Mentoring as Inquiry

PRT/ OTTs and
Mentor Teachers
Introductory Workshop 2013
Ehara taku toa i te toa takitahi, engari,
he toa takitini
Success is not the work of one,
but the work of many
Karakia Timatanga
Haea te ata
Ka hāpara te ata
Ko korokī te manu
Ka waiori te kutu
Ko te ata nui
Ka horonia
He pō he pō
He ao ka Awatea
Appear the sunrise
Appear the dawn
The birds are chattering
The beaks move
The important early morning
Spreading over the surface of
the earth
The dawn chorus
From the night
Comes forth daylight
Outline of day
Welcome & Introductions
Introduction to our pld 2013
Induction & Mentoring programmes
Registration requirements
Registered Teacher Criteria
Teaching as Inquiry/ Mentoring as Inquiry
Sharing / Networking
Culturally Responsive Pedagogy
Wind up (data, next workshops etc)
You may wish to include
• Ingoa - Name
• Kura - School
• PRT or mentor?
• Taumata ako - Year level you are teaching
• Number of students
• What you hope to get out of today
Mau ki te Ako : culturally responsive professional
learning & development
Culturally responsive professional
learning and development
• Teaching as Inquiry
• Culturally responsive pedagogy
• Quality Induction & Mentoring programmes
resulting in PRTs meeting full registration
• NZC – (National Standards & NCEA )
• Sharing & networking
Delivery of our PLD
2 different forms of delivery
Face to face workshops
Can do either or bothe PRT designed for you to design your own PLD
from the modules available
Further support on
PRT/OTT/Mentor website
Overview PRT/ mentor
Introductory Workshop (PRT/OTTs & mentors Primary &
• Shared understanding of pld
• Quality mentoring & induction (M& I ) programmes – full
registration requirements
• New Zealand Curriculum (NZC) Teaching as Inquiry,
Culturally responsive pedagogy
• Networking & sharing
Mentor Workshop ( all mentors including above )
• Mentoring skills / Mentoring as Inquiry
• Networking & sharing
• Quality I & M programmes – full registration requirements
Overview PRT/ mentor
workshops - continued
Series of 2 different workshop for PRT/OTTs
(workshop 2
builds on & extends workshop 1) 2 primary workshops , 2 secondary workshops
• Being a PRT
• Networking & sharing
With PRTs teaching same age level – Primary workshops
With PRTs teaching same learning areas – Secondary workshops
• Quality M & I programmes – registration
• Teaching as Inquiry
• Culturally responsive pedagogy
• I & M programmes / registration requirements / evidence
Including National Standards & your students – Primary
Including Literacy & Numeracy requirements for NCEA – Secondary
• Topical issues
Primary pathway
Secondary pathway
Mentor pathway
•Design PLD that meets your immediate needs
•Save and use as part of I & M programme &
evidence for full registration
•Registration details on our website
Quality Induction &
Mentoring Programmes
Teachers Council
Teachers’ Council website
Quality I & M programmes
As a table team
• aim to complete all questions
(split up the task)
• Record page numbers for later reference
Quality I & M programmes
An induction and mentoring programme is not a
hierarchical structure, Rather, it is a collaborative
approach between two or more teachers to
explore, trial, question, reflect on, & evaluate
ways of teaching to develop effective students
learning. It involves sharing & demonstrating
rather than instructing, and discussing rather than
P8 Towards Full Registration, Section 4 : Schools
Speaking the language :
What do these initials stand
for ?
Gaining Full Registration –
Registered Teacher Criteria
•Draft evidence guidelines
•Self assessment tool
Teachers’ Council resources
Class level groups
Reflect on year so far
Share • what’s going well
• what’s causing a few
• how you are keep
your documentation
• Induction & mentoring
programmes planned
• Challenges in being a
• How you handle
associated paper work
• Look at the readings
Teaching as Inquiry /
Mentoring as Inquiry
New Zealand Curriculum (NZC)
-What to teach
-How to teach it
Effective pedagogy p34-35
Teaching as Inquiry
Further Information on Teaching as Inquiry is available •
e PRT modules (Teaching as Inquiry and Launching your
Teaching as Inquiry for everyone plus Mentoring as Inquiry for
mentors )
• Resource folder on our website
Mentoring as Inquiry
Engaging in an inquiry into the
effectiveness of your practice as a
Culturally Responsive
Gay (2000) defines culturally
responsive teaching as:
Using the cultural knowledge, prior knowledge, prior
experiences, & performance styles of diverse students to
make the learning more appropriate & effective for them:
it teaches to and through the strength of these students.
Gay (2000) also describes culturally
responsive teaching as having these
• It acknowledges the legitimacy of the cultural
heritages of different ethnic groups, both as
legacies that affect students’ dispositions,
attitudes, & approaches to learning & as worthy
content to be taught in the formal curriculum
• It builds bridges of meaningfulness between
home & school experiences as well as between
academic abstractions & lived sociocultural
Gay (2000) also describes culturally
responsive teaching as having these
characteristics :
• It uses a wide variety of instructional strategies
that are connected to different learning styles
• It teaches students to know & praise their own &
each others’ cultural heritages
• It incorporates multicultural information,
resources, and materials in all subjects & skills
routinely taught in schools.
RTC overarching statements
1. Teachers play a critical role in enabling the
educational achievement of all akonga/ learners.
2. The Treaty of Waitangi extends equal status & rights
to Maori & Pakeha. This places a particular
responsibility on all teachers in Aotearoa /New
Zealand to promote equitable learning outcomes.
3. In an increasingly multi-cultural Aotearoa New
Zealand , teachers need to be aware of and respect the
languages, heritages and cultures of all akonga.
4. In Aotearoa /New Zealand, the Code of Ethics
commits registered teachers to the highest standards of
professional service in promoting the learning of those
they teach.
Developing your induction
and mentoring programme
Independently fill in the sheet
Skim read the material
Share thoughts & reflections with group
Add anything else to sheet
On back record you reflections perhaps as a “so what now”
for you
Reflection and planning
• Fill in workshop evaluation sheet
• Reflection on what to take back to school and next
• Next workshop details (next slide )
Karakia Whakamutunga
Unuhia, unuhia
Unuhia ki te uru, tapu nui
Kia wātea, kia māmā ,
Te ngākau, te tinana,
te wairua i te ara tangata
Koia rā e Rongo,
Whakairia ki runga
Kia tina! Tina!
Hui e! Tāiki e!
Draw on, draw on,
Draw on the supreme
To clear, to free the heart,
the body & the spirit of
Rongo, suspended high
above us
Draw together! Affirm!

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