As a new Provisionally Registered Teacher (PRT) in New Zealand you can expect to receive an induction and mentoring programme over at least two years that enables meaningful assessment against the Registered Teacher Criteria to gain full registration.  During the induction programme, PRTs will receive ongoing support from a fully registered mentor teacher who can provide them with expertise and guidance to assist with meeting the requirements for full registration.

Our new manager booked us on a mentoring couse with Bridget Williams at University of Auckland’s teacher education centre. What an amazing course – I learned so much about educative mentoring compared to supporting a PRT with freindly tips.


  • PRTs need situationally relevant approaches
  • Mentors need to consider transitions and momentum with PRTs
  • Help PRTs to think about their practice in ways that prevents clinging to attitudes and practices that do not lift the educative needs of children
  • Address PRTs learning needs while helping to develop a principled teaching practice
  • As experienced teachers, mentors indoctrinate new teachers with attitudes, behaviours and values that WE have defined as appropriate
  • Mentors are influential as colleagues in shaping PRTs professional stance and practice
  • Mentors engage in productive talk about teaching and learning. Often concerns for comfort and harmony lead teachers to minimize differences in philosophy or practice and avoid asking for evidence or offering alternative perspectives.
  • Explicit endorsement of induction as a shared responsibility and a professional culture that supports collaboration and problem solving helps to answer PRTs questions and solve problems
  • Serious mentoring is a professional practice that makes thinking visible, explains principles behind practice and breaks down complex teaching moves into components understandable to a beginner
  • Designing an individualized curriculum for PRT, tailored to their specific strengths and vulnerabilities of each PRT in each context
  • Mentoring needs to be educative; to do this mentors need opportunities to reflect and clarify their vision of good teaching, to understand effective mentoring, to grow and develop skills in observing and talking about teaching in analytic and non-judgemental ways and learn to assess PRTs progress and their own effectiveness as mentors
  • The RTC reflects visions of good teaching and can be used to shape dialogue/ conversations around professional habits of inquiry and the norms of accountability
  • Good induction cannot compensate for the influence of an unhealthy centre climate. To take teaching seriously as a learning profession, we need to meet the learning needs of our PRTs