E ngā mana, e ngā rau
rangatira mā,
Nau mai haere mai
Professional Learning Journeys:
The Guidelines for Induction and Mentoring and
Mentor Teachers
New Zealand Teachers Council
workshop for professional leaders, lead
mentors and providers of professional
development
2011 - 2012
Timelines for today
8.30 Coffee and greet
9.00 Introduction to the induction and mentoring
project: the new Guidelines for high quality
induction and educative mentoring
11.00 Morning tea break
11.30 What’s happening in your setting?
12.30 Lunch break (lunch provided)
1.30 Introductory mentoring skills and strategies
3.00 Action planning
3.30 Finish
Introductions and expectations
• Introduce yourselves at your table
• Nominate a recorder
• Discuss and record on the large sheet at your
table the expectations you have of the day and
questions you want answered
• Feel free to add any questions as they occur
during the workshop - tick the questions as they
get answered
What will you gain from this
workshop?
You will:
• Recognise the shift from ‘advice and guidance’ to high
quality, intensive induction and educative mentoring
• Explore how to implement the new Guidelines
• Understand how to shift practices within your setting
• Recognise how to link the Guidelines for Induction and
Mentoring and Mentor Teachers and the Registered
Teacher Criteria
What else will you gain from this
workshop?
You will also:
• Be exposed to some introductory mentoring skills and
strategies
• Know how to access further support
• Identify what you might do differently in your setting
tomorrow
Part 1:
The New Zealand Teachers Council
Induction and Mentoring Project
Why induction and mentoring is
important to the Teachers Council
• The Council regulates ‘entry points’ to the profession
– Initial teacher education
– Provisional registration
– Full registration
– Renewal of registration for experienced teachers
• Professional learning of newly qualified teachers is a
key link in strengthening these entry points
• Professional learning of mentor teachers strengthens
pedagogical leadership and quality of experienced
teachers’ professional practice
Teachers Council Induction &
Mentoring Project History
See Guidelines Handbook p2
• 2006
Project began – research phase
• 2007- 8 Three research reports published
• 2007
WTD Conference and workshops
- draft Guidelines for Induction
and Mentoring developed
• 2008
Commissioning of national pilot
programme – to trial draft guidelines
• 2009-10 One and two year pilots focusing
on mentor teacher support
• 2011
National Guidelines finalised &
communicated to profession and
supporting agencies
8
8
National programme of pilots for
induction and mentoring
• Four pilots plus evaluation 2009-2010:
– Early childhood education (NZK)
– Primary, intermediate schools (A.U.)
– Secondary schools (Massey)
– Māori medium (W. ō Awanuiārangi)
– Evaluation (Martin Jenkins)
• Also piloted the draft Registered Teacher Criteria
(UC Education Plus) – and the induction and
mentoring pilots used the draft Registered Teacher
Criteria
What was piloted?
• Draft Guidelines for induction of PRTs and for mentor
teacher training and support
(see final Guidelines in your pack)
• Models developed by each contractor for effective
training and support for mentor teachers – appropriate
for sectors
Key learning from pilots
•
The draft Guidelines were an important tool to clarify roles and shift
practices
•
Leadership (of professional learning communities) is pivotal to
implementing high quality induction and mentoring
•
Mentor teachers need to have
– access to appropriate curriculum and professional development
– time to develop the conceptul thinking and the skills needed for the role
– time and recognition for carrying out the mentoring role
•
PRTs need to have
– a dedicated compatible and trained mentor teacher they interact with on a
regular basis
– support from the wider professional learning community
– clear understanding of their learning pathway and requirements for registration
After the pilots - 2011
•
•
•
•
Guidelines finalised & published
National workshop programme
Resources to website & review TFR
Identify courses for mentor professional development –
national curriculum?
• Publish final pilot reports
• Finalise & promote Te Hāpai ō for Māori medium
Please now complete part one of Resource 3 (yellow
tracking sheet)
Part 2:
The ‘shift’ from ‘advice and guidance’
to ‘high quality induction and
mentoring’ – introducing the
Guidelines handbook
What is ‘high quality’ induction and
mentoring?
Activity
• Take out Green Resource 4 (also in Handbook
p26)
• Look at the ‘advice & guidance’ column and highlight
activities common in your setting
• Look at ‘high quality’ column and highlight activities
common in your setting
• For one minute each, share with a stranger what
you have discovered about the differences in these
types of activities (i.e. what is different about the new
Guidelines)
From advice and guidance to high
quality induction and mentoring. . .
• Listen to these pilot participants . . .
Activity:
• Form groups of three – no more than four
• Allow one minute for each person to put forward what
they believe is the most important reason high quality
induction and mentoring matters
• Be prepared to share one point with the whole group
15
15
The handbook: Guidelines for
Induction and Mentoring and Mentor
Teachers
Three sections
1. Introduction p.1
•
•
•
2.
Background and purpose p.2-3
Who should use them p.4-5
How to use them and reflective questions p.6-7
The Guidelines p.8
•
High quality induction p.8-9
•
High quality mentoring p. 10
3.
