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Guidelines For Induction English Web-2
Guidelines For Induction English Web-2
Guidelines For Induction English Web-2
GUIDELINES FOR
INDUCTION AND MENTORING
AND MENTOR TEACHERS
CO N T E N T S
INTRODUCTION
01
Our Vision
Ū ki te ako, tū tangata ai āpōpō.
Excel in teaching so our learners will
excel in the future.
Our Mission
To set, maintain and promote standards
of excellence in teaching.
INTRODUCTION
• include key principles for high-quality The research programme Learning to Teach
induction and mentoring in Aotearoa (2007–2008) preceded the development of
New Zealand these guidelines and highlighted the
• outline the essential components of a potential of intensive, pedagogically focused
programme of support for PCTs mentoring to accelerate the learning and
expertise of newly qualified teachers.
• clarify expectations for the role of
mentor teachers As a result, the term ‘induction and
• describe the required key skills, mentoring’ now replaces ‘advice and
knowledge and attributes, and the guidance’. This signals the shift from ‘advice’
professional learning and development to a co-constructive relationship and
needed by mentor teachers to fulfil this programme of professional learning. While
role adequately. the main focus is the support of PCTs, these
guidelines can also be used for the collegial
support of all teachers, including those new
“We support a high quality to teaching in New Zealand.
teaching profession with the
capability to assist all ākonga/
learners in achieving success
in education.”
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BACKGROUND
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PROFESSION A L LE A RNING JOURNE YS
PURPOSE
The Guidelines are designed to shift school, kura and early childhood education
(ECE) policy and practices towards an ‘educative mentoring’ approach. This is 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.
The Guidelines acknowledge a teacher's While these guidelines focus on (and have
work is highly complex and demanding. been tested with) PCTs, they are also useful
Research and experience clearly shows for all teachers who do not yet hold a full
newly graduated teachers need high-quality practising certificate.1 This includes teachers
and well-structured induction to: returning to the profession after a break,
• become accomplished and effective and overseas teachers who are new to
teachers who can improve the learning New Zealand. These guidelines will be useful
outcomes of diverse ākonga in any context where teachers require
support and mentoring in their ongoing
• progressively demonstrate they meet the
development.
Practising Teacher Criteria (PTC)
• be able to contribute fresh ideas and
approaches that rejuvenate teaching “We need to know how to
workplaces create relationships that allow
• build a strong foundation of self-reflection for effective communication,
and ongoing professional learning that allow for you to ask those
• enjoy teaching and be a positive member hard questions…”
of the profession.
1 Including teachers who hold a Subject to Confirmation Practising Certificate and who are seeking to hold a Full Practising Certificate.
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WHO SHOULD USE THESE GUIDELINES
These guidelines are intended for everyone with a role to play in mentoring PCTs
and other teachers needing support. All professional leaders are responsible for
ensuring they have an induction and mentoring policy in place for their school, kura
or ECE service based on these guidelines.
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PROFESSION A L LE A RNING JOURNE YS
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HOW TO USE THE GUIDELINES
Professional leaders and teachers should think about what works best in their specific
setting, their sector and for individual teachers. Unpacking, co-constructing and
interpreting what they mean is intrinsic to their value. They should be discussed in
relation to key documents such as the Practising Teacher Criteria, school, kura or ECE
service strategic plans, appraisals and performance management systems.
All schools, kura and ECE settings should Induction and mentoring programmes will
have an induction and mentoring policy in look different, depending on the individual
place. It is recommended that this policy is characteristics of the school, kura or ECE
based on these guidelines. setting, and the needs of the PCT. Useful
findings from the pilot programmes that may
They may also be used: help with developing the structure of the
• as a way for staff to explore what effective programme include:
induction and mentoring looks like in the • time needs to be scheduled and prioritised,
school, kura or ECE setting for meaningful discussion about teaching
• as a central reference point against which practice to take place
current induction and mentoring practices • networks for PCTs and mentors are
are reviewed regularly important for sharing ideas, resources
• in combination with other research (for and support as well as an opportunity
example Learning to Teach (2007–2008) to identify issues
when developing an induction and • induction and mentoring programmes are
mentoring programme more likely to succeed where the school,
• to clarify roles for, and expectations of, kura or ECE service’s leadership is actively
supporting teachers informed and involved
• to identify skills, knowledge and • reciprocity and collective contribution
appropriate professional development for a common good are key concepts in
activities to develop mentor teachers mentoring in Māori medium settings.
effectively. The mentoring of the PCT is a collective
responsibility.
