Taking part in induction and mentoring
As a Tōmua | Provisional teacher you will have the guidance of a mentor teacher to support and give constructive feedback during your journey to full certification.
How induction and mentoring works
An induction and mentoring programme supports teachers new to the teaching profession in Aotearoa as they work towards demonstrating they can independently use and meet the Standards | Ngā Paerewa.
Through a programme of support, the Tōmua | Provisional teacher, mentor and professional leader will keep a record of the induction and mentoring programme, including progress made by the teacher towards meeting the Standards | Ngā Paerewa, for Tūturu | Full (Category One) certification.
At the end of the induction period the professional leader makes an evidence-based decision to determine whether the teacher can independently use and meet the Standards | Ngā Paerewa as required for a Tūturu | Full (Category One) Practising Certificate.
To begin your induction and mentoring programme
Tōmua | Provisional practising certificates are designed to be held for a maximum of five years. You are expected to gain Tūturu | Full (Category One) within this timeframe.
Please take this into consideration when looking for teaching positions, or if you’re planning any significant breaks from teaching.
To move from Tōmua | Provisional to Tūturu | Full (Category One), you will need to complete a programme
of induction and mentoring organised by your early learning, school or kura setting, supported by a mentor
teacher who holds a Tūturu | Full (Category One) practising certificate.
To begin your induction and mentoring programme you need to be employed:
- in a teaching position (not a volunteer or teacher aide position)
- in a 0.5 Full Time Teacher Equivalent (FTTE) minimum role
- within an early childhood centre, school, or kura.
It’s also a good idea to:
- familiarise yourself with the Guidelines for Induction and Mentoring and Mentor Teachers English or also available in te reo Māori
- familiarise yourself with the components of high quality Kaupapa Māori-based induction and mentoring for Māori-medium settings by reading the Te Hāpai Ō handbook or also available in English.
What to expect of an induction and mentoring programme
Your employer should ensure a formal induction programme is available to you.
Tips to help you ensure you have the help and support you need when starting out:
- Ensure you have a job description that clearly shows the role is a teaching position, and that the role will enable you to independently use and meet the Standards for the Teaching Profession | Ngā Paerewa .
- Negotiate an induction programme with your mentor teacher that meets your own learning needs and is appropriate and realistic for your setting. This will include allocating time for your professional development and support.
- Review and renegotiate your programme as your needs change.
- Ask for help when you need it.
- Keep your own record of meetings and discussions with your supervising teacher, of goals set and followed up, your own reflections on your progress, observations of your teaching by your mentor teacher, and key areas of your professional learning and development. If you change jobs before becoming fully registered, make sure you take these records with you, so your progress can be built on in your new teaching position.
Time should be available to support your professional development. It is important that this time is regularly timetabled and made available to you. Talk to your mentor and professional leader about how to get the most from this time.
Examples of worthwhile professional development activities include:
- observing other teachers and learners in another setting
- discussions with other teachers such as guidance counsellors, senior staff or with advisers or specialist education services
- becoming familiar with the library, teaching resources and records of the setting
- finding out about the policies and procedures in your setting
- studying professional material, analysing your own professional needs and development, and planning for better teaching
- going to courses and meetings that release from your teaching duties
- For each of these opportunities, reflect on the activity and apply it to your work as a teacher, and your learners.