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Induction and mentoring

As a provisionally certificated teacher you will have the guidance of a mentor teacher who is an experienced fully certificated colleague, trained to guide and support you and give constructive feedback.

The most important features of induction and mentoring include:

  • an emphasis on practice-focused professional learning for the provisionally certificated teachers (PCT)
  • a range of professional development opportunities
  • evaluations of professional practice based on the Practising Teacher Criteria
  • active support and commitment from professional leaders.

Guidelines for induction and mentoring

The Guidelines for Induction and Mentoring and Mentor Teachers were developed to help teachers, mentors and professional leaders work together to design and implement high quality induction and mentoring programmes.  Read more

Listen to: Sharon Feiman-Nemser video interview with Deborah Wansbrough, World Teachers’ Day 2014.

Purpose of induction and mentoring for Provisionally Certificated Teachers

The main purpose of an induction and mentoring programme is to help a newly qualified teacher develop effective teaching practices for the diverse learners they will be responsible for throughout their career.

Through this programme of support, the PCT, mentor and the professional leader will gather evidence of the progress being made by the teacher towards meeting the standard for full certification.

At the end of the induction period, the professional leader is required to use this evidence to determine whether all the Practising Teacher Criteria have been met by the teacher.

The PCT also needs to retain evidence of their induction and mentoring programme and to submit this to the Education Council if requested to do so.


Who is involved?

Many people in and beyond the school, kura or ECE service may be involved in the programme of support for a PRT. Key people and groups are:

  • the professional leader
  • the fully certificated mentor teacher
  • the provisionally certificated teacher
  • heads of department, team leaders, external support
  • universities and others who provide professional support or qualifications.

Essential components of high quality induction programmes

An induction and mentoring programme may look different from one setting to another. This will depend on what sort of institution it is (school, early childhood or kura) and whether it is urban, rural, large, small, isolated, part of a cluster and so on. But there are some essential features that should be included when developing effective induction programmes for PCTs.

Induction and mentoring programmes should:

  • be tailored to individual needs and agreed with the PCT, mentor teacher and professional leader
  • include regular observations of teaching practice and opportunities for the PCT to observe their colleagues, including the mentor teacher
  • 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
  • provide opportunities to collect evidence of progress towards meeting the registration standards in the Practising Teacher Criteria
  • be resourced appropriately and meet the contractual obligations of the employer
  • have formal written records documenting professional discussions, observations and feedback, critical reflections on data by the PCT and any other professional development.

Getting started

Provisionally certificated teachers

Teachers can be provisionally certificated for a maximum of six years. You’ll need to take this into account when you consider what teaching positions to accept, or if you are planning any breaks from teaching.

To begin your induction programme, you need to be employed in a teaching position that meets the requirements set by the Education Council. You need to:

  • be employed in a teaching position (not a volunteer or teacher aide position) of 0.5 Full Time Teacher Equivalent (FTTE)
  • teach in a continuous position (teaching of less than six weeks is not considered)
  • be employed within the general education system or a setting approved by the Education Council
  • hold or recently held a  practising certificate
  • complete at least two years of teaching with induction and mentoring.

It is also a good idea to:

If you have any questions, contact us.

If you are in the schooling sectors, there is a programme of support available to PCTs. Mau Ki Te Ako

If you are a provisionally certificated itinerant or part-time music teacher, there is a programme of support available to help you access an induction and mentoring programme. Click here to download the Memorandum of Understanding. 

Professional leaders

Make sure your induction and mentoring policy is up to date and known about in your workplace. It should align with the Guidelines for Induction and Mentoring and Mentor Teachers

If you are in the schooling sectors, there is a programme of support available to your PCT and mentor. Mau Ki Te Ako

Mentor teachers

Are you clear about what your role involves and its purpose? Check the Guidelines for Induction and Mentoring and Mentor Teachers and seek appropriate professional learning and development to support your role. Check current courses relevant to mentoring.

If you are in the schooling sectors there is a programme of support available to mentors. Mau Ki Te Ako