Challenging New Zealand mentor practice

New guidelines for the induction and mentoring of beginning teachers were introduced by the New Zealand Teachers Council in 2011, however, there appears to be little evidence of their implementation in schools. Provision of mentor teacher professional development is recommended both in the guidelines and in international literature. A case study of the implementation of the guidelines in an intermediate school context identified a lack of preparation and support for mentors and revealed that beginning teachers, mentors and the principal had different perceptions of the purpose of the mentoring process. These findings, and lessons learnt from exemplary mentoring programmes such as those provided by the New Teacher Center, highlight recommendations including the need for: clear expectations and procedures; selection criteria; professional development for mentors; and leadership of the mentoring process.