Wanganui City College PRT Induction & Mentoring Strategic Plan November 2009

1. Wanganui City CollegePRT Induction & Mentoring Strategic Plan November 2009

2. Introduction Wanganui City College has well established processes for Inducting and Mentoring PRT’s We are also committed to ongoing review and improvement One of our primary goals is to work towards developing effective teaching practice through • Ongoing quality professional development • Establishing quality professional relationships • Using observation and reflection to inform and advance teaching practice across all staff

3. School Strategic Vision Can be encapsulated in the anagram … S.T.E.P.S. Staff Teaching Effectively Promotes Success With guidance from resources such as The Game Plan A set of expectations reviewed annually as a foundation for consistent classroom practice.

4. Te Manawa The heart of education at Wanganui City College is supported through a recognition of the unique relationships fostered amongst all staff as a foundation for teachers forming professional relationships with their students. Professional nurturing helps to develop confident and competent educators. As educators, we also seek to grow confidence and competence in our students as together we work collectively to develop in them foundations for life long learning Superanda Omnia FerendoMa te mahi ka tipu - All is overcome by working

5. Challenged by the difficulties they will face Challenged by the difficulties they will face Te Manawa Matauranga Mantle of Knowledge / Pastoral Support Represents Students Represents Teachers Nurtured by Awhi and Aroha

6. Challenged by the difficulties they will face Challenged by the difficulties they will face Mentoring Overview Matauranga Mantle of Knowledge and Mentor Support Represents PRT’s Represents Mentors Nurtured by Awhi and Aroha

7. Current PRT Procedures 1 … PRT Coordinator oversees the Induction & Mentoring Programme 2 … Associate Teachers, PRT Mentors, are selected to work with individual Provisionally Registered Teachers guiding them through to full registration 3 … BOT acknowledges and supports continuing Professional Development School wide PD (Wednesday am - 2009) … Professional Learning Groups provide a forum through which all staff contribute to professional discussions on pedagogy and specific school wide initiatives eg Literacy, Numeracy, Gifted & Talented Students. 4 … Year Level Meetings with Deans provide opportunities for ongoing support to work through specific issues 5 … Appointment Process includes regular consideration of graduates for teaching vacancies

8. PRT Induction & Mentoring PlanOverall Targets - Goals - Objectives • Maintaining PRT Coordinator role for ongoing oversight and monitoring of Induction and Mentoring Process • Retaining Existing Responsibilities • Establishing progress reviews each term • Establishing PRT coordinator involvement in selection of new PRT staff • Establishing the provision of appropriate dedicated time for PRT Coordinator to facilitate / manage ongoing programme • Consultation with Principal and SLT re the proposed changes to the PRT Induction and Mentoring Process • Establishment of PRT Induction and Mentoring into School documentation and procedures • Updating whole staff of Mentoring Project and impending changes to PRT induction and mentoring practices • Documentation of 2010 Processes and Practice for Induction Programme as contribution to ongoing refinement

9. PRT Induction & Mentoring PlanOverall Targets - Goals - Objectives • Facilitation of professional relationships that contribute to quality induction and mentoring for PRT’s • Development of a meaningful support package for Mentors • Focus on Observation processes to develop excellence in teaching • Recognition of starting points for PRT’s • Checklist / Year Plan for PRT Induction process • Establishment of a Meeting Cycle for Mentors • One meeting each Term with PRTC, SMT • Dedicated time provided for the process / practice to be effectively managed • PRT time entitlements defined in school timetable for PRT’s & Mentors • Refinement of PRT observation cycle • Pre-observation - Observation - Post-observation • Observation Tools

10. PRT Induction & MentoringImplementation Plan - 2010 • Establish PRT coordinator involvement in employment process for PRT Staff • Review roles and responsibilities - PRT Coordinator / HOD’s / Mentors • Identify PRT staff and expected areas of responsibility - ie • TIC for single person dept’s • Facilitate curriculum planning - HOD / Subject Advisors / Subject Associations • School wide practice, Game Plan - PRT Coordinator • Facilitate transfer of Dept documentation where appropriate • Eg Schemes of Work, Unit Plans, Department Records, Moderation Materials, Department Manuals • Identify LAT staff and specific needs for individuals • Develop and facilitate appropriate support for LAT’s • Facilitate appropriate mentoring partnerships • Define desired outcomes

11. PRT Induction & MentoringImplementation Plan - 2010 • PRT Coordinator establishes outline plan for the year • Establish Meeting Cycle • Identify specific topics • Timeframe developed and reviewed on a term by term basis. • Initial Orientation Meeting • Introduction to School Environment • Overview of Staff Manual • PRT regulatory requirements • Observation Cycles • Develop, trial and implement sequential observation process • Primary purpose of Observation Cycle to inform and advance learning • Initial observation focusing on Game Plan - Subsequent observations focussing on teaching methodologies.