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PROFESSION A L LE A RNING JOURNE YS
REFLECTIVE QUESTIONS
REL ATIONSHIP WITH THE
When unpacking these guidelines, PR ACTISING TE ACHER CRITERIA
it may be helpful to ask: PCTs are required to demonstrate they meet
• How do they add to or expand your all the Practising Teacher Criteria in order to
current knowledge of what high- become fully certificated teachers. The
quality induction and mentoring Criteria provide the “hurdle, compass and
looks like? beacon” for PCTs to be issued with full
• What do you believe constitutes certification and for all teachers to gain and
high-quality induction and mentoring renew a full practising certificate. These
in your setting? guidelines should be used in partnership
with the Practising Teacher Criteria. The
• Are there aspects of these guidelines Criteria guide professional learning for all
that need to be emphasised or teachers seeking to gain and maintain full
interpreted to better reflect the certification.
unique needs of your teachers?
• Does your current induction and
mentoring programme reflect the “…through active listening
vision set out in the these guidelines? and open questioning
• What can a PCT expect in their they gave their PCTs more
induction and mentoring programme opportunity to discuss
in your setting?
their own beliefs
• What support should mentor teachers
about children and their
receive to be effective?
learning and to make
• What implications do these guidelines
have on your practice?
their own decisions
• How might these guidelines be used
regarding teaching.”
to promote a learning culture
amongst all teachers in your setting?
• What documented policy and
handbook(s) do you need to provide
to put these guidelines into effect for
your setting?
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WHAT DOES ‘HIGH-QUALIT Y INDUCTION’ MEAN?
Induction is the broad term for all support and guidance (including mentoring)
provided to newly graduated teachers as they begin their teaching practice in
real situations. It is about building the teaching profession and ensuring teachers
are part of a learning community focused on continually improving the learning
outcomes of all their ākonga.
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PROFESSION A L LE A RNING JOURNE YS
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WHAT DOES ‘HIGH-QUALIT Y MENTORING’ MEAN?
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PROFESSION A L LE A RNING JOURNE YS
SEC TION T WO
THE GUIDELINES
Part A:
Guidelines for establishing and implementing a programme of induction
Part B:
Guidelines for mentoring and mentor teacher development
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PART A
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PROFESSION A L LE A RNING JOURNE YS
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Quality mentoring is a central (but not sole) The programme is focused on the daily
component practice of PCTs with their ākonga
• Mentors need to be carefully selected, • The programme will provide intensive,
provided with access to high-quality specific support based on evidence from
professional development and support for the teaching and learning of the ākonga
their role, and assured of dedicated time – so the PCT is able to systematically
to carry out the role (see Part B). reflect on this evidence and learn from it.
• The PCT will also be supported to access • The programme will focus on the needs
learning from the wider learning and aspirations of individual PCTs,
community including observations of establishing reciprocal relationships that
colleagues and participation in structured encourage the PCT to take increasing
professional development programmes responsibility for identifying next steps for
inside and outside the institution. their professional learning.
The programme is based on the Practising The programme will provide the support and
Teacher Criteria to guide the learning and processes needed so the PCT can move
formative feedback to the teacher towards gaining full certification
• There needs to be a shared understanding • This means meeting the Council’s
of the characteristics of effective teaching requirements for formal documentation
as set out in the Practising Teacher Criteria. of the induction programme and
documentation of evidence of the
teacher’s progress towards achievement
of all of the Practising Teacher Criteria,
to be able to move to a full practising
certificate.
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PROFESSION A L LE A RNING JOURNE YS
PART B
“Mentors learned more from the pilot than just mentoring skills.
They were also presented with opportunities to take a stronger lead
role in professional development initiatives in the school, they were
recognised as leaders in their schools and they were also able to
influence the induction and mentoring systems.”
