knowledge acquired through the use of
self-evaluation grids, journals, or other pertinent tools.
Communicates expected outcomes to students and parents and provides
feedback on student progress that in simple and clear language.
May be shown through (self) evaluation tools designed to evaluate the
development of competencies, student reflections and work and examples of
communication with parents.
Describe some of the tools that you have designed or used to evaluate student
progress.
In what ways have you adapted your teaching as a result of gathering
information on student learning?
In what ways are you communicating on-going feedback to your students?
42
What strategies are you using to help students become aware of their learning
process, (their strengths, strategies, areas for improvement, expected and
attained outcomes)?
At what points in your lessons/activities do you feel student self-evaluation is
beneficial?
What type of data do you feel should be included in end of cycle evaluation and
describe how you manage the data generated in your classroom.
43
Competency 6: Classroom Environment

TO PLAN, ORGANIZE AND SUPERVISE A CLASS IN SUCH A WAY AS TO PROMOTE STUDENTS LEARNING AND SOCIAL
DEVELOPMENT.

Develops and implements an effective system for running regular classroom
activities.
Develops strategies for preventing inappropriate behaviour and deals with it
effectively when it happens.
Involving students on an individual or group basis in setting standards for
smooth running of the class.
Communicating expectations to students during lessons.
Maintaining a classroom climate that is conducive to learning, encouraging
cooperation vs. competition and respect for all. .
May be shown through photos of classroom environment, restorative practise
modules, tribes activities.
Describe the routines you use in your classroom.
Is there any part of your lessons that you feel are more difficult to manage? Why
do you think this is the case?
Explain an action that you took to address a students inappropriate behaviour?
Was it effective? Why/why not?
What steps have you taken to establish a positive classroom atmosphere?
In what ways do you involve your students in the smooth running of the class?
What challenges do you face in the transitions between activities?
What types of problem behaviours might appear during the implementation of
your lesson? What might you do to deal with them?
44
Competency 7: Differentiation
TO ADAPT HIS OR HER TEACHING TO THE NEEDS AND CHARACTERISTICS OF STUDENTS WITH LEARNING
EXCEPTIONALITIES.

Seeks out information on students needs and previous learning.
Facilitates the educational, emotional and social integration of students with
learning differences.
Develops and implements cooperative situations in which individual differences
are seen as positive aspects that contribute to intellectual, affective and social
development.
Making use of specialized services that are available through the school when
necessary, consulting and collaborating with resource teachers .
Participates in the planning and implementation of an individualized education
plan.
May be shown through differentiated lessons, daily schedules, memory-aids,
assistive technology.
What formal or informal strategies are you using to support students in your
class who demonstrate special needs?
In what ways have you developed open lines of communication with the parents
of students in your class who are demonstrating special needs?
How do you take into account the specific needs and personal characteristics of
your students?
What accommodations or modifications have you built into your lessons and
activities?
In relation to your work with students with special needs, describe some of the
interventions that you feel have been effective.
In what ways could you adjust your current practices in order to better meet the
needs of students in your class who are demonstrating special needs?
What support or assistance do you feel would further your development in this
area?
45
Competency 8: Information and Communication Technologies

TO INTEGRATE INFORMATION AND COMMUNICATIONS TECHNOLOGIES (ICT) IN THE PREPARATION AND DELIVERY
OF TEACHING/LEARNING ACTIVITIES AND FOR INSTRUCTIONAL MANAGEMENT AND PROFESSIONAL DEVELOPMENT
PURPOSES.

Participates in training to use ICT tools and applications available in the school
Integrates ICT into plans for learning and evaluation situations.
Uses ICT to carry out professional tasks (entering marks, preparing learning
materials, networking with colleagues and others).
Leads students to use ICT and media to carry out research.
Discussing the importance of respecting intellectual property, and making proper
citations.
Leading students to act ethically in relation to the use of ICT.
Leads students to use ICT effectively to represent their learning and to assess it.
Engages students in discussions regarding the benefits, limitations and ethical
implications of ICT use, including specific equipment and applications.
May be shown through class website, student work, smartboard lessons, media
literacy activities,
Describe some of the ways you have used ICT for your personal professional
growth.
How are you using ICT in the classroom to benefit student learning?
What do you feel are some of the limitations and ethical implications of ICT use,
and how are you addressing these with students in your class?
What strategies do you use to help students make critical judgments related to
information on the internet?
In what ways have you created opportunities for students to make use of the
expanding possibilities for learning through different platforms and apps ( Skype,
blogging, video, music, photos, animation, assistive programs etc.)?
46
Competency 9: School Teacher

TO COOPERATE WITH SCHOOL STAFF, PARENTS, PARTNERS IN THE COMMUNITY AND STUDENTS IN PURSUING THE
EDUCATIONAL OBJECTIVES OF THE SCHOOL.

Seeks out and participates in existing projects that correspond to the educational
projects of the school.
Participates in the implementation of collaborative projects, working with
partners.
Informs and encourages parents to become involved in school projects and
initiatives.
Showing an interest in the organization and operation of different committees at
the school or center.
Participates in different committees in the school community.
Encouraging students to participate in activities and projects at the school
Taking part with in various activities taking place in the school, such as student
governance. .
Aligning planning for learning (when possible and appropriate) to the initiatives
of the school community.
May be shown through extracurricular activities, letters to parents/staff,
committee membership.
What strategies do you feel can be used to involve parents in educational
initiatives in your classroom or the school?
How do you keep parents up to date on collaborative projects that are part of
the school and your classroom initiatives?
Which of the schools initiatives or aims could provide an opportunity for you to
align classroom learning to school aims?
Which committees would you like to be a part of/have you been part of?
What kind of collaborative project would interest you/have you been part of?
What steps could you take/are you taking to support students to effectively
participate in activities taking place in the school community?
47
Competency 10: Teacher Collaboration

TO COOPERATE WITH MEMBERS OF THE TEACHING TEAM IN CARRYING OUT TASKS INVOLVING THE DEVELOPMENT
AND EVALUATION OF THE COMPETENCIES TARGETED IN THE PROGRAMS OF STUDY, TAKING INTO ACCOUNT THE
STUDENTS CONCERNED.

Shares ideas with colleagues regarding various aspects of teaching on a regular
basis.
Makes suggestions for team projects that correspond the teams educational
goals.
Participates in the on-going collaboration with the teaching team, in planning,
revisions and evaluations of learning and evaluation situations.
Collaborates in the development of evaluation tools designed to support
knowledge acquisition and application.
Participates actively in discussions with the teaching team regarding student
learning (evaluation, motivation of students, student reflection)
Respects the procedures and rules developed by the teaching team to ensure
effective group work.
Participates in consensus building around issues being discussed.
What do you feel are the benefits of colleague collaboration?
What current collaborative initiatives in the school are you part of, or would you
like to be part of?
Describe an issue that your colleagues may disagree on. How can you share your
opinion in a way that is collaborative and leads to consensus?
Describe some of the procedures that are part of your teacher team meetings.
What goes well? What could be better?
What strategies or techniques do you feel will assist a team to work together
effectively?
Describe a learning situation or a tool that was developed collaboratively by a
team to which you belonged. How would you describe your contribution?
48
Competency 11: Professional Development

TO ENGAGE IN PROFESSIONAL DEVELOPMENT INDIVIDUALLY AND WITH OTHERS.

