Induction and mentoring
Induction and mentoring is the framework of support for those who are not yet fully registered who are employed in a teaching position, and especially for provisionally registered teachers (PRTs) as they begin their teaching practice in real situations.
As a PRT you will have the guidance of a mentor teacher who is an experienced fully registered colleague, trained to guide and support you and give constructive feedback.
The most important features of induction and mentoring include:
- an emphasis on practice-focused professional learning for the PRT
- a range of professional development opportunities
- evaluations of professional practice based on the Registered Teacher Criteria
- active support and commitment from professional leaders.
Guidelines for induction and mentoring
The Guidelines for Induction and Mentoring and Mentor Teachers were developed to help teachers, mentors and professional leaders work together to design and implement high quality induction and mentoring programmes. Read more
Purpose of induction and mentoring for PRTs
The main purpose of an induction and mentoring programme is to help a newly qualified teacher develop effective teaching practices for the diverse learners they will be responsible for throughout their career.
Through this programme of support, the PRT, mentor and the professional leader will gather evidence of the progress being made by the PRT towards meeting the standard for full registration.
At the end of the induction period, the professional leader is required to use this evidence to determine whether all the Registered Teacher Criteria have been met by the PRT.
The PRT also needs to retain evidence of their induction and mentoring programme and to submit this to the Teachers Council if requested to do so.
Who is involved?
Many people in and beyond the school, kura or ECE service may be involved in the programme of support for a PRT. Key people and groups are:
- the professional leader
- the fully registered mentor teacher
- the provisionally registered teacher
- heads of department, team leaders, external support
- universities and others who provide professional support or qualifications.
Essential components of high quality induction programmes
An induction and mentoring programme may look different from one setting to another. This will depend on what sort of institution it is (school, early childhood or kura) and whether it is urban, rural, large, small, isolated, part of a cluster and so on. But there are some essential features that should be included when developing effective induction programmes for PRTs.
Induction and mentoring programmes should:
- be tailored to individual needs and agreed with the PRT, mentor teacher and professional leader
- include regular observations of teaching practice and opportunities for the PRT 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 collect evidence of progress towards meeting the registration standards in the Registered Teacher Criteria
- be resourced appropriately and meet the contractual obligations of the employer
- have formal written records documenting professional discussions, observations and feedback, critical reflections on data by the PRT and any other professional development.
Provisionally registered teachers
Teachers can be provisionally registered for a maximum of six years. You’ll need to take this into account when you consider what teaching positions to accept, or if you are planning any breaks from teaching.
To begin your induction programme, you need to be employed in a teaching position that meets the requirements set by the Teachers Council. You need to:
- be employed in a teaching position (not a volunteer or teacher aide position) of 0.5 Full Time Teacher Equivalent (FTTE)
- teach in a continuous position (teaching of less than six weeks is not considered)
- be employed within the general education system or a setting approved by the Teachers Council
- hold provisional registration and a current practising certificate
- complete at least two years of teaching with induction and mentoring.
It is also a good idea to:
- familiarise yourself with the Guidelines for Induction and Mentoring and Mentor Teachers
- familiarise yourself with the components of high quality Kaupapa Māori based induction and mentoring for Māori-medium settings by reading Te Hāpai Ō
- read about your entitlements as a provisionally registered teacher.
If you have any questions, contact us.
Make sure your induction and mentoring policy is up to date and known about in your workplace. It should align with the Guidelines for Induction and Mentoring and Mentor Teachers.
Are you clear about what your role involves and its purpose? Check the Guidelines for Induction and Mentoring and Mentor Teachers and seek appropriate professional learning and development to support your role. Check current courses relevant to mentoring.