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Guidelines for Induction and Mentoring and Mentor Teachers


author:Teachers Council

Guidelines for Induction and Mentoring and Mentor Teachers

 

The New Zealand Teachers Council (the Council) has developed the Guidelines for Induction and Mentoring and Mentor Teachers (the Guidelines) to support the provision of nationally consistent, high quality, and comprehensive support for Provisionally Registered Teachers (PRTs) in their first few years of practice and to enable them to become fully registered teachers.

The Guidelines:

  • include key principles for high quality induction and mentoring in New Zealand
  • outline the essential components of a programme of support for PRTs.
  • clarify expectations for the role of mentor teachers
  • describe the required key skills, knowledge and attributes and the professional learning and development needed by mentor teachers to fulfil this role adequately.

The research programme Learning to Teach (2007-2008) preceded the development of the Guidelines and highlighted the potential of intensive, pedagogically focused mentoring to accelerate the learning and expertise of newly qualified teachers.

As a result, the term ?induction and mentoring? now replaces ?advice and guidance?. This signals the shift from ?advice? to a co-constructive relationship and programme of professional learning. While the main focus is the support of PRTs, these Guidelines can also be used for the collegial support of all teachers including those new to teaching in New Zealand.

 

Background

The Guidelines were developed through the Council?s research programme Learning to Teach (2007-2008), informed by international expertise and discussion with professional groups, and a two year national pilot programme.

Learning to Teach (2007-2008) was undertaken to investigate the quality and consistency of support available to PRTs in New Zealand. The research showed the distinction between limited mentoring, geared around advice and emotional support, and intensive, pedagogically-oriented mentoring often referred to as ?educative mentoring?. The research provided the platform for the Guidelines to be developed and tested in the Council?s Induction and Mentoring Pilot Programme, comprising four sector specific pilots:

  • Early Childhood Education ? New Zealand Kindergartens? Regional Networks
  • Primary / Intermediate ? Auckland University's Educative Mentoring and Induction Programme
  • Secondary ? Massey University?s Professional Learning Community
  • M?ori Medium ? Te Whare W?nanga o Awanui?rangi?s Connected Approach

The pilot programmes? findings can be found on the Teachers Council website.

For more information visit:http://www.teacherscouncil.govt.nz/prt/inductionandmentoringguidelines.stm

EduSearch.co.nz 2012