How induction and mentoring works

An induction and mentoring programme supports teachers new to the teaching profession in Aotearoa as they work towards meeting the requirements for moving to a Tūturu | Full (Category One) practising certificate.

Through a programme of support, the Tōmua 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 full certification. 

At the end of the induction period the professional leader makes an evidence-based decision to determine whether the Standards | Ngā Paerewa have been met by the teacher. The teacher also needs to retain a record of their induction and mentoring programme to submit to the Council if requested to do so.  

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To begin your induction and mentoring programme

Tōmua | Provisional Practising certificates are designed to be held for a minimum of three years, and no more than five. 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 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 or a setting approved by the Teaching Council. 

It’s also a good idea to: 

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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 meet all of 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 learning centre 
  • 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 learning centre 
  • finding out about the policies and procedures in your learning centre 
  • 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. 

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