12. PRT Induction & MentoringImplementation Plan - 2010 • Develop professional leadership group within the school to guide mentors • Primary focus on teaching and learning methodologies • Provide critique for PRT’s and classroom teachers as needs arise • Provide ongoing support and critique for mentors in their role • Develop observation processes and tools that STEP towards effective teaching and learning • Assisting to develop teaching tools and sequences that extend students towards higher order learning

13. PRT Induction & MentoringImplementation Plan - 2010 • Establish links between processes, resources, etc and Self Assessment Tools for PRT’s • Identify the professional journey from Qualifications through to Competence • Provide ongoing coaching for Mentors • Develop process for coaching potential mentors to prepare them for mentoring role • Determine specific outcomes to assess suitability and readiness for the role • Define the supporting role that HOD’s have in ongoing development of PRT’s • Developing complementary roles for Mentors and HOD’s • Determining the level of ongoing dialogue between Mentor & HOD • Developing additional level of support for PRT’s who also have a TIC / HOD role

14. PRT Induction & MentoringImplementation Plan - 2010 - Progress Review Our work so far has been towards • Discussion of Self Assessment Tools and Dimensions with PRT’s within the school • Collation, modifying and extending resources into a guidance pack for Mentor Teachers • Development of Observation Tools that provide staged progression towards professional competence and practice • Development and trialing of models for professional conversations for PRT’s and Mentors. Has flow on affects for school wide appraisal system as well as for HOD’s working within departments • Presentation of draft Induction and Mentoring Plan to Principal

15. PRT Induction & MentoringImplementation Plan - 2010 - Progress Review • Guidance Pack for Mentor Teachers • Classroom Management Ideas for Beginning Teachers • Giving Clear Instructions, Beginning Lessons, Maintaining Attention, Pacing & Timing, Using seatwork effectively, Summarising, Feedback and Evaluation, Smooth Transitions • Use of the Game Plan • Encouragement Letters • Some things to see in a lesson • Climate / Context • Managed Environment • Learning Methodologies • Individual Focus • Observation Tools • Professional Conversations

16. PRT Induction & MentoringImplementation Plan - 2010 - Progress Review • Observation Tools • Initial Focus on the Game Plan - Semi Formal Observation - Formative Purpose • On Time • Flying in Five • Maintaining Standards • Seating Plan • Rules and Routines • Advance Organiser • Clear Directions • Sweeping • Student Names • Modelling • Time • Management • Closing Routines • Appropriate Student Language

17. PRT Induction & MentoringImplementation Plan - 2010 - Progress Review • Observation Tools • Growing Focus on Professional Practice - Formal Observations - Formative • Climate and Context • Managed Environment • Learning Methodologies • Individual Focus • Progression to Critique of Professional Practice - Formal Observations - Diagnostic • Linking to Dimensions where appropriate • Promoting self reflection and feed forward • Recognising that personal development towards becoming confident and competence educators is the primary goal rather than a sole focus on compliance for registration

18. PRT Induction & MentoringImplementation Plan - 2010 - Progress Review • Professional Conversations • Beginning assumptions for professional relationship • The PRT • Mentor and PRT • Mentor Capacities • Knowledge, Skills, Attitude, Outcomes • Expected range of outcomes from professional conversations

19. PRT Induction & MentoringImplementation Plan - 2010 - Progress Review Tool to help Implement targeted / agreed strategies • Judgements are made by the PRT - encourages self reflection • Mentor offers support and guidance for problem solving Strategies could include such things as managing roles for cooperative groups to managing transitions within a lesson PRT grades each aspect on a scale from Low to Very High before discussion occurs

20. PRT Induction & MentoringImplementation Plan - 2010 - Progress Review Using GROW framework for structured conversations Goals(Aim - To help the PRT to establish, reinforce or clarify what he / she is aiming to achieve - What do they want to happen?) Reality(Aim - To help the PRT to recognise as objectively as possible what they are doing, what is happening, what is working and what is not working - Focus on awareness of what is actually happening) Option(Aim - Encourage PRT to create and evaluate alternative courses of action - Use “What if” responses to any barriers identified - Focus on facilitating rather than directing) Will do(Aim - Encourage PRT to formulate and implement an Action Plan. Guide anticipation of barriers, stumbling blocks)

21. The PRT ProcessConcluding Thoughts Staff Teaching Effectively Promotes Success Professional nurturing helps to develop confident and competent educators. As educators, we seek to grow confidence and competence in our students as together we work collectively to develop in them the foundations for life long learning Ko te manu e kai ana i te miro, nona te ngahere. Otira, ko te manu e kai ana i te matauranga, nona te ngahere. The bird that eats of the miro tree, the forest is theirs. But, the bird that eats of the knowledge tree, they have the world. Superanda Omnia FerendoMa te mahi ka tipu - All is overcome by working