Guidelines for Induction and Mentoring and Mentor Teachers

The Guidelines provide a shift away from a view of induction as ‘advice and guidance’ to one of skilled facilitation of ‘learning conversations’ focusing on evidence of teachers’ practice. Rather than just providing ‘advice’ and emotional support, the mentor teachers co-construct professional learning, where often the learning is reciprocal.

Newly graduated teachers need high quality and well-structured induction in order to:

• become accomplished and effective teachers who can improve the learning outcomes of diverse ākonga
• progressively demonstrate that they meet the Registered Teacher Criteria
• be able to contribute fresh ideas and approaches that rejuvenate teaching workplaces
• build a strong foundation of self-reflection and on-going professional learning
• enjoy teaching and stay a positive member of the profession.

WHAT MAKES A GOOD INDUCTION PROGRAMME?

An induction and mentoring programme may look different depending on the context and setting, school, early childhood or kura and whether it is urban, rural, large, small, isolated, part of a cluster etc. There are some essential features that should be included when developing effective induction programmes for Tōmua teachers. Induction and mentoring programmes should:

• be tailored to individual needs and agreed with the Tōmua teacher, mentor teacher and professional leader;
• include regular observations of teaching practice and opportunities for the teacher to observe their colleagues, including the mentor teacher;
• have time for ‘learning conversations' where the mentor provides feedback and facilitates critical reflection by the teacher on their practice;
• be part of wider professional development and learning available to all staff;
• include access to external networks and professional development opportunities;
• provide opportunities to use the Standards | Ngā Paerewa in evidence-based conversations that demonstrate the teacher’s progress towards meeting these;
• be resourced appropriately and meet the contractual obligations of the employer; and
• have a record documenting professional discussions, observations and feedback, critical reflections on information and data by the teacher and any other professional development.

Key Principles for a high quality induction and mentoring programme:

High Quality Induction:

• needs to be comprehensive, educative and evaluative

Comprehensive means:

• welcoming and introducing a new teacher to the context in which they will work
• on-going professional development and support from a range of sources
• access to external professional networks
• high quality educative mentoring
• standards-based, evidence informed evaluations of professional practice against the Registered Teacher Criteria.

A comprehensive induction programme should not be the responsibility of one or two people acting in isolation. Instead it requires employers, leaders, the school, kura or ECE professional learning community, and the wider profession to be engaged.

Educative means:

...induction should be focused on enabling PRTs to be exposed to, learn and practise the particular skills, attitudes and attributes they need to become accomplished, fully registered teachers who can improve the learning outcomes of diverse ākonga.

Evaluative means:

providing opportunity for formative and progressive feedback to the PRT on their professional learning as well as leading to a final assessment as to whether the PRT is ready to gain full registration. 

• Records must be kept of what activities occur as part of the induction programme, what feedback and support has been provided to the PRT and what the PRT’s own reflection and learning has been.
• Records must also be kept of evidence of the PRT’s progress towards meeting the Registered Teacher Criteria. When an application for full registration is received, the Council will be seeking evidence of both the above elements i.e. that the PRT has undertaken an appropriate induction programme and that the PRT has been assessed as having met all of the Registered Teacher Criteria.

High Quality Mentoring:

• educative and based upon a relationship of trust and collegiality

A high quality mentoring programme is relationship-based, focused on educative mentoring, and resourced and recognised.

Relationship-based means:

• A mentor should be able to work comfortably and supportively in a co-constructive relationship with the PRT

Focused on Educative Mentoring means:

• dedicating time to guide, support, give feedback and facilitate evidence-informed, reflective learning conversations
• the mentor is playing a highly skilled and highly valued role

Resourced and Recognised means:

• mentor teachers need support and dedicated time and PD to fulfil the role (more than) adequately.

Essential components of a programme for support of PRTs:

• Commitment to the Vision Statement: how will it be interpreted and applied within our context, and how will we show we are committed to it?
• Institutional Commitment and Leadership for the Programme: structural support including dedicated time provided for the mentoring and other PD; the learning community embraces families and other professional colleagues; and work conditions should recognise the PRT's novice status
• Quality Mentoring is a Central Component: mentors need high quality PD, support and dedicated time to carry out the role; the PRT will be supported to access learning from the wider learning community, including observations and structured PD
• The programme is based on the Registered Teacher Criteria to guide the learning and formative feedback to the teacher: shared understanding of the characteristics of the RTC
• The programme is focused on the daily practice of PRTs with their ākonga: the programme is focused on the daily practice of PRTs with their ākonga, ---> systematic reflection ---> learning; focus on individual needs and aspirations, reciprocal relationship --> PRT to take increasing responsibility for identifying own next steps for professional learning.
• The programme will provide the support and processes needed so the PRT can move towards gaining full registration: formal documentation of the induction programme and documentation of evidence of the teacher’s progress towards achievement of full registration (including the Registered Teacher Criteria.)

Expectations of Mentor Teachers:

Vision Statement for Mentoring of PRTs

An effective mentor is a reflective practitioner focused on inquiry into their own and others' professional practice and learning - based on a clear understanding of outstanding teaching. 

An effective mentor has a significant educative leadership role, dedicated to growing the professional capability of the colleagues they support.

An effective mentor has a sound knowledge and skill base for their role and can establish respectful and effective mentoring relationships.

An effective mentor does not work in isolation.  Mentors can only be effective if they are providing mentoring as part of a comprehensive induction programme and are well supported by their employer, professional leader, and professional learning community. 

The required key skills, knowledge and attributes and the professional learning and development needed by mentor teachers to fulfil this role adequately:

The role of a mentor of a PRT includes:

• providing support to the PRT in their new role as a teacher with full responsibility for their ākonga
• demonstrating effective teaching
• facilitating learning conversations with the PRT that challenge and support them to use evidence to develop teaching strengths
• assisting the PRT to plan effective learning programmes
• observing the PRT and providing feedback against specific criteria and facilitating the PRTs ability to reflect on that feedback
• assisting the PRT to gather and analyse ākonga learning data in order to inform next steps / different approaches in their teaching
• guiding the PRT towards professional leadership practices that support learning in the unique socio-cultural contexts of Aotearoa New Zealand
• supporting the PRT to become part of the wider learning community
• providing formal assessment of the PRT’s progress in relation to the Registered Teacher Criteria
• suggesting suitable professional development for the PRT
• advocating for the PRT if needed, particularly in relation to accessing high quality induction and mentoring
• listening to and helping the PRT to solve problems.

Key areas of knowledge, skills and dispositions needed for high quality mentoring:

Mentors know about teachers, teaching and teacher learning

• contextual knowledge about Sophie's cultural background; pedagogy; knowledge of the teaching system, the education system, and the RTCs; leadership and change management

Mentors know about ākonga and learning, knowledge such as:

• contextual knowledge of the ākonga the PRT is teaching, including cultural background of individuals and of the communities the ākonga are from
• pedagogical content knowledge relating to curriculum area/s
• research into learning e.g. Best Evidence Synthesis reports from MoE
• collection and interpretation of evidence of learning

Mentors are able to use mentoring skills and dispositions, such as the ability to

• facilitate constructive but challenging professional conversations with PRTs and maintain their enthusiasm
• demonstrate for the PRT effective teaching for diverse ākonga
• use effective observation skills and strategies
• analyse and reflect on evidence of learning
• negotiate and advocate on behalf of the teacher
• demonstrate professional leadership and understanding of the potentiality of effective teaching to influence equitable outcomes for ākonga
• provide and/or seek cultural advice to support development of te reo me ona tikanga

Video Editing PD with Nick 5/05/2020