The vision statement shown below should An effective mentor has a sound knowledge
govern the selection, development and and skill base for their role and can establish
day-to-day practice of mentor teachers. respectful and effective mentoring
relationships.
1. VISION STATEMENT
An effective mentor is a reflective practitioner An effective mentor does not work in
focused on inquiry into their own and others’ isolation. Mentors can only be effective if
professional practice and learning – based on they are providing mentoring as part of a
a clear understanding of outstanding teaching. comprehensive induction programme and
are well supported by their employer,
An effective mentor has a significant professional leader and professional
educative leadership role, dedicated to learning community.
growing the professional capability of the
colleagues they support.
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2. ROLE OF A MENTOR TE ACHER 3. K
EY ARE A S OF KNOWLEDGE, SKILL S
The role of a mentor of a PCT includes: AND DISPOSITIONS NEEDED FOR
HIGH - QUALIT Y MENTORING
• providing support to the PCT in their new
role as a teacher with full responsibility Mentors know about teachers, teaching and
for their ākonga teacher learning
• demonstrating effective teaching This includes areas of knowledge such as:
• facilitating learning conversations with • contextual knowledge of an individual
the PCT that challenge and support them PCT including their cultural background
to use evidence to develop teaching • pedagogy of teacher education and
strengths of mentoring
• assisting the PCT to plan effective • knowledge of the teaching profession,
learning programmes the education system and Practising
• observing the PCT and providing feedback Teacher Criteria
against specific criteria and facilitating the • leadership and management of change.
PCT’s ability to reflect on that feedback
• assisting the PCT to gather and analyse
ākonga learning data in order to inform
next steps and different approaches in
their teaching
• guiding the PCT towards professional
leadership practices that support learning
in the unique socio-cultural contexts
of Aotearoa
• supporting the PCT to become part of the
wider learning community
• providing formal assessment of the PCT’s
progress in relation to the Practising
Teacher Criteria
• suggesting suitable professional
development for the PCT
• advocating for the PCT if needed,
particularly in accessing high-quality
induction and mentoring
• listening to and helping the PCT
solve problems.
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Programmes for the development of mentor • collection and analysis of learning data for
teachers may include (but not be confined PCTs to engage within their professional
to) the following content: learning
• pedagogy of mentoring • knowledge of specific strategies such as
• facilitation of challenging, evidence- for supporting differentiated learning
informed, professional learning needs, English for Second Language
conversations learning, English for Additional Language
learning, and support for literacy and
• knowledge of the Practising Teacher
numeracy learning
Criteria (and how to use them to guide the
professional learning of a PCT) • leadership development
• approaches to gathering evidence of • active listening
PCTs’ learning and of providing and • how to personalise learning.
documenting formative feedback
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PROFESSION A L LE A RNING JOURNE YS
APPENDICES
Glossary
Select bibliography
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PROFESSION A L LE A RNING JOURNE YS
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SELECT BIBLIOGR APHY
Achinstein, B., & Athanases, S.Z. (Eds.). Cameron, M., Dingle, R., & Brooking, K.
(2006). Mentors in the making: Developing new (2007). Learning to teach: A survey of
leaders for new teachers. New York: Teachers provisionally registered teachers in
College Press. New Zealand. Wellington: New Zealand
Teachers Council.
Aitken, H., Bruce Ferguson, P., McGrath,
F., Piggot-Irvine, E., & Ritchie, V. (2008). Feiman-Nemser, S. (2001). From preparation
Learning to teach: Success case studies of to practice: Designing a continuum to
teacher induction in Aotearoa New Zealand. strengthen and sustain teaching. Teachers
Wellington: New Zealand Teachers Council. College Record, 103(6), 1013–1055.
Britton, T., Paine, L., Pimm, D.l., & Raizen, Jenkins, K., & Murphy, H. (2012). Te Hāpai Ō:
S. (2003). Comprehensive teacher induction: A handbook for induction and mentoring in
Systems for early career learning. Māori-medium settings.
Dordrecht, The Netherlands: Kluwer
Academic Publishers. Langdon, F. with Flint, A., Kromer, G., Ryde,
A., & Karl, D. (2011). Induction and mentoring
Butler, P., & Douglas, C. (2011). pilot programme: Primary. Leading learning in
Induction and mentoring pilot programme: induction and mentoring.
