Karakia timatanga

1. PRT MentorWorkshop Irihapeti MahuikaPRT and Te Reo Maori FacilitatorUCED Plus, University of CanterburyTe Tapuae o Rehua

2. Karakiatimatanga • Haeateata • Ka hāparateata • Ka korokītemanu • Ka wairoritekutu • Koteatanui • Ka horaina • He pō he pō • He ao ka Awatea • Appear the sunrise • Appear the dawn • The birds are chattering • The beaks move • The important early morning • Spreading over the surface of the earth • The dawn chorus • From the night • Comes forth daylight

3. Introductions Forming a relationship and making connections • Introduce yourself using the following format: • Name/ingoa • School/kura.....Subject/kaupapa • Describe your role as a mentor, what is the hardest and easiest thing your find about your role? • Something else about yourself

4. Overview of workshop • Where are we at? • The role of a mentor (responsibilities) • Culturally Responsive Pedagogy • Paramanawa: Morning tea (10.30ish) • Induction and Mentoring programme • Support for mentors, networking and sharing • Kai-Lunch (12.30pm -ish) • Listening Skills • Observations and feedback • Mentoring as Inquiry • The nuts and bolts of registration

5. Some resources from the workshop.... On the reflection sheet provided, write down any key messages from today, it might be a good idea to write what you specifically want from the workshop today now. Please write any questions you would like answered on the post its and post on the board. There is a pendrive available with all of the resources from today, feel free to copy them onto your computer.

6. The role of a mentor Defining our role as a mentor. What does it mean for us? What are some essential skills? What support do we have?

7. What does ‘high quality mentoring’ mean? Mentoringis an essential component of induction. High quality mentoring is educative in focus as well as based on a relationship of trust and collegiality. It is important that mentor teachers are well resourced, with dedicated time to fulfil the role and that they receive career recognition for the role. A high quality mentoring programme therefore is relationship-based, focused on educative mentoring, and resourced and recognised. Relationship based A mentor should be chosen who is able to work comfortably and supportively in a co-constructive relationship with the PRT. Mentor teachers require professional development and support to develop their relational skills. Focused on educative mentoring High quality mentoring happens when an experienced colleague provides dedicated time to a PRT to guide, support, give feedback and facilitate evidence-informed, reflective learning conversations. An ‘educative mentor’ in this sense is not merely a ‘buddy’ providing emotional support and handy ‘just in time’ tips to the PRT. Educative mentoring is a highly skilled and highly valued role in the profession and mentors need appropriate professional development to learn and practise these skills. Recognised and resourced Mentor teachers need to be supported by the school, kura or ECE service leadership to have dedicated time and professional development to fulfil their roles adequately. Ideally, mentor teachers should receive career recognition for this very important role of professional leadership and support they provide for their teaching colleagues.

9. Tātaiako – 5 cultural competenciesand their link to the RTC’s Go around the room and visit each of the RTC’s and add a..... ~comment, ~question ~How can you support your PRT with these cultural competencies?

10. Karakia Kai E rongo, E rongo Homaingatipu Heiwhakakiitetinana Heioranga Au eke, au eke Hui e, taiki e Rongomatane Share with us your food As sustenance for the body For life Draw together! Affirm

11. An induction and mentoring programme is not a hierarchical structure, Rather, it is a collaborative approach between two or more teachers to explore, trial, question, reflect on, & evaluate ways of teaching to develop effective students learning. It involves sharing & demonstrating rather than instructing, and discussing rather than telling. P8 Towards Full Registration, Section 4 : Schools

12. Induction and Mentoring programme • Characteristics of a traditional and high quality induction and mentoring programme • Reflecting on your induction and mentoring programme • Guidelines to induction and mentoring

13. Support for mentors, networking and sharing • Take the time to now to share, • what works well? • What has been difficult? • Share strategies, ideas, resources. • What to do if we need support. • Having difficult conversations with our PRTs

14. Listening Skills • How do we ensure we are effectively listening? • Listening skills 1 and 2: • What were the key things we learnt from these activities?

15. Observations and feedback • What observations tools do we currently use? • What are our expectations about observations? • Key rules for observation success: • Difficult conversations (role plays)

16. Mentoring as Inquiry What is mentoring as inquiry? How are we going through the mentoring as inquiry cycle?

17. The nuts and bolts • Registration form • How much is too much? Or not enough? • What if I need support? • E PRT

18. Surveys and Evaluations Please ensure you fill in and hand in: • The survey (double sided) • The evaluation (double sided)

19. KarakiaWhakamutunga • Unuhia, unuhiaUnuhiakiteurutapunuiKia wātea, kiamāmā, tengākau, tetinana, tewairuaitearatangataKoiarā e Rongo, whakairiaakekirungaKia tina! Tina! • Hui e! Tāiki e! • Draw on, draw on,Draw on the supreme sacrednessTo clear, to free the heart, the body and the spirit of mankindRongo, suspended high above us Draw together! Affirm!