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 Pilot programmes in the Council's induction and mentoring project are underway in all sectors. The feature story in this issue looks at the NZ Kindergartens pilot. (l-r) Chris Stone (Brian Webb Kindergarten) and Helen Ridley (Matairangi Community Kindergarten) at the initial workshop held in February. |
The Teachers Council's pilot programmes in induction and mentoring for provisionally registered teachers (PRTs) is underway and one of the contracts is with the New Zealand Kindergarten Incorporated for a programme with early childhood education teachers.
As this is a one-year pilot programme, much preparation was needed before the first hui of mentor teachers and the PRTs could take place in February.
The five kindergarten associations are working together in three regions, each with a slightly different focus. The Wellington and Ruahine Associations are incorporating mentors and teachers from Te Tari Puna Ora o Aotearoa (TTPOA) the New Zealand Childcare Association. The Nelson Association already had links to education and care services, through their registration programmes, and this will continue to be its focus. The Dunedin and Southland Kindergarten Associations are hoping to incorporate teacher educators from Otago University to strengthen their programmes.
The first hui for the Wellington and Ruahine group involved opportunities for mentors, and then PRTs, to share their induction and mentoring experiences so far, as well as plan for some specific outcomes from the pilot.
Anne Masterton and Sally Roberts are senior teachers with the Wellington and Ruahine Kindergarten Associations respectively. They are both involved in overseeing the teacher registration processes in their regions.
Sally says she can already see the value of the project and what the Association may try to do in the future. "It has been a real bonus, just awesome for the teachers to be able to network with each other. The discussion groups were great, with teachers getting together with time to talk,"
She says the senior teachers meet with the PRTs each term. "We have met with the mentor teachers but it's not a regular set up. The mentor teachers liked getting the opportunity to learn about their role. They are often head teachers who don't ask to do it, it's just an expectation. So I can see the need for more training opportunities for mentors."
Similarly, Anne is also looking ahead. "We've got a good process already but I can see we can strengthen it. While the mentors can network within the Association, the focus of the project is on supporting mentors to develop skills and networks they need to support the PRTs, by networking with nearby associations and TTPOA. Establishing early childhood education professional networks is so important."
The focus of the first day, with the mentors, involved introducing the draft Registered Teacher Criteria and allowing feedback from them about what they needed to support PRTs, what they wanted from the Association, and what the PRTs needed from their mentors.
When it came time for the PRTs to join the group the next day, they had an opportunity to contribute their ideas regarding what they wanted from their mentors.
"The days were really important for dialogue and contributing to setting up networks. PRTs looked at how to ask questions to get the support they needed. Mentors worked on how to give feedback, how to listen and how to get PRTs to go deeper in their reflections. Mentors are reflecting on their leadership, seeing leadership as part of what they offer to the team. The team gains from new ideas and different points of view," says Anne.
She adds: "The teachers are having opportunities to discuss and ask questions, learn from each other, share templates and resources, and share their knowledge and experiences. It's about knowing someone to ring. The PRTs now have a clearer idea of what is involved in their mentors' role and their own. They are looking at what the practice folder might look like, what ‘evidence' might look like. Mentors are aware of the privilege it is to be a mentor - to take part in discussions with colleagues and make mentoring a priority, supporting someone at the beginning of their career."
Vicki Sabo is a mentor teacher in an all day kindergarten with eight teachers. She says she and her PRT were very keen to network with other teachers and to learn and grow. She says the hui highlighted the importance of feedback between the PRT and mentor. "You have to make sure time is allocated. Each day can be so busy, and even though you are working side by side, together, you need to make time to have informal chats to see how they [PRT] are going."
For Vicki, the role of head teacher is changing as the kindergarten has diversified to meet the community's needs. Formerly, she always had experienced teachers join her team, but now that the team is larger, she has beginning teachers, and is herself a mentor teacher for the first time.
"I definitely think the support provided by this programme will be stronger not just in our own Association but with the link to the outside Association. We can go and see other kindergartens because of the links made with them and get ideas, and problem solve. It's about not feeling isolated and getting support for PRTs and for mentors".
Nadia Moon is a second year teacher from Palmerston North. "When the option was put forward to go as a team, I thought it would be interesting and great for my personal and professional development to be involved in the pilot. I found it really helpful sharing ideas and looking at certain sections. It was really good hearing everyones' experiences. It's helpful meeting with other PRTs - some are more advanced and others are at the same level. It's also good for mentors to be alongside other mentors, I'm her first PRT".
In addition to other hui for mentors and PRTs, coming up in May and July there will be an online network where all the participants can share their experiences. Alongside these professional learning days for the mentors and PRTs, there is an advisory group with senior teachers from all the regions in the pilot, as well as representatives and researchers from The New Zealand Educational Institute (NZEI). The researchers will evaluate the effectiveness of the models of professional development being used and also the usefulness of the Council's new draft guidelines for effective induction and mentoring programmes.