Reflects on strengths and weakness of competencies and formulates goals in
order to develop them further.
Identifies the positive aspects and challenges of lessons and seeks feedback.
Spearheads projects to solve teaching problems.
Identifies and uses available resources effectively.
Seeks out opportunities for professional growth.
Continually reflects on teaching practise, making appropriate adjustments.
Engages in action research related to specific aspects of teaching.
Participates in professional activities organized by the school, community and
school board.
May be shown through lessons derived from professional development sessions,
QPAT convention attendance, reflections on competencies and goals.
What personal goals have you set for yourself as a learner and also as a
professional?
What personal strengths do you bring to teaching? Which professional teaching
competencies would you associate with those strengths?
How would you describe your growth as a learner over the past year? Past five
years?
How would your colleagues characterize your strengths?
Describe something you learned recently during a PD session. What was the
most significant idea that you took away?
Describe a particular situation when you had to adjust your teaching. What
caused you to make the adjustments? How did you know you had to make
adjustments? What did you do?
49
Competency 12: Professionalism

TO DEMONSTRATE ETHICAL AND RESPONSIBLE BEHAVIOUR IN THE PERFORMANCE OF HIS OR HER DUTIES.

Understands the values underlying his/her teaching.
Shows an understanding of the regulations of the profession.
Supports and facilitates democracy in the classroom and school.
Develops strategies to support inclusion.
Seeks to understand and address all forms of discrimination (race, culture,
ethnicity, gender, orientation, religion, age, ability, class, and so on) towards
students, colleagues and parents.
Locates and uses materials that promote diversity.
Respects the confidentiality requirements of the profession.
Demonstrates sound judgement when dealing with ethical conflicts between
students.
May be shown through students evaluations of teaching, notes from staff,
parents, feedback from administration, Reflective Records.
Describe the values that you believe are an essential part of a learning
community.
How would you address a situation where one or more students in your
classroom exhibit intolerance toward one or more peers?
How would you explain to a parent that their child is not demonstrating the
expected level for the cycle?
Describe how you incorporate democratic principles into the running of your
classroom.
What would you support students in resolving a moral conflict?
What is the importance of confidentiality in school settings and in relation to the

teaching profession?
50
4.
Mentor-Coach
51
52
Welcome Mentor-Coach!
Welcome!
Thank you for taking on the role of Mentor-Coach this year. The Mentor-Coach is a critical part of the
WQSB Teacher Induction Program (TIP). Whether this is your first time as part of the Mentoring and
Coaching Fellowship (MCF) or you have been supporting teachers new to our board since the program
began in 2008, we hope you will enjoy your experience and learn alongside your Teaching Fellow.
In the WQSB, Mentor-Coaches play a key role in teacher professional growth. Every teacher new to the
district (beginning or experienced) is partnered with a Mentor-Coach who will guide, support and coach
their professional practice throughout the year.
Although being an effective Mentor-Coach is challenging and time-consuming, it is also rewarding and a
powerful opportunity for professional growth. The Mentoring and Coaching Fellowship (MCF) is a
community of practice; we learn together as we work to improve teaching and learning across the
district. As the MCF coordinators, we are here to support you throughout every stage of the mentoring
and coaching process. Please do not hesitate to contact us with any questions, concerns or comments.
We are thrilled that you have accepted this position and look forward to working with you this year.
Welcome to the team!

The WQSB Techer Induction Program Team
(Mike Dubeau, Trista Hollweck, Kate Smith)
53
The Mentoring and Coaching Fellowship (MCF)
The Mentoring and Coaching Fellowship (MCF)
The Mentoring and Coaching Fellowship (MCF) is one component of the WQSB Teacher Induction
Program (TIP). It partners an administrator-selected Mentor-Coach with a Year 1 Teaching Fellow. The
Mentor-Coach supports and challenges the Teaching Fellow through professional dialogue focused on
student learning. Although ideal matches are Mentor-Coaches in the same school, cycle and subject
area, there are some distance and/or cross-subject or cycle partnerships. Each partnership is provided
with two (2) Mentoring and Coaching Fellowship Days that can be used to support the coaching and
mentoring process.
In the WQSB, mentoring and coaching are conceptualized as different processes anchored in a trusting,
confidential and reciprocal learning relationship. Whereas mentoring is more informal and focuses on
personal and professional growth, coaching is a more structured process with goal-setting, observation
and reflective practice at its foundation. Since teachers often seek out and develop informal mentoring
relationships outside the MCF, the coaching process is emphasized by the Mentor-Coach especially with
experienced teachers new to the WQSB.
54
Mentoring and Coaching Defined

Non-Directive
Directive
Teaching Fellow
Mentoring
Informal
Long-term, ongoing
Personal & professional growth
Sharing & telling
Specialist/Master teacher
Trust & confidentiality

relationship-based
Focus on learning
eaching
Coaching
Formal & structured
Short, time-bound
Performance & goal-oriented
Asking & Guiding
Generalist/Trained Coach
What are the characteristics of an effective mentor-coach?
Growth-oriented and open to a reciprocal learning partnership

Invested (in the mentoring and coaching process, the Teaching Fellow & the craft)
Organized
Supportive, positive and an advocate for the Teaching Fellow
Reflective practitioner
Professional
Able to ask vs tell
Why should I participate?

An opportunity for professional learning and leadership
Compensation- $1000/year/Teaching Fellow
What is required of a Mentor-Coach?

