Mentoring Provisionally Registered Teachers

1. Mentoring Provisionally Registered Teachers Cheryl Harvey Secondary PRT Facilitator Team Solutions, 2010 This presentation is based on information taken from the Teachers Council website http://www.teacherscouncil.govt.nz and the Towards Full Registration kit. Cheryl Harvey, Secondary PRT Facilitator, Team Solutions, University of Aucklnd, 2010

2. Why registration? Teacher registration is your official membership to the teaching profession. It was established to ensure a minimum quality standard is applied to all teachers entering or currently teaching in the general education system of NZ. (Teachers Council) Cheryl Harvey, Secondary PRT Facilitator, Team Solutions, University of Aucklnd, 2010

3. Practising Certificate When an application for registration is approved, a teacher is issued with a practising certificate. This practising certificate is valid for three years from the date of issue, and enables the holder to be legally employed in a teaching position within the general education system of New Zealand. A current practising certificate is mandatory for those employed in teaching positions in Primary schools, Secondary schools, Kindergartens & some ECE. Cheryl Harvey, Secondary PRT Facilitator, Team Solutions, University of Aucklnd, 2010

4. What is mentoring? • Mentoring is a complex function that requires training in such areas as: • adult development, communication, time management, leadership and other important skills, which not all classroom teachers possess. • The professional development of mentor teachers, released from classroom duties to support and assist PRTs is as important as the professional development of PRTs. Cheryl Harvey, Secondary PRT Facilitator, Team Solutions, University of Aucklnd, 2010

5. What it takes to be a good mentor • An understanding of how adults learn. • • Self-assurance, patience, and confidence. • • A proven record as a skilful teacher. • • Knowledge of curriculum • • Ability to observe, diagnose, coach, and give constructive feedback to a peer. Cheryl Harvey, Secondary PRT Facilitator, Team Solutions, University of Aucklnd, 2010

6. What it takes to be a good mentor • Ability to give timely constructive feedback. • Ability to work co-operatively with the SLT • • Knowledge of the rights and responsibilities of the mentor and of the PRT. • • Understanding of the principles of time management Cheryl Harvey, Secondary PRT Facilitator, Team Solutions, University of Aucklnd, 2010

7. What is the role of a mentor teacher? • As a mentor teacher, you need to be willing to commit your time and expertise to assist the PRT with translating the theoretical knowledge and limited practical experience gained in their initial teacher education programme into satisfactory teaching practice. Cheryl Harvey, Secondary PRT Facilitator, Team Solutions, University of Aucklnd, 2010

8. Mentor Teacher Responsibilities • welcome the new teacher as a valued colleague with fresh and special knowledge and skills to offer. • introduce the PRT to the learning centre, its staff and facilities. • negotiate with the PRT an induction programme that meets their own learning needs and is appropriate and realistic for the learning centre. Cheryl Harvey, Secondary PRT Facilitator, Team Solutions, University of Aucklnd, 2010

9. Mentor Teacher Responsibilities • review and renegotiate the programme regularly. • ensure that the PRT has access to up to date schemes of work, planning or administrative guidelines which will be needed. • help the PRT to make contact with any relevant subject associations or other professional organisations. Cheryl Harvey, Secondary PRT Facilitator, Team Solutions, University of Aucklnd, 2010

10. Mentor Teacher Responsibilities • model good teaching practice and be prepared to discuss your own teaching beliefs, strengths, knowledge of students' learning and professional development with the PRT Cheryl Harvey, Secondary PRT Facilitator, Team Solutions, University of Aucklnd, 2010

11. Mentor Teacher Responsibilities • arrange frequent visits to observe PRTs teaching. • arrange regular meeting times with the PRT. • give frequent feedback on the teaching you observe, and on progress relating to all the STDs/RTC • Feedback should be clear, specific and constructive, with feedforward and offers of suitable support Cheryl Harvey, Secondary PRT Facilitator, Team Solutions, University of Aucklnd, 2010

12. Mentor Teacher Responsibilities • recognise and encourage the individual distinctive teaching style of the PRT. • find time to structure conversations around samples of student work and other achievement data, so that you can assist the PRT to see what this work or data shows about student understanding and learning and what future learning and teaching is needed. Cheryl Harvey, Secondary PRT Facilitator, Team Solutions, University of Aucklnd, 2010

13. Mentor Teacher Responsibilities • keep notes of key areas of development discussed, planning and action taken. • assist the PRT, and if appropriate, arrange for others to share this support. • incorporate your mentor teacher role into your own continuing professional development, eg through participation in courses for mentor teachers. Cheryl Harvey, Secondary PRT Facilitator, Team Solutions, University of Aucklnd, 2010

14. Induction and Mentoring Programme • High quality professional learning • Develop effective teacher practices for diverse learners • PRT, Mentor and Professional leader will gather evidence of progress towards full registration • HODs will be involved as mentor teachers or subject leaders. Cheryl Harvey, Secondary PRT Facilitator, Team Solutions, University of Aucklnd, 2010

15. Induction and Mentoring Programme will • be tailored to individual needs and agreed with the PRT, mentor teacher and professional leader • include regular observations of teaching practice and opportunities to observe other colleagues including of the mentor teacher Cheryl Harvey, Secondary PRT Facilitator, Team Solutions, University of Aucklnd, 2010

16. Induction and Mentoring Programme will: • 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 Cheryl Harvey, Secondary PRT Facilitator, Team Solutions, University of Aucklnd, 2010

17. Induction and mentoring programme will: • provide opportunities to collect evidence of progress towards meeting the registration standards, the STDs or RTC • be resourced appropriately and meet the contractual obligations of the employer Cheryl Harvey, Secondary PRT Facilitator, Team Solutions, University of Aucklnd, 2010

18. Induction and mentoring programme will: • have formal written records including professional discussions, observations and feedback, critical reflections on data by the PRT and any other professional development. • ensure formal records are kept of formative and summative evaluations of the PRT in relation to the STDs or RTC. Cheryl Harvey, Secondary PRT Facilitator, Team Solutions, University of Aucklnd, 2010