Mentors

• Providing support to the PCT in their new role as a teacher with full responsibility for their ākonga.

• Demonstrating effective teaching.

• Facilitating learning conversations with the PCT that challenge and support them to use evidence to develop teaching strengths.

• Assisting the PCT to plan effective learning programmes.

• Observing the PCT and providing feedback against specific criteria and facilitating the PCT’s ability to reflect on that feedback.

• Assisting the PCT to gather and analyse ākonga learning data in order to inform next steps and different approaches in their teaching.

• Guiding the PCT towards professional leadership practices that support learning in the unique socio-cultural contexts of Aotearoa.

• Supporting the PCT to become part of the wider learning community.

• Providing formal assessment of the PCT’s progress in relation to the Practising Teacher Criteria.

• Suggesting suitable professional development for the PCT.

• Advocating for the PCT if needed, particularly in accessing high-quality induction and mentoring. 

• Listening to and helping the PCT solve problems.

KEY AREAS OF KNOWLEDGE, SKILLS AND DISPOSITIONS NEEDED FOR HIGH-QUALITY MENTORING 

Mentors know about teachers, teaching and teacher learning: This includes areas of knowledge such as: 

• contextual knowledge of an individual PCT including their cultural background

• pedagogy of teacher education and of mentoring

• knowledge of the teaching profession, the education system and Practising Teacher Criteria

• leadership and management of change

Mentors know about ākonga and learning This includes areas of knowledge such as: 

• contextual knowledge of the ākonga the PCT is teaching, including cultural background of individuals and communities the ākonga are from

• pedagogical content knowledge relating to curriculum area(s) within which the PCT is teaching

• research into learning, for example, Best Evidence Synthesis reports from the Ministry of Education

• collection and interpretation of evidence of learning. 

Mentors are able to use mentoring skills and dispositions These include the ability to:

• facilitate constructive but challenging professional conversations with PCTs and maintain their enthusiasm 

• demonstrate for the PCT effective teaching for diverse ākonga 

• use effective observation skills and strategies

• analyse and reflect on evidence of learning • negotiate and advocate on behalf of the teacher

• demonstrate professional leadership and understanding of the potentiality of effective teaching to influence equitable outcomes for ākonga

• provide and/or seek cultural advice to support development of te reo me ōna tikanga.

WGHS PCT OBSERVATION TEMPLATE: Please make a copy of this document when observing your PCT. It will be helpful to read through the document before the observation, especially the Standards of the Teaching Profession section. During the first year, it is recommended that you focus on detail observation feedback using this template. In the second year, you may wish to continue using the same template or a more brief version, especially if there is a specific observation focus (e.g. closing of the lesson, introducing assessments, etc.)

GUIDELINES FOR INDUCTION AND MENTORING AND MENTOR TEACHERS: This is a helpful guideline handbook for all mentor teachers from the Teaching Council.