Support and guide effective teaching practices through reciprocal formal and informal
observations with timely and meaningful feedback for growth
Establish a set mentoring and coaching routine with regular meetings (weekly/ bi-weekly
or once per cycle) focused on goal setting and growth
Demonstrate and model professionalism and positive interpersonal skills through
appropriate communication
Work in partnership with the Teaching Fellow to support professional growth and student
learning
Encourage and support networking with other colleagues and outside resources
Participate in professional development for Mentor-Coaches
55
Model and take part in reflective practice (one written reflection each term)
Being a Mentor-Coach is a large time-commitment (regular meetings, check-ins, informal and formal
observations and term reflections). Many Mentor-Coaches in recent years have even lead workshops for
year 1 and 2 Teaching Fellows. Although the Mentoring and Coaching Fellowship uses the gradual
release model, some partnerships take longer to move into coaching.
The other pillars of the WQSB Teacher Induction Program:

PROFESSIONAL GROWTH:
Professional Growth for Teaching Fellows and Mentor-Coaches is viewed as an opportunity to share,
learn and reflect on best practices located within and beyond the WQSB. Professional Development,
professional dialogue and reflective practice are some of the components in this pillar. There are many
Professional Development opportunities offered through the schools, WQSB and Ministry initiatives, as
well as social media. The WQSB Teacher Induction Program also provides Year 1 Teaching Fellows with
an orientation in August (and a make-up session in October). Year 2 Teaching Fellows will have the
option to attend 2 workshop-style development days and 4 days of Tribes Training. Each year, MentorCoaches are offered 2 days of PD around the development of mentoring and coaching skills.
EVALUATION:
Every Teaching Fellow is evaluated by their administration each year of the 2-year induction period.
The final evaluation is based on the 12 Professional Teaching Competencies as outlined by the Ministre
de lducation et de lEnseignement Suprieur (MEES). This evaluation is informed by multiple
observations and meetings as well as the Teaching Fellows Reflective Record developed and shared
throughout the year with administration. At the administrations discretion, the feedback for growth
from the WQSB TIPs formal observation may or may not contribute to the final evaluation.
56
IGROW
Issues
Goals
What are the issues or challenges you are facing? What

do you want to talk/think about?
What do you want? What is your long term goal? Are

there any interim goals? What would be most helpful
from this session?
(SMART- Specific, Measurable,

Attainable, Realistic and Timebound)
Reality
Options
What is happening now and its effect? How do you know

this is true? What is the effect of this? What other factors
are relevant? What steps have you already taken? How
far away are you from your goal?
What could you do to meet this goal or change your
situation? What possibilities for action do you see? What
are the advantages and disadvantages of these options?
Obstacles
? What obstacles stand in the way of you achieving this

goal?
Will
Way forward
What are the action steps? What will you do now, and
when? What could stop you from moving forward? How
will you overcome this? What support do you need? How
can you keep yourself motivated? When shall we review
your progress?
57
Mentor-Coach Term Submission Form

Mentor-Coach: ______________________________
Teaching-Fellow(s): ______________________________
Mentor-Coach Goal Setting

(To be completed each term)
Coaching Competency:
Fellowship Days
Used this term
Date(s):
Goal:
Description of Use:
Strategies:
Next Steps:
Coaching Competency:
Date(s):
Goal:
Description of Use:
Strategies:
Next Steps:
Term: _________
POSSIBLE REFLECTION QUESTIONS:

What has gone well for you this term as a Mentor-Coach?
What were your biggest challenges as a Mentor-Coach and how did you overcome them?
What have you learned by being a Mentor-Coach?
What have you brought to the Fellowship relationship?
How could the members of the TIP team assist you in your duties as a Mentor-Coach?
It is the Mentor-Coachs responsibility to scan this document and send to Kate Smith at katesmith@wqsb.qc.ca and Trista Hollweck at thollweck@wqsb.qc.ca
Mentor-Coach Competencies (Self-Evaluation)
WESTERN QUBEC SCHOOL BOARD
Name of Mentor-Coach: ________________________________________

Teaching Fellow:
School or Centre: ________________________________________
Principal: _______________________________________________
School Year: ____________________________________________
Self-Evaluation Rubrics for Coaching & Mentoring Competencies

COMPETENCY 1: Observation Skills
To support and guide effective teaching practices through formal and informal observations
INDICATORS
Developing
Meeting
I pre-establish clear expectations for the observation process,
including frequency, timing and feedback model
Observations and debrief sessions are scheduled in advance
based on a mutually agreed upon date and time
I am able to communicate the neutral truth the ONE thing
following an observation
I can identify next steps for my Teaching Fellow
I can identify strengths
I can clearly communicate next steps (written or spoken)
I can clearly communicate strengths (written or spoken)
I can use the PRO Teaching tool to guide feedback
I frame my observations around the Teaching Fellow`s goal
I deliver feedback in a timely fashion
I model looking for and building on the positive
I understand that my role as Mentor-Coach is not evaluative
Refined
Comments:
Goals and/or next steps:
60
COMPETENCY 2: Professionalism
To demonstrate ethical and responsible professional behaviour in the performance of his/her duties
INDICATORS
Developing
Meeting
Refined
I value the MCF and promote its benefits to Teaching Fellow(s)
and others
I am prepared for meetings with my Teaching Fellow
I make myself available and listen attentively to my Teaching
Fellow
I respect deadlines set by the MCF and by my school
I ensure a private setting for difficult conversations
I share any concerns with my mentee in a timely and supportive
manner
I bring any serious concerns that I have regarding my Teaching
Fellow and or their students learning to the attention of my
Administration and the MCF team in a timely and supportive
manner
I engage in contextually appropriate behaviours (e.g. active
participation in a staff meeting)
I model a healthy work-life balance
I set limits and I respect those set by others
I am respectful with teachers, staff and students
I am trustworthy and keep the personal matters of others in
confidence
I am punctual
I am careful with my delivery of any oral or written
communication (recipients)
I avoid gossip
I respect school and board initiatives
I dress appropriately
I respect the ethical standards of my profession
Comments:
61
COMPETENCY 3: Organization and Time Management

To establish a set coaching and mentoring routine that focuses on goal setting and growth
INDICATORS
Developing
Meeting
I make myself available for informal mentoring sessions (by
email, face-to-face, text, phone call, quick chat, pop-in)
I schedule regular formal coaching meetings (bi-weekly/per
cycle)
If a meeting is missed, I reschedule
I am accountable and hold my mentee accountable
Formal coaching meetings have a clear agenda (I-GROW, open
ended questions, goal setting, portfolio support)
I follow important dates set by the MCF and by my school and
help keep my mentee on track
I am clear about my boundaries for mentoring and coaching and
know when to say no or not right now
I keep a record of my formal coaching sessions, observations,
Fellowship Days used and goals
Refined
Comments:
Goals and/or next steps
62
COMPETENCY 4: Interpersonal Relationship Building

To demonstrate and model respectful and positive interpersonal skills through effective and appropriate
communication
INDICATORS
Developing
Meeting
Refined
I am able to communicate appropriately and effectively (written
and spoken)
I am respectful of differences (non-judgement)
I am trustworthy (reliable, confidential, integrity, vault)
I am encouraging and celebrate the strengths and/or successes of
my Teaching Fellow
I demonstrate a positive attitude
I have a growth mindset (open-minded, flexible and growth
oriented)
I am able to have a difficult conversation when needed
I am conscious of body language and tone
I am able to listen attentively and effectively
I consider my mentees will and skill in interactions
I understand the difference between coaching and mentoring and
base my interactions on the context
Comments:
63
COMPETENCY 5: Collaboration
To work in partnership with the mentee to support professional growth and student learning
INDICATORS
Developing
Meeting
I have set clear expectations for our Mentoring and Coaching
relationship
I use questions to spark reflection and growth in my Teaching
Fellow
I plan questions before regular meetings with my Teaching Fellow
I communicate openly and honestly
I make student learning the anchor of all interactions
I share resources
I encourage and support networking with other colleagues
I share my experiences and lessons learned (mentoring)
I seek to learn from my Teaching Fellow
I provide space for my Teaching Fellow to take ownership of the
coaching and mentoring process
I challenge my Teaching Fellow in a supportive manner
I ask my Teaching Fellow`s permission to be part of their formal
observation
In the formal observation (if applicable), I participate in a
supportive role
Refined
Comments:
64
COMPETENCY 6: Reflective Practitioner

