Creating an induction and mentoring programme
Find advice on how to develop and implement a high-quality induction and mentoring programme.
What makes a good induction programme?
A strong induction and mentoring programme helps new teachers feel supported, confident, and ready to grow. It sets the tone for high-quality teaching and builds a culture of collaboration and continuous learning. When leaders invest in induction and mentoring, they create space for teachers to reflect, receive feedback, and connect with others in the profession.
These programmes also help teachers understand and apply the Standards for the Teaching Profession in ways that are practical and meaningful. Supporting new teachers through structured guidance strengthens the whole learning community and leads to better outcomes for learners.
An induction and mentoring programme will look different for every teacher. However, there are essential features that should be included when developing them.
Induction and mentoring programmes should:
- be tailored to every teacher and agreed with the Tōmua | Provisional teacher, mentor teacher and professional leader
- include regular observations of teaching practice and opportunities for the teacher 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, including the opportunity to understand the setting's professional growth cycle and see the connections of this to the induction and mentoring programme
- include access to external networks and professional development opportunities
- provide opportunities to use the Standards | Ngā Paerewa in evidence-based conversations that demonstrate the teacher’s progress towards meeting these
- be resourced appropriately and meet the contractual obligations of the employer
- have a record documenting professional discussions, observations and feedback, critical reflections on information and data by the teacher and any other professional development.
Guidelines for Induction and Mentoring and Mentor Teachers
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