Induction and Mentoring Pilot Programme: Primary. Leading Learning in Induction and Mentoring

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Show simple item record Langdon, Frances en Flint, Annaline en Kromer, G en Ryde, A en Karl, D en 2011-12-13T01:39:06Z en 2011-08-08 en
dc.identifier.citation 2011. New Zealand Teachers Council, Wellington, New Zealand. 149 pages en
dc.identifier.isbn 978 0 478 32960 5 en
dc.identifier.uri en
dc.description.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. en
dc.publisher New Zealand Teachers Council en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri en
dc.title Induction and Mentoring Pilot Programme: Primary. Leading Learning in Induction and Mentoring en
dc.type Report en
dc.rights.holder Copyright: New Zealand Teachers Council en en
pubs.commissioning-body New Zealand Teacher’s Council en Wellington en
dc.rights.accessrights en
pubs.subtype Commissioned Report en
pubs.elements-id 239380 en Education and Social Work en Learning Development and Professional Practice en
pubs.record-created-at-source-date 2014-09-11 en

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