To actively review, refine and reflect on al professional practices in order to demonstrate a pattern of continuous
growth
INDICATORS
Developing
Meeting
Refined
I recognize my current strengths and weaknesses as a MentorCoach
I seek support from colleagues, fellow Mentor-Coaches and the
MCF team as needed
I set coaching and mentoring goals at the beginning of each term
and revisit my progress throughout the term
I use my reflections to inform my practice and next steps
I have a process for reflection
I value and promote continuous professional development
(professional texts, social media, conferences, district initiatives,
etc.)
I model and promote the reflective process with my Teaching
Fellow
I respond (written or spoken) to my Teaching Fellow`s reflections
I value the growth portfolio as a reflective tool and support my
Teaching Fellow through the process
I provide reflective opportunities for my mentee following their
formal observation
Comments:
65
Effective Observation Process for MentorCoaches

Effective Observation Process
for Mentors
Informal Observations
Establish an
understanding that you
will be making pop-in
observations when
possible.
Teaching Fellows may
request an informal
observation regarding a
specific area.
Debrief in person
Formal Observations
Advise Teaching Fellow of
observation 1 day in
advance
Ask Teaching Fellow if
there is specific feedback
they would appreciate
Use the PRO Teaching
Tool
Spend as much or as little
time as you feel
necessary
Debrief in person
Informal
vs.
Formal
Debrief Meetings
Establish a time to meet in person (20 minutes)
Establish feedback format that works for you
Provide some feedback in writing
Sample Feedback Format:
1) Teaching Fellow provides personal reflection
2) 3 What Went Well
3) 3 Even Better If
66
Will and Skill

Instructional Coaching - Considering Will, Skill and Providing Feedback on the ONE THING
Importance of creating safe and trusting relationships so that learners can be in the stretch zone
BRAVING from Bren Brown

.
What motivates us? Being conscious of the will drivers of those we are aiming to coach will help us to
feed their will driver and avoid only focusing on that which motivates us
67
Ideas for providing support and feedback based on current level of will and skill
The Personal Accountability Model provides a framework to examine how we respond to challenges and helps
reframe our response to situations and experiences
68
Feedback Based on Skill Level
Diagnostic helps teachers understand whats not working and why it isnt working. Modeling doesnt
work at this stage, show them and teach them.
Example: The reason your students are in chaos during transitions is because there are no clear routines
for moving from the carpet back to their desk. Without clear routines, your students do whatever they
feel like doing and you have to constantly manage them. Routines give the students the structure and
clarity they need to move smoothly from one activity to the next.
Prescriptive helps teachers understand what to do to improve their practice. Give two viable options,
they choose, and then have someone model it for them.
Example: You need to establish a clear routine for the transitions form the carpet to desks. One thing
you might try is to have students move in groups. Another thing you might try is to use this transition
song. Which one feels more right to you?
Descriptive holds up a mirror so that teachers can diagnose their own practice and improve. Ask
reflective questions, but not leading questions.
Example: I noticed that it takes your students about five minutes to move from the carpet back to their
desk and two groups of boys got into tussles during that time. What routines do you typically use? How
do you communicate and enforce them with your students?
Micro shows teachers why what they are doing is working and offers tweaks to refine performance.
Example: It only took two minutes for your students to move from the carpet to their desks. One thing
that worked particularly well was that you started by getting the students quiet and then had them
move in groups to put their white boards in the bin, take a math packet and move to their seats and you
reminded students of the routine through visual cues such as hand signals as well. That is why your class
runs so smoothly. What other strategies have you found to be effective?
69
Providing Meaningful Feedback in Instructional Coaching THE ONE THING

4 LOOK FORS IN A TEACHING OBSERVATION
Is there a clear and

stated Learning
Intention?
Is the Learning
Intention worthy?
(Purpose/linked to
the
curriculum/context
of the class)
Is there a match
between the
instructional
delivery, activities,
and student
outcomes and the
learning intention?
Is the Success
Criteria clear and
linked to the
learning objective?
Do the students
know how to be
successful?
PROVIDING FEEDBACK BASED ON THE ONE THING
Starting with the four look-fors and using the PRO Teaching tool, what is the one thing that
the teacher can change that will immediately improve student learning?
Keep in mind that the goal is not to re-write the lesson with how you feel it should have been
done!
Yes Examples:
Several students did not know how to complete the task. How could you check
for understanding?
How could the success criteria be linked to student learning rather than being
task oriented?
No Examples:
Could you use more wait time for your students?
You need to provide more visuals to differentiate for your learners.
70
Mentoring and Coaching Calendar

AUGUST/SEPTEMBER
**Goal setting Term 1 to be completed by September 16 **
Checklist Item
Introduce Teaching Fellow to all staff members
Complete
Discuss classroom management plan and strategies

Assist Teaching Fellow in creating lesson plans for the first week
Share long-range plans and course outlines
Locate and provide access to curriculum documents
Ensure the Teaching Fellow has a daily agenda
Review procedures for attendance, email, voice mail, hall passes etc.
Review arrival, dismissal, bussing, supervision procedures
Help Teaching Fellow to establish and implement procedures and routines with students
Review procedures for emergencies (fire, lockdown, crisis)
Explain the support services available and provide a list of the names of providers at the
school and Board level
Identify staff members who have expertise in particular areas who would be willing to
help the Teaching Fellow
Discuss professionalism (supervision, meeting decorum, dress code)
Be a role model and refrain from gossip
Review IEPs by September 15th
Review standardized testing schedule (BAS, CCAT, GB+, exams)
Help the Teaching Fellow prepare for Meet the Teacher night, including curriculum
overviews and handouts
Identify problems, concerns and challenges and establish next steps
Discuss the importance of keeping parents informed about curriculum, course content and
important dates throughout the year
Introduce the technology used to develop IEP
Discuss the referral process for Speech and Language, Drugs and Alcohol, Family Support
etc.
Explain the process for ordering supplies and materials
Discuss the role of an Attendant to the Handicap and other service providers
71
OCTOBER
Checklist Item
Schedule first observations
Complete
Preview professional development opportunities and make suggestions