Secondary. Partnerships for sustainable
learning and growth. Moir, E., Barlin, D., Gless, J. & Miles, J. (2009).
New teacher mentoring: Hopes and promise for
Cameron, M. (2007). Learning to teach: improving teacher effectiveness. Cambridge,
A literature review of induction theory MA: Harvard Education Press.
and practice. Wellington: New Zealand
Teachers Council. New Zealand Teachers Council. (2010).
Practising Teacher Criteria handbook.
Cameron, M., Baker, R., & Lovett, S. (2006). Wellington: New Zealand Teachers Council.
Teachers of promise: Getting started in
teaching. Wellington: New Zealand Council
for Educational Research.
educationcouncil.org.nz 23
PROFESSION A L LE A RNING JOURNE YS
Podmore, V., & Wells, C. (2011). Timperley, H., Wilson, A., Barra, H., & Fung,
Induction and mentoring pilot: Early childhood I. (2008). Teacher professional learning and
education. By teachers, for teachers. development: A Best Evidence Synthesis
Iteration. Wellington Ministry of Education.
Sankar, M., Brown, N., Teague, M., & Harding,
B. (2011). Induction and mentoring pilot Yusko, B., & Feiman-Nemser, S. (2008).
programme: Evaluation. Understanding Embracing contraries: Combining assistance
different models of mentoring and induction: and assessment in new teacher induction.
Delivery and impacts. The Teachers College Record, 110(5),
923–953.
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PROFESSION A L LE A RNING JOURNE YS
The following tables can be used to discuss what activities could be included in
a high-quality induction and mentoring programme. They will help professional
leaders, mentor teachers and Provisionally Certificated Teachers (PCTs) to unpack
these guidelines. The tables were developed by teachers in the primary/intermediate
school pilot led by Auckland University.2
Links practice to a • encourages PCT to make decisions and justify how they
view of good teaching will teach
• allows PCT to unpack beliefs and explain teaching methods
with the aim of improving learning and building confidence.
2 Langdon, F., with Flint, A., Kromer, G., Ryde, A., & Karl, D. (2011). Induction and mentoring pilot:
Primary. Leading learning in induction and mentoring.
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PROFESSION A L LE A RNING JOURNE YS
Provides planned, and • goal setting meetings, observations times and professional
takes advantage of conversations are planned and timetabled
incidental, learning • it is established with the PCT that no question is a
opportunities silly question
• open door policy means that ‘just in time’ learning can
take place.
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CHAR ACTERISTICS OF LIMITED AND HIGH-QUALIT Y
INDUCTION AND MENTORING
This table3 provides examples of what ‘limited’ induction and mentoring looks like in
practice, compared with high-quality educative induction and mentoring. Aspects of
‘limited’ induction and mentoring, however, may still be important, particularly the
emotional or pastoral support given to new teachers.
3 Langdon et al (2011).
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PROFESSION A L LE A RNING JOURNE YS
Links practice to a view of good teaching Provides planned, and takes advantage
• learning focus of incidental, learning opportunities
• goal oriented – PCT and mentor goal. • focused and specific
• detailed observation – but selective
Builds confidence by developing • mentor and PCT focused – purposeful,
pedagogical expertise know what you’ll observe
• setting goals – own development • range of tools used in observation.
• underpinned by achievement
of ākonga. Engages in serious professional
conversations
Has a developmental (but not linear) • professional discussion – challenge
view of learning to teach pedagogy
• long-term focus • active listening
• deeper exploration of practice and • explore deeper issues
evidence of learning – and what lies • learning conversation process
behind the surface issues. (partnership)
Develops teacher autonomy and agency • more about mentor (listening) and
• teacher voice their role.
• determine next steps and take
responsibility Bases feedback and assessment on
evidence
• PCT agency involved in making
decisions • evidence based / interrogate data
• examine and reflect on own practice • get PCT to think more and have
evidence for what they are doing.
• becoming self-regulated.
School, kura or early childhood
Builds knowledge by using their teaching
education service structure
as a site of inquiry
• mentoring given value and
• practice of effective pedagogy
importance.
• proactive – setting the PCT up –
application of strategies.
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