Induction and mentoring
An induction and mentoring programme helps newly qualified teachers develop effective teaching practices for diverse learners. Provisionally certificated teachers (PCT) will have the guidance of an experienced, fully certificated colleague who is trained to guide, support and give constructive feedback.
How it works
Through this programme of support, the PCT, mentor and the professional leader will gather evidence of the progress being made by the PCT towards meeting the standard for full certification.
At the end of the induction period, the professional leader is required to use this evidence to determine whether all the Standards of the Teaching Profession have been met by the teacher.
The PCT also needs to retain evidence of their induction and mentoring programme and to submit this to the Teaching Council if requested to do so.
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 the guidelines.
What makes a good induction programme?
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 PCTs.
Induction and mentoring programmes should:
- be tailored to individual needs and agreed with the PCT, mentor teacher and professional leader
- include regular observations of teaching practice and opportunities for the PCT 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 Standards for the Teaching Profession
- 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 PCT and any other professional development.
Provisionally certificated teachers
Teachers can be provisionally certificated 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 Teaching 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) minimum.
- 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 Teaching Council
- hold or recently held a 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 certificated teacher.
If you have any questions, contact us.
PCTs, professional leaders and mentor teachers in schools, have access to Mau Ki Te Ako, a programme of support.