Workshop Resources - World Teachers' Day Conference 2010

Outline of pilot conducted by NZ Kindergartens Inc. Facilitated by Clare Wells.

Outline of pilot conducted by the University of Auckland Faculty of Education. Facilitated by Dr Frances Langdon, Annaline Flint, Liz Horgan, Cathy Chalmers, Sharon Hill, Dianne Macdonald, Anne Kulik and Jacinta Oldehaver.

Outline of pilot conducted by Massey University. Facilitated by Paul Turner and Nicki Dowling.

Māori medium sector
Outline of the pilot conducted by Te Whare Wānanga o Awanuiārangi. Facilitated by Dr Kuni Jenkins and Emily Sinclair.

Mentors matter - educative mentoring and learning conversations
Facilitated by Annaline Flint, Sharon Hill, Dianne Macdonald and Jacinta Oldehaver (University of Auckland)

Traditionally, mentoring of provisionally registered teachers (PRTs) has largely taken the form of short-term technical advice and emotional or feel-good support. In addition to this support, this workshop will outline the importance of mentors engaging in educative mentoring to focus their PRTs on learning to teach and on student learning and outcomes.

Leading learning - self analysis of induction and mentoring programmes 
Facilitated by Dr Frances Langdon, Liz Horgan, Cathy Chalmers and Anne Kulik (University of Auckland) 

The school context in which mentors work and new teachers enter can either enhance or inhibit their development (Bubb & Earley, 2006). Indeed, Timperley's (2008, p. 6) synthesis of research on teacher learning and development found that teacher learning is strongly shaped by the context and daily experiences, which in turn shape understandings and practices. It has been found that school leadership, the valued ways of teaching, and the learning opportunities provided affect provisionally registered teachers' future practice. Youngs' (2007, p. 126) study supports this premise providing evidence that "principals can promote new teachers' professional growth in their direct interactions with them and by facilitating their work with mentors and other colleagues". This workshop provides insight into the way two schools have analysed, developed and strengthened their induction and mentoring programmes taking a whole school approach.

Self assessment tool - compass for professional learning 
Facilitated by Paul Turner and Nicki Dowling with support from Massey University pilot participants. 

By engaging in a process of self review against the Registered Teacher Criteria and looking at specific criteria in your setting, discover how the Self Assessment Tool (developed in the secondary sector induction and mentoring pilot) might support effective coaching and mentoring, registration evidence gathering, appraisal and whole school professional development.

Facilitated by Lee Blackie and Michelle Philips (NZ Kindergartens Inc.)

Induction and mentoring is a reciprocal relationship that epitomises the concept of ako.  Who are the learners and what do they look like?  How do the different generations influence our approach to this partnership?  In this workshop we share our perspective from being active participants in the pilot for New Zealand Kindergartens' during 2009.

Facilitated by Emily Sinclair and Paeakau Harris (Te Whare Wānanga o Awanuiārangi)

This workshop will explore ways mentor teachers can help provisionally registered teachers identify a range of tikanga Māori practices that can be used as evidence for meeting the Registered Teacher Criteria.

Facilitated by Juliet Martin (main facilitator of the Council's Registered Teacher Criteria workshops)

Provisionally registered teachers develop portfolios of evidence that demonstrate they are meeting the Registered Teacher Criteria. Linking the evidence to Teaching as Inquiry (p.35 New Zealand Curriculum) gives coherence to the collection, provides evidence that is both useful and meaningful to the individual, and contributes to the development of quality practice.