• based on the aspirations and needs of the teacher

• be responsive to the demographic profile of the learners

• develop teacher agency for their own professional learning

• be educative in focus

• be based in a community of support including the active support by the institution’s professional leader

• work towards the programme vision, particularly for gaining equitable outcomes for all learners

• this provides the why for the programme and drives the direction / outcomes desired

• there needs to be structural support from the employer and senior colleagues, including ensuring dedicated time is provided for the mentoring and other professional development

• there needs to be leadership for a culture of collaborative professional inquiry

• the learning community in some settings, may embrace families and others in the wider community as well as professional colleagues from within and external to the learning setting

• this means mentors need to be carefully selected, provided with access to high quality development and support for their role, and assured of dedicated time to carry out the role (see next section on quality mentoring)

• the teacher will be supported to access learning from the wider professional community including observations of colleagues, participation in structured professional development programmes within and external to the institution

• there needs to be a shared understanding of the characteristics of effective teaching

• the criteria for effective teaching currently are the Satisfactory Teacher Dimensions that have to be met to gain full registration and renew practising certificates. These will be replaced with revised Registered Teacher Criteria after piloting in 2009

• programmes will provide intensive, specific guidance based on evidence from the teaching and the learning of all the ākonga – so that the teacher is supported to systematically reflect on this evidence and learn from it

• the programmes will focus on the needs and aspirations of individual PRTs, establishing reciprocal relationships that encourage the PRT to take increasing responsibility for identifying next steps for their professional learning

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 acts as a change agent and educational leader, dedicated to facilitating growth in professional capability of the colleagues they specifically support and to the wider learning community

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

• Providing support to the provisionally registered teacher in their new role as a teacher with full responsibility for their learners

• Facilitating learning conversations with the PRT that challenge and support them to use evidence to develop teaching strengths

• Assisting the teacher to plan effective learning programmes

• Observing the teacher and providing feedback against specific criteria and facilitating the teacher’s ability to reflect on that feedback

• Assisting the teacher to gather and analyse student learning data in order to inform next steps / different approaches in their teaching

• Guiding the teacher towards professional leadership practices to support learning in the unique socio-cultural contexts of Aotearoa New Zealand

• Liaising with colleagues to facilitate provision of appropriate support and professional development for the teacher within a professionally focused community of practice

• Providing formal assessment of the teacher’s progress in relation to the STDs / RTCs

• Suggesting professional development suited to current professional needs that may be accessed within or beyond the institution

• Advocating for the teacher if need be in terms of their entitlements as a PRT

• Demonstrating effective teaching

• Listening to and helping the PRT to solve problems

This would include areas of knowledge such as:

(a) Contextual knowledge of individual PRTs including cultural background

(b) Pedagogy of teacher education and of mentoring ⁵

(c) Professional knowledge, professional standards (STDs/ draft RTC), education context

(d) Leadership and management of change

(2) Mentors know about learners and learning

This would include areas of knowledge such as:

(a) Contextual knowledge of the learners the PRT is teaching, including cultural background of individuals and of the community/s the learners are from

(b) Pedagogical content knowledge relating to curriculum area/s the PRT is teaching within

(c) Research into learning e.g. Best Evidence Synthesis reports from Ministry of Education

(d) Collection and interpretation of evidence of learning

(3) Mentors are able to use mentoring skills and dispositions

These would include ability to:

(a) Facilitate constructive but challenging professional conversations with PRTs and maintain their enthusiasm

(b) Demonstrate for the PRT effective teaching for diverse learners

(c) Negotiate and advocate on behalf of the teacher

(d) Demonstrate professional leadership and understanding of the potentiality of effective teaching to influence equitable outcomes for learners

(e) Seek cultural advice to support development of te Reo me ona Tikanga

• Pedagogy of mentoring – including facilitative relationships

• Knowledge of the Satisfactory Teacher Dimensions and the Registered Teacher Criteria

• Approaches to gathering evidence of teachers’ learning and of providing and documenting formative feedback

• Collection and analysis of learning data for PRTs to engage with in their professional learning

• Knowledge of specific strategies such as for supporting differentiated learning needs, English for Second Language learners, English for Additional Language learners, and support to literacy and numeracy learning.

• Leadership development