Ensure Teaching Fellow is ready for Progress Reports
Provide Teaching Fellow with information about QPAT and PIC funds
Share and discuss assessment and evaluation tools and strategies
Discuss strategies for marking and paper work
Review data collection procedures and record keeping systems
Share stories of student achievements and successes
Discuss concerns and identify next steps and interventions
Review learning profiles for students with special needs and assist in scaffolding and
differentiating instruction
Ensure communication has been established with Resource teacher
Have a conversation with your principal about support given so far
Go over end of term reporting procedures
Review field trip procedures
Ensure that students with IEPs have had their monthly report completed (interview,
written, phone conversation etc.)
Review goals for students with IEPs and discuss where they are regarding achievement of
goals
NOVEMBER
**Teaching Fellows Term 1 Reflection due to Mentor-Coach by November 30 **
Checklist Item
Monitor Teaching Fellow fatigue
Complete
Review new teachers SMART goals and reflective practice; set goals for Term 2
Review the status of the new teachers Reflective Record
Co-observe another teachers lesson and debrief
Assist in the completion of Term 1 Report Cards
Explain the procedures for parent-teacher interviews
Share examples of letters sent home for parent-teacher interviews
Share student success and achievement stories
Identify other teachers who would be willing to have the Teaching Fellow observe in their
classroom
Ensure that student work and learning standards are evident
goals
72
DECEMBER
**Goal setting Term 2 to be completed by December 9**
** Mentor-Coach Term 1 Submission Form due to katesmith@wqsb.qc.ca by December 9**
Checklist Item
Reinforce the need for work-life balance and encourage your Teaching Fellow to reenergize over the holiday season
Ensure the Teaching Fellow is aware of all activities planned around the holidays
Complete
Review the status of your Teaching Fellows Reflective Record

Model strategies to recognize and value cultural diversity of students
Instruct Teaching Fellow to be mindful of religious and ethnic diversity of students and
make reference to all
Review policies for holiday decorations, celebrations and gifts
Preview exam policies and procedures (high school)
Ensure Teaching Fellow has communicated with parents regarding class parties,
celebrations, holiday concert etc.
Discuss how holidays can negatively impact students
goals
73
JANUARY
Checklist Item
Meet with your Teaching Fellow to discuss first half of the year
Complete
Review challenges and brainstorm strategies to overcome them

Review the status of your Teaching Fellows Reflective Record
Set dates for meetings and observations
Emphasize the importance of planning in student success
Review where Teaching Fellow is in comparison to long range plans
Review effectiveness of classroom rules, procedures and the need for resources
Assist Teaching Fellow in developing methods to monitor progress and discuss students
who may not be successful
Help set up interventions for students at-risk
Update your principal on the Teacher Induction Program
Ensure Teaching Fellow has support from their colleagues
Review grading and reporting process
Ensure Teaching Fellow is aware of exam procedures
Review goals for students with IEPs and discuss where they are regarding achievement
FEBRUARY
Checklist Item
Review Fellowship Days how and when are you going to use them?
Complete
Review entries for your Teaching Fellows Reflective Record

Explore ways to use technology to manage professional, instructional and student
information
Assist with standardized testing procedures and processes
Encourage Teaching Fellow to build in time to meet with their colleagues to examine
student work
Ensure that the Teaching Fellow is communicating regularly with parents regarding
student successes and challenges
Help your Teaching Fellow to use class work, testing, assessments and data to scaffold for
student success
goals
74
MARCH
**Teaching Fellows Term 2 Reflection due to Mentor-Coach by March 10 **
** Mentor-Coach Term 2 Submission Form due to katesmith@wqsb.qc.ca by March 17**
**Goal setting Term 3 to be completed by March 17 **
Checklist Item
Complete

Schedule teacher observations and debrief
Review SMART goals and reflective practice; set goals for Term 3
Review assessment and evaluation practices
Review year end assessment calendar and map out suggested start and end dates
Ensure that the Teaching Fellow is communicating regularly with parents regarding
student successes and challenges
Update the principal on the Teaching Induction Program process so far
goals
APRIL
Checklist Item
Complete

Comment positively about an area of growth that you have observed
Discuss the timeline and process regarding contracts for the following school year
Help to identify the concepts that students have not yet mastered and discuss how to
revisit and reteach these concepts
Support planning for exam preparation
Review year end school field trip procedures and support in the organization
Collect data for the creation of IEP for next school year
goals
75
MAY
Checklist Item
Complete
review curriculum maps and long-range plans

Review SMART goals and reflective practice
Discuss questioning strategies used by Teaching Fellow in the classroom
Assist your Teaching Fellow in identifying teaching materials for next year
Discuss year end procedures
Ensure parents are informed on exam and testing dates
Review strategies used to deal with sensitive issues with colleagues
Share knowledge of board/school vacancies and surplus procedures to alleviate concerns
Set up a time to work with Teaching Fellow on IEPs for next year and to evaluate current
IEPS
JUNE
**Final Reflection due to Mentor-Coach by June 2 **
**Final Reflective Record for Teaching Fellow (3 goal setting sheets, 3 admin feedback notes, 3
reflections and accompanying evidence ) due to Administration by June 16**
** Mentor-Coach Term 3 Submission Form due to katesmith@wqsb.qc.ca by June 16**
WQSB Professional Competency Tool
Checklist Item
Reflect on Teacher Induction Program and get feedback
Complete
Revisit goals your Teaching Fellow set through the year and discuss next steps for next
year
Review Reflective Record for submission
Advise your Teaching Fellow on school expectations regarding the condition of classroom
is left in at the end of the year (storage of materials, neatness, etc.)
Assist your Teaching Fellow in compiling a supply list for students for next year
If your Teaching Fellows workload is changing for next year, make arrangements for the
teacher to meet with a teacher in the same grade or subject level
Suggest the Teaching Fellow send a note to thank parents and volunteers for their help
Assist in report card comments
Complete IEPs for this year and next
76
Distance Mentoring
77
78
Mentor-Coach Resources
Books & articles
Abrams, J. (2009). Having hard conversations. Corwin Press.
Achinstein, B., & Athanases, S. Z. (Eds.). (2006). Mentors in the making: Developing new leaders for
new teachers. Teachers College Press.
Aguilar, E. (2013). The art of coaching: Effective strategies for school transformation. John Wiley &
Sons.
Bennett, B. B., & Rolheiser-Bennett, N. C. (2008). Beyond Monet. Bookation.
Bennett, B., & Smilanich, P. (1994). Classroom Management: Thinking & Caring Approach. Bookation.
Brown, B. (2015). Rising strong: The reckoning. The rumble. The revolution.
Costa, A. L., & Garmston, R. J. (2015). Cognitive coaching: A foundation for renaissance schools. 3rd
Edition. Christopher-Gordon Publishers, Inc., 480 Washington, Street, Norwood, MA 02062.
Cox, Maggie. (1997). Chapter 5: Walking the Tightrope: The Role of Mentoring in Developing Educators
as Professionals. In C.A. Mullen (ed.), Breaking the Circle of One: Redefining Mentorship in the
Lives and Writings of Educators (pp. 3-19).
Danielson, C. (2011). Enhancing professional practice: A framework for teaching. ASCD.
Davis, E. (2014). Making Mentoring Work. Rowman & Littlefield.
Dweck, C. (2006). Mindset: The new psychology of success. Random House.
Fletcher, S., & Mullen, C. A. (Eds.). (2012). Sage handbook of mentoring and coaching in education.
Sage.
Fletcher, S. (2000). Mentoring in schools: A handbook of good practice. Psychology Press.
Gibbs, J. (2006). Reaching all by creating tribes learning communities. Windsor, CA: CenterSource
Systems, LLC.
Hall, P., & Simeral, A. (2008). Building teachers capacity for success. A collaborative approach for
coaches and school leaders. EUA: ASCD.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
Jackson, R. R. (2013). Never underestimate your teachers: Instructional leadership for excellence in
every classroom. ASCD.
Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Corwin
Press.
79
Lawrence-Lightfoot, Sara. (2000). Chapter 3: Dialogue. Respect: An Exploration (pp. 91-116).

