Professional Learning Journeys: Guidelines for Induction and Mentoring Workshop

1. E ngā mana, e ngā rau rangatira mā,Nau mai haere mai Professional Learning Journeys: TheGuidelines for Induction and Mentoring and Mentor Teachers Education Council workshop for professional leaders, lead mentors and providers of professional development 2011 - 2012

2. 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

3. 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

4. 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 Practising Teacher Criteria

5. 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

6. Part 1: The Education Council Induction and Mentoring Project

7. Why induction and mentoring is important to the Education 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

8. Education 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

9. 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

10. 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

11. 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

12. After thepilots - 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)

13. Part 2: The ‘shift’ from ‘advice and guidance’ to ‘high quality induction and mentoring’ – introducing the Guidelines handbook

14. 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)

15. 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

16. The handbook: Guidelines for Induction and Mentoring and Mentor Teachers Three sections Introduction p.1 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 Appendices Glossary, charts, bibliography

17. 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

18. Exploring the Handbook You have had a look at the ‘shift’ expected in the new expectations for induction and mentoring programmes. Activity (10 minutes) • 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)

19. Part 3: What’s happening with induction and mentoring now?

20. 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.

21. 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?

22. 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.

23. 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

24. Part 4: Introducing some skills and strategies to support comprehensive induction and educative mentoring

25. Plan for this afternoon • Listening and questioning skills to be practiced and enhanced in a 2 stage process and.... • The triangulated mentoring conversation and observation will be trialled, followed by a reflect and review process followed by... • Next steps in my setting tomorrow - planning and goals setting.

26. 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!

27. 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.

28. 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

29. 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)

30. 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

31. Further support and resources • Education Council website www.educationcouncil.org.nz/prt • PRT Advisors in your local region • University or other courses in mentoring, coaching, pedagogical leadershipskills • Refer to select bibliography in Guidelines handbook

32. 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.