Abstract:
This quality assured report was reviewed (2010) by the advisory group of the commissioned work, which comprised both scholarly and professional reviewers, and was revised accepted and published in 2011. It has had significant impact on NZTC policy guidelines. Presented is an analysis of findings from a two year, mixed method, project which investigated how draft induction and mentoring (I&M) guidelines, leadership, mentoring and assessment, influenced beginning teacher learning. It is argued that the benefits of I&M are limited when school’s leadership and culture send contrary messages regarding beginning teacher practice and standards. The study suggests that to be effective I&M guidelines require knowledgeable principals and mentors committed to inducting new teachers into motivated professional learning communities. The findings have been cited extensively in Guidelines for Induction and Mentoring and Mentor Teachers (2011) and the recommendations, accepted by NZTC, have the potential to have ongoing influence on mentor and beginning teacher learning.