Cambridge, Massachusetts: Perseus Books.
Marzano, R. J., Frontier, T., & Livingston, D. (2011). Effective supervision: Supporting the art and
science of teaching. ASCD.
Moir, E., Barlin, D., Gless, J., & Miles, J. (2009). New Teacher Mentoring: Hopes and Promise for
Improving Teacher Effectiveness. Harvard Education Press. 8 Story Street First Floor,
Cambridge, MA 02138.
Mullen, C.A. (2005). Chapter Three: Technical Mentoring. Mentorship Primer (pp. 51-70). New York:
Peter Lang.
Pink, D. H. (2011). Drive: The surprising truth about what motivates us. Penguin.
Ralph, E. G., & Walker, K. D. (Eds.). (2011). Adapting mentorship across the professions: Fresh insights
and perspectives. Detselig Enterprises.
Stanier, M.B. (2016). The Coaching Habit: Say less, ask more & change the way you lead forever. Box
of Crayons Press.
Tschannen-Moran, M. (2014). Trust matters: Leadership for successful schools. John Wiley & Sons.
Tschannen-Moran, B., & Tschannen-Moran, M. (2010). Evocative coaching: Transforming schools one
conversation at a time. John Wiley & Sons.
Van Nieuwerburgh, C. (Ed.). (2012). Coaching in education. Karnac Books..
Van Nieuwerburgh, C. (2013). An introduction to coaching skills: A practical guide. Sage.
Van Nieuwerburgh, C. (Ed.). (2015). Coaching in professional contexts. Sage.
Whitmore, J. (2010). Coaching for performance: growing human potential and purpose: the principles
and practice of coaching and leadership. Nicholas brealey publishing.
Wiggins, G. P., & McTighe, J. (2005). Understanding by design. ASCD.
Zachary, L. J. (2011). The mentor's guide: Facilitating effective learning relationships. John Wiley &
Sons.
Zachary, L. J. (2011). Creating a mentoring culture: The organization's guide. John Wiley & Sons.
Zachary, L. J., & Fischler, L. A. (2009). The mentee's guide: Making mentoring work for you. John Wiley
& Sons.
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Online resources
Eight Qualities of a Great Teacher Mentor
http://www.edweek.org/tm/articles/2014/09/30/ctq_long_mentor.html
How to Be (or Find) a Truly Great Teaching Mentor
http://www.weareteachers.com/blogs/post/2015/04/03/how-to-be-(or-find)-a-truly-great-teaching-mentor
First Time Mentor? A Bakers Dozen Tips for Guiding New Teachers Through Their First Year
http://corwin-connect.com/2015/07/first-time-mentor-a-bakers-dozen-tips-for-guiding-new-teachersthrough-their-first-year/
How to Prepare for Meeting With Your Mentor
http://www.management-mentors.com/about/corporate-mentoring-matters-blog/bid/88274/6-Tips-ForMentorees-To-Prepare-For-Meetings-With-A-Mentor
Resources Toolkit for New Teachers
http://www.edutopia.org/article/new-teacher-resources-toolkit
50 Fantastic Resources for New Teachers
http://www.studentguide.org/50-fantastic-resources-for-new-teachers/
Distance Mentor-Coach Resources:

Eight Ways to Make Distance Mentoring More Effective (PDF document) found at:
www.mentoringgroup.com
Partnering Tips for Distance Mentoring
http://www.theresearchassistant.com/slides/slide3.asp
Mentoring From Afar
http://www.management-mentors.com/resources/long-distance-mentoring
Long Distance Mentoring
https://www.ache.org/newclub/career/MentorArticles/LongDistance.cfm
Key Websites (some):

www.proteacher.net
www.growthcoaching.com.au
www.newteachercenter.org/resources/
81
www.brilliant-insane.com
www.cultofpedagogy.com
www.teachingchannel.org (New Teacher Survival Guide Series)
www.edutopia.org
http://wqsb-ntp.weebly.com
www.teachingwithteachers.com
Twitter chats
#NTchat- 1st & 3rd Wednesday of the month at 9pm
#educoach- Wednesdays, 9pm
#ottslowchat- ongoing
#edchat
#hacklearning
82
5.
Human Resources
Human Resources Department 2016-2017

Name
Responsibilities
Mike Dubeau
Staffing, Hiring
Director of HR
Executive Committee
Ext.
email
1143
mdubeau@wqsb.qc.ca
1136
pbazinet@wqsb.qc.ca
1139
mqueale@wqsb.qc.ca
1159
shunter@wqsb.qc.ca
1160
smonette@wqsb.qc.ca
1161
kboutin@wqsb.qc.ca
Labour Relations
Teacher Induction Program, Mentoring and Coaching
Fellowship, Teacher Evaluation
Leave of Absence requests
Maternity/Parental/Paternity
Phil Bazinet
Postings, Staffing, Priority of Employment
Coordinator of HR
Labour Relations
Classification : schooling, experience
Application for Qubec License (Brevet)
Teacher Induction Program, Mentoring and Coaching
Fellowship, Teacher Evaluation
Matthew Queale
Declarations concerning Judicial Records
Administrative
Technician
Health Insurance
Employee Assistance Program
T4-Rel1 + Canada Savings Bonds
Timesheets
Payroll Back-up
Suzan Hunter
Administrative
Technician
Payroll All Inquiries

