What makes a good induction programme?

An induction and mentoring programme may look different depending if you work in a school, early childhood or kura and whether it is urban, rural, large, small, isolated, part of a cluster. However, there are some essential features that should be included when developing effective induction programmes for Tōmua | Provisional teachers.  

Induction and mentoring programmes should: 

  • be tailored to individual needs 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 
  • 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. 

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Guidelines for Induction and Mentoring and Mentor Teachers

These guidelines have been in use since 2011 and aim to help professional leaders and mentor teachers learn key skills and attributes for effective mentoring. 

Download a digital version of the Guidelines for Induction and Mentoring and Mentor Teachers handbook - English

Download a digital version of the Guidelines for Induction and Mentoring and Mentor Teachers handbook – te reo Māori

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