Realising potential and recognising paradox: The national induction and mentoring project

Abstract

Although comprehensive policy and resourcing of beginning teacher induction and mentoring can improve teacher retention and quality, there is growing recognition that combining on-site leadership and policy is integral to providing effective learning for teachers. This has led to an increased interest in melding policy and resources with school and service leadership to promote consistency of beginning teachers’ induction and mentoring experiences. This article describes and provides insights into a project involving four pilots which are trialling the draft national guidelines for effective induction programmes and mentor teacher development. An external evaluation across the four pilots has revealed that national guidelines can be a positive lever for effecting change in induction and mentoring practices. Implementing such change nationally will require leaders to take seriously an educative, transformative approach to learning for both beginning teachers and their mentors.