Salary Insurance and Commission des normes, de l'quit, de
la sant et de la scurit du travail (CNESST)
Records of Employment
Recall/Lay-off for Support Staff + Seniority
Student Teacher
Sylvie Monette
Pension
Administrative
Technician
Executive Resolutions
Leave of Absence, Deferred Sabbatical, Progressive
Retirement
Attestation of Schooling
Professional Improvement Committee (PIC)
Teachers
Oversize Compensation
Value Added Payments
Krystal Boutin
Office Agent
Postings, Applications for employment,

jobs_emplois@wqsb.qc.ca
Attestation of Experience, Confirmation of Employment
Letters
Supply Lists, Support Staff Lists
General Inquiries
85
Salary Scale - Teachers

6-4.02
As of the 141st
workday of the
2014-2015
school year
39 291
As of the 141st
workday of the
2015-2016
school year
39 880
As of the 141st
workday of the
2016-2017
school year
40 578
As of the 141st
workday of the
2017-2018
school year
41 390
As of the 141st
workday of the
2018-2019
school year
42 431
40 961
41 575
42 303
43 149
44 235
42 703
43 344
44 103
44 985
46 115
44 517
45 185
45 976
46 896
48 074
46 411
47 107
47 931
48 890
50 118
48 383
49 109
49 968
50 967
52 248
50 439
51 196
52 092
53 134
54 468
52 585
53 374
54 308
55 394
56 783
54 820
55 642
56 616
57 748
59 196
10
57 151
58 008
59 023
60 203
61 712
11
59 581
60 475
61 533
62 764
64 335
12
62 114
63 046
64 149
65 432
67 069
13
64 753
65 724
66 874
68 211
69 920
14
67 506
68 519
69 718
71 112
72 891
15
70 375
71 431
72 681
74 135
75 989
16
73 366
74 466
75 769
77 284
79 218
17
76 486
77 633
78 992
80 572
82 585
Step
6-2.07
Additional years of experience shall be recognized for each year at the beginning of the work year.
Before November 1, a full-time teacher must submit to the board the documents establishing that he or
she has one or more additional years of experience, unless the documents originate from the board. The
86
salary readjustment resulting from a change in the years of experience shall be retroactive to the
beginning of the work year during which the teacher provided the documents establishing the additional
year of experience. If the teacher provides the documents establishing the additional year of experience
after October 31, he or she shall not receive a salary readjustment for the current school year, unless
the responsibility for the delay can be attributed to the institution that provides him or her with the
documents.
6-3.01
A teacher shall be assigned the step corresponding to the year of experience he or she is in the process
of acquiring in accordance with article 6-2.00, without exceeding step 17, increased by:
Two steps, if his or her schooling is evaluated at 17 years;

Four steps, if his or her schooling is evaluated at 18 years;
Six steps, if his or her schooling is evaluated at 19 years or more without a doctorate;
Eight steps, if his or her schooling is evaluated at 19 years or more with a doctorate.
6-3.02
Every teacher who has not already done so must provide the board with the transcripts of marks,
reports, certificates, degrees, diplomas and official documents (according to the rules of the Manuel
d'valuation de la scolarit) necessary for the evaluation of his or her years of schooling. The documents
must be certified true by the representative of the organization from which they originate. The board
shall acknowledge receipt to the teacher.
87
Teaching Experience and Academic

Qualifications
Documents to send to Phil Bazinet
Your placement in the salary step is based on both your academic qualifications and previous teaching
experience. In order to fairly assess your qualifications and experience for placement in salary step, we
require:
1. Attestation of Teaching Experience (letter from previous employers)
Any teaching experience could have an impact on your placement. On the attestation of experience
letter, we need to find: the dates, the percentage of the workload (full-time, part-time), and the number
of days worked. Example:
Riverside Junior High School
January 4, 2014 June 28, 2014
August 24, 2014 June 27, 2015
August 25, 2015 June 28, 2016
Math Teacher
Drama Teacher
Music Teacher
70% Part-Time
100% Replacement
100% Full-Time
122 days
195 days
200 days
The document needs to be on a letterhead and needs to be signed. You can request this letter from the
HR department of your previous school board and it will need to be sent to my attention. For your
teaching experience to be recognized for this school year, the letter must be received before October
31st 2016.
2. Academic Qualifications
We will need to send many documents to the ministry Ministre de lducation et de lEnseignement
Suprieur (MEES). Once the MEES receives these documents, an Attestation of Schooling will be issued.
Following the receipt of your Attestation of Schooling, your years of schooling will be recognized and
your salary category might be revised.
All these documents need to be sent to my attention:

Diplomas scan sent by email
o Secondary School
o CGEP or College (if any)
o University
Qubec Teaching Licence (Brevet) or Canadian Teaching Licence (ie: OCT) scan sent by email
Official letter of attestation confirming the validity of your teaching licence. This official letter
must be dated less than three months prior to the current date. sent by email or mail
o ie: OCT PDF Certificate of Qualification and Registration
(to download: https://www.oct.ca/members, under view certificate)
Original Transcripts (school seal, signed by registrar) mailed by your institution in a sealed envelope
o Secondary School
o University
Attestation of Schooling scan sent by email
(If you worked at another school board in Qubec and you already have an Attestation of Schooling)
88
Application for a Qubec teaching licence

(Brevet denseignement)
INFORMATION ON THE PROCEDURE FOR OBTAINING THE BREVET
http://www.education.gouv.qc.ca/fileadmin/site_web/documents/reseau/formation_titularisation/Conditions_au
torisation_enseigner_Canada_EN.pdf
dftps@education.gouv.qc.ca
1-866-747-6626
To obtain a teaching licence in general education, persons who were educated outside Qubec must:
1. Hold a teaching licence issued by the competent authority of a Canadian province or territory
where their studies were completed or recognized.
2. Have passed the French or English language examination recognized by the Minister.
3. Have met the requirements with respect to judicial records.
Why should you apply?

TO KEEP YOUR FULL-TIME POSITION
The contract of engagement of a nonlegally qualified teacher employed to teach on a full-time basis for one school
year shall terminate automatically and without notice on June 30 of the current school year. [5-1.05]
TO BE ELIGIBLE FOR THE WQSB PRIORITY OF EMPLOYMENT LIST

The teacher who is not legally qualified is excluded from all priority of employment lists. [5-1.10]
A person who holds a personal teaching authorization issued by the Minister is legally qualified. Such an
authorization shall take the form determined by the Minister in a regulation. [1-1.36]
How can you apply?