Appendices
•
Glossary, charts, bibliography
The vision
“High quality induction programmes … will
support recently qualified teaching graduates to
become:
• effective teachers for diverse learners in
Aotearoa New Zealand
• professionally engaged teachers committed
to on-going inquiry into their own teaching
…”
Ū ki te ako, tu tangata ai apōpō
Excel in teaching so our learners will excel in the future
Exploring the Handbook
You have had a look at the ‘shift’ expected in the new
expectations for induction and mentoring programmes.
Activity (10 minutes)
1.
2.
3.
Browse through pages 12-14 of the handbook and
highlight (or note) key words / phrases that may
indicate a shift in induction practice.
Choose ONE section or segment that you think will
provide a challenge for your setting – discuss this with
one other person
Which part of the hand book would you focus on
FIRST with your colleagues? – make a comment on
your yellow reflection sheet (Resource 3)
Part 3:
What’s happening with induction and
mentoring now?
Reflection -10 mins
Table talk:
• Have a discussion about the morning session
at your table.
• Amend any statements or questions you
might have added to the newsprint on the
table.
• Summarise one key shift in thinking from the
table as a whole
• Share this one point with the rest of the room.
Review
• We have looked at the shift from advice
and guidance to high quality induction
and mentoring.
• We have previewed the Induction and
Mentoring Guidelines Handbook
• We have thought about a vision for
Induction and Mentoring in our settings
So what is next?
Induction and mentoring needs
analysis
Activity
• You need to work with either:
- someone from your own
school/setting
- or someone from your own sector.
• In 30 minutes work your way through
the Needs Analysis Document
(Resource 5) and ensure that you have
some action steps planned.
Educative mentoring in practice
Activity
• Read the vision statement on page 15
• Team up with people from your own
setting (or same sector if you are alone)
• You need the educative mentoring
Resource 6, pages 16,17,24 and page
26 from the Guidelines Handbook and
the Resource 3 yellow Reflection Sheet .
• Follow the instruction on Resource 6
• You have approximately 20 minutes
Part 4:
Introducing some skills and strategies
to support comprehensive induction
and educative mentoring
Plan for this afternoon
1. Listening and questioning skills to be practiced
and enhanced in a 2 stage process and....
2. The triangulated mentoring conversation and
observation will be trialled, followed by a reflect
and review process followed by...
3. Next steps in my setting tomorrow - planning
and goals setting.
Janet Gless - Associate Director of the
New Teachers' Center says
• “We are creating a role in education that has never really existed
before – mentor NOT as buddy or instructor. Training helps us
create the mental model for the role, and insures a model of quality,
rigour and professionalism.”
• “Training empowers me to identify and address the individual needs
of my beginning teacher(s). I feel more equipped to meet them
where they are and support them in moving forward.”
• “(Training) gives us vision, awareness, and options to meet the
diverse needs of the mentee. It gives the mentor an understanding
of his/her own strengths and weaknesses. This leads to growth for
both! “
Empowers both mentor and mentee!
Mentoring skills 1 Activity 1 instructions (20 mins)
• You need to access the Mentoring Skills Toolkit
(Resource 7)
• Find Resource 7a entitled ‘Listening Activity Step One’.
• Join with a stranger from another sector and then READ
THIS SHEET
• Read the question prompts on the sheet. (2 mins)
• Discuss any protocols required (e.g. writing while someone is
talking) (1 min)
• Commence the activity.
• Once the two cycles have been completed, brainstorm and
write down some more Level One (clarifying questions) and
Level Two (purpose, reasons and consequences ) questions.
Mentoring skills 2 Activity 2 instructions (20 mins)
• Find another stranger and the Resource 7b
entitled Listening Activity Step 2.
• Read this sheet carefully.
• You are being asked to raise the skills level bar in
this activity so you will need to consider the shift
you are making as a mentor
• We have allowed 20 minutes to complete both
rounds of Listening Activity 2.
• Please ensure you have written your own level 3
questions on the sheet as these will assist you in
the next activity
The triangulated mentoring
conversation: using a mentor, mentee
and an observer to provide ....
• support for the shift from advice and guidance to high quality
educative mentoring
• support for mentor skills development
• powerful feedback to mentor and mentee
• opportunity to practise listening and observation skills
• support ‘open to learning conversations’ in order to maintain
and enhance the relationship and progress the task.
(Filmed role play available on website)
The triangulated mentoring
conversation: How?
• In 3’s please - cross sector would be really powerful.
• One mentor, one mentee and one observer selected
• Read Resource 7c the Triangulated Mentoring
Conversation activity, and Resources 7d & 7e the
observer and mentor resources and the previous
listening and questioning activities sheets one and
two.
• Do the activity
• Change around and begin again
• We have allowed 45 minutes for the process to be
repeated 3 times in each group
Further support and resources
• Teachers Council website
www.teacherscouncil.govt.nz/prt
• PRT Advisors in your local region
• University or other courses in mentoring, coaching,
pedagogical leadership skills
• Refer to select bibliography in Guidelines handbook
Next steps for me? (30 mins)
• Using the goals setting page of Resource 3
Reflection Sheet) and all the resources you
have used today . . .
• Set up to three goals or action steps that you
can take back and action in your setting/school
tomorrow or next week.
• When finished please complete the workshop
feedback form from the kete and hand in.