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Induction and Mentoring Programmes for Provisionally Registered Teachers (PRTs)

Induction and mentoring (previously called advice and guidance) is the comprehensive and educative framework of support for provisionally registered teachers as they begin their teaching practice in real situations. The most important features of such a programme will include:

  • a high quality educative mentoring programme of support
  • an emphasis on practice-focused professional learning for the PRT
  • a range of professional development opportunities
  • formative and summative evaluations of professional practice based on clear, mutually understood teaching criteria.
  • active support and commitment from professional leaders

A mentor teacher is an experienced fully registered colleague who is skilled, resourced with time, recognition and training to facilitate reflective learning conversations with the PRT and to guide, support, and give evidence based feedback.

PRTs are expected to meet the requirements to gain full registration by completing the teaching service requirement and meeting the Registered Teacher Criteria within the first three years of being granted provisional registration.  This can be extended to a maximum of six years when the PRT has a valid reason for not meeting the requirements for full registration within three years.  For further information, refer to Section Two, Part b: Provisional Registration and Section Two, Part c: Pathway to Gaining Full Registration in the Registration Policy.

The Guidelines for Induction and Mentoring and Mentor Teachers have been developed to help PRTs, mentors and professional leaders collaboratively design and implement high quality induction and mentoring programmes.   

Purpose of Induction and Mentoring Programmes

The main purpose of an induction and mentoring programme for PRTs is to support high quality professional learning so that the teacher can develop fully effective teaching practices for the diverse learners they will be responsible for throughout their teaching career.

Through this programme of support, the PRT, mentor and the professional leader will gather evidence of the progress being made by the PRT towards meeting the standard for full registration.  At the end of the induction period, the professional leader is required to use this evidence to make a judgement that all the Registered Teacher Criteria have been met at a level of competence that gives confidence that the teacher should be accepted as a confirmed member of the profession.  The Registered Teacher Criteria describe satisfactory teaching for registration purposes.  All fully registered teachers are required to be meaningfully assessed against and meet the Criteria to maintain full registration and a practising certificate on an ongoing basis.

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

Who is involved?

"It takes a village to raise a child." African Proverb

Many people in different roles in and beyond the school, kura or ECE service may be involved in the programme of support for a PRT.  Professional leadership focused on the learning of the teachers as well as of the learners is important to maximise the resources and opportunities available for this critical period in a newly qualified teacher's career. 

Key people and groups are:

Essential components of high quality induction programmes

A high quality induction programme may look different from one setting to another.  This will depend on what sort of institution it is (school, early childhood, kura etc) and whether it is urban, rural, large, small, isolated, part of a cluster and so on.  There are, however, some essential features that should be considered in developing effective induction programmes for PRTs.  

Such programmes should:

  • 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
  • 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, the Registered Teacher Criteria 
  • be resourced appropriately and meet the contractual obligations of the employer
  • have formal written records kept of the programme including professional discussions, observations and feedback, critical reflections on data by the PRT and any other professional development. 
  • The professional leader must also ensure formal records are kept of formative and summative evaluations of the PRT in relation to the registration standards (the Registered Teacher Criteria).

Getting Started

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

Professional leaders: ensure you have an induction and mentoring policy established and known about in your workplace.  It should align with the Council's Guidelines for Induction and Mentoring and Mentor Teachers

Mentor teachers: are you clear about what your role involves and its purpose? Check the Council's Guidelines for Induction and Mentoring and Mentor Teachers and seek appropriate professional learning and development to support your role.  Details of courses currently available relevant to mentoring are listed here.