MEETING WITH PHIL BAZINET, COORDINATOR OF HR
We will need to send many documents to the ministry Ministre de lducation et de lEnseignement
Suprieur (MEES). As a registered Commissioner for Oaths, I can assist you with your efforts to obtain
your Qubec teaching qualification and I can prepare certified copies of your original documents.
A certified copy of your birth certificate or your valid passport (and marriage certificate, if
appropriate).
A certified copy of each of your Diplomas.
o Secondary School
o University
A certified copy of the document authorizing you to teach in a Canadian province (i.e.: OCT).
Official letter of attestation confirming the validity of your teaching license. This official letter
must be dated less than three months prior to the current date.
o i.e.: OCT PDF Certificate of Qualification and Registration (to download:
https://www.oct.ca/members, under view certificate)
Certified copy of the transcripts for each successfully completed training program.
University
89
These two forms need to be completed and sent with the other documents required:
DECLARATION CONCERNING A JUDICIAL RECORD

http://www.education.gouv.qc.ca/fileadmin/site_web/documents/reseau/formation_titularisation/Declaration_a
ntecedents_judiciaires_EN.pdf
APPLICATION FOR A QUBEC TEACHING LICENCE

http://www.education.gouv.qc.ca/fileadmin/site_web/documents/reseau/formation_titularisation/Demande_aut
orisation_ens_hors-qc_EN.pdf
Once the application is received, the Ministre undertakes to provide an answer within 60 working days.
Language Exam for Teacher Certification

You will then register online for the French or English language Examination recognized by the Minister.
Test de certification en franais crit pour lenseignement [TECFE]
http://www.cspi.qc.ca/cefranc/tecfee.php
or
The English Exam for Teacher Certification [EETC]
https://ceetc.ca/
FEE
The fee to write the Exam is approximately $70.00.
WHEN IS THE ENGLISH EXAM FOR TEACHER CERTIFICATION OFFERED?

Spring April/May
Summer July
Fall November/December
THE EXAM IS OFFERED AT:

Bishops University
Concordia University
McGill University
Brevet denseignement
Once you passed the language examination and have met the requirements with respect to judicial
records, your Brevet denseignement will be sent to you by mail.
How long does the application process take?

From the time you write the Exam to the reception of your Brevet, you should expect 2-3 months.
90
References
Rutherford, P. (2005). 21st Century mentor's handbook: Creating a culture for learning. Just ask
Publications.
Martinet, M.A., Raymond, D. & C. Gauthier. (2001). Teacher Training: Orientations Professional
Competencies. Gouvernement du Qubec, MELS.
Lipton, L., Wellman, B. M., & Humbard, C. (2003). Mentoring matters: A practical guide to learningfocused relationships. MiraVia, LCC.
Schwartz, S., & Pollishuke, M. (2001). Creating the Dynamic Classroom. Toronto, ON: Irwin Publishing.
Partnerships
Abrams, J. (2009). Having hard conversations. Corwin Press.
Bishops School of Education & Dr. Avril Aitken. (2014). Cration dun modle daccompagnement des
enseignants associs : stratgies et documentation pour le perfectionnement des comptences Found at:
http://www.education.gouv.qc.ca/contenus-communs/education/formation-et-titularisation-du-personnelscolaire/formation-continue/programme-de-soutien-a-la-formation-continue-du-personnelscolaire/projets-soutenus-par-le-ministere/formation-a-lenseignement-ou-en-milieu-pratique/
Halton District School Board. Leadership 2012-2013. JW Singleton Education Centre. 2050 Guelph
Line. Burlington ON L7P 5A8. www.hdsb.ca
Jackson, R. R. (2013). Never underestimate your teachers: Instructional leadership for

excellence in every classroom. ASCD.
McGill University (2012). Professional Portfolios for B.Ed. Elementary, Secondary and TESL.
Found at: https://www.mcgill.ca/isa/files/isa/portfolio_guidelines_revision_april_2012_0.pdf

Olevi, The International Centre for Leadership in Teaching and Learning & Richard Lockyear. Found at:
http://www.olevi.com
Ravens Wood School & Dr. George Berwick. Oakley Road, Bromley
Kent, England, BR2 8HP. Found at: http://www.ravenswood.bromley.sch.uk
91

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2016-2017

Teacher Induction Program

Mike Dubeau, Trista Hollweck, Kate Smith

Looking forward to another great year,

Teacher Induction Program ............................................................................................. 5

12 Professional Competencies for the Teaching Profession ............................................ 33

Human Resources ......................................................................................................... 83

Teacher Induction Program

Welcome to the Western Qubec School

We are so happy that you have joined our team!

2008-2016 Western Qubec School Board, ALL RIGHTS RESERVED

WQSB TIP Pillars

Mentoring & Coaching Fellowship

WQSB TEACHER INDUCTION PROGRAM

Anchored in professional growth, teaching and learning

2008-2016 Western Qubec School Board, ALL RIGHTS RESERVED

2008-2016 Western Qubec School Board, ALL RIGHTS RESERVED

2008-2016 Western Qubec School Board, ALL RIGHTS RESERVED

2008-2016 Western Qubec School Board, ALL RIGHTS RESERVED

2008-2016 Western Qubec School Board, ALL RIGHTS RESERVED

2008-2016 Western Qubec School Board, ALL RIGHTS RESERVED

2008-2016 Western Qubec School Board, ALL RIGHTS RESERVED

2008-2016 Western Qubec School Board, ALL RIGHTS RESERVED

2008-2016 Western Qubec School Board, ALL RIGHTS RESERVED

2008-2016 Western Qubec School Board, ALL RIGHTS RESERVED

2008-2016 Western Qubec School Board, ALL RIGHTS RESERVED

2008-2016 Western Qubec School Board, ALL RIGHTS RESERVED

2008-2016 Western Qubec School Board, ALL RIGHTS RESERVED

2008-2016 Western Qubec School Board, ALL RIGHTS RESERVED

Year at a Glance Expectations each Term

Meet with Mentor-Coach

Based on goals set each

Term 1: Informal visit

Regularly review the Teaching

Regular pop-ins (could be with

2008-2016 Western Qubec School Board, ALL RIGHTS RESERVED

Complete term reflection

Log and keep brief notes (issues,

2008-2016 Western Qubec School Board, ALL RIGHTS RESERVED

2 days of release a year per Fellowship

2008-2016 Western Qubec School Board, ALL RIGHTS RESERVED

Thinking about EVIDENCE at each stage:

2008-2016 Western Qubec School Board, ALL RIGHTS RESERVED

Reflective Record for Teaching Fellows

Goal Setting Discussion

Evidence of my work towards these goals anchored in student learning:

2008-2016 Western Qubec School Board, ALL RIGHTS RESERVED

2008-2016 Western Qubec School Board, ALL RIGHTS RESERVED

Special Needs Identifications & Codes

01 Mild learning difficulties

02 Severe learning and or behaviour difficulties

*12 Behavioural difficulties

21 Mild intellectual deficiency

*71 Mild intellectual deficiency + behavioural difficulties

*14 Behavioural difficulties

Mild motor or organic impairments

Require Sustained Support of 10-12 hr/wk

Profound intellectual impairments

* Subject to a priori weighting

ALL IDENTIFIED SPECIAL NEEDS STUDENTS CODED 02-99 REQUIRE:

2008-2016 Western Qubec School Board, ALL RIGHTS RESERVED

Red File Summary Form

Assessment documents in file: