our thanks your mentoring role - Victorian Institute of Teaching

July 2014
OUR THANKS
“I had a wonderfully experienced and supportive mentor. We spoke informally
every day. She helped me keep a real perspective on my daily teaching and
development of practice.”
This quote comes from a beginning teacher in 2013 who took part in the annual evaluation of our
Supporting Provisionally Registered Teacher’s program. This was one of many comments made by
teachers new to the profession highlighting the value of their mentor. Other words used to describe
mentors included, “amazing, helpful, knowledgeable”.
Research confirms that effective mentoring is pivotal in supporting the profession and retaining those
who have chosen to pursue teaching as a career. With this in mind, it is opportune to say thank you
and to acknowledge the importance of the work that you are undertaking.
YOUR MENTORING ROLE
The purpose of this Bulletin is to check-in and see how you are going in your role of supporting a
beginning teacher to make a smooth progression into becoming a confident and competent
practitioner.
At this stage you will be aware of the professional growth that is occurring as you provide guidance
and support in developing the practice of your provisionally registered teacher (PRT). As this collegial
relationship continues you will notice a decreasing level of dependence counterbalanced with an
increasing level of independence. (Remember to dip into A Reflective Guide to Mentoring and Being a
Teacher-Mentor received on day 1 and day 2 of our mentor program should you need to remind
yourself about specific mentoring information.)
Encourage your PRT to tap into the special knowledge and expertise of other experienced staff. As
part of the evidence-based process, PRTs are expected to document at least two professional
conversations with other experienced teachers, as well as one observation that relates to their
inquiry. (Refer to p.18, PRT Guide.) This is an efficient strategy for spreading the workload and for the
mentoring role to be seen as a whole school commitment.
PROVISIONALLY REGISTERED TEACHERS’ SEMINAR
The PRT seminar program has concluded. In total we ran 35 information sessions around the state
with close to 3,000 PRTs attending. If your PRT has been unable to attend, information about the full
registration process can be accessed via: http://www.vit.vic.edu.au/prt/
PROGRESS TO DATE IN DEVELOPING EVIDENCE OF PRACTICE
FOR FULL REGISTRATION
For a beginning teacher, developing evidence of practice provides the basis for:
 applying for full registration
 developing reflective practice
 planning for professional learning
 the performance review process in schools (Refer to p.63, PRT Guide).
Day-to-day teaching provides the context for documenting evidence of professional practice. The
inclusion and use of school/teacher documents as part of the evidence is logical and strengthens the
link to ‘learning on the job’. The evidence based process provides a framework which gives focus to
the learning.
An important aspect of this process is to keep the school’s calendar year in mind. Every term is busy
but each school will have its ‘hot-spots’. Highlight this with your PRT and encourage them to plan
accordingly. Time management is a challenge for us all but even more so for a beginning teacher.
Your advice on this will be invaluable.
THE APPLICATION PROCESS
The timing for applying for full registration is one that needs to be determined by your PRT in
consultation with you and in consideration of the school context. (Refer to pp.53–58, PRT Guide.)
Please note that the inquiry may not evidence some descriptors. Refer to p.34, PRT Guide, for
assistance with evidencing and documenting these areas.
The process for PRTs to gain full registration may take longer than 12 months for many valid reasons.
This is where your advice will be invaluable. A s t h e pr ocess is pr em ised on success it is
im por t a nt t h a t t ea ch ing ch a llenges a r e dea lt wit h pr i or t o for m a lly a pplying for full
r egist r a t i on. (Refer to p.55, PRT Guide.) However, make contact with the Institute to discuss if
guidance is needed in this respect.
Form C is the form that needs to be completed to apply for full registration. This form is available to
PRTs through their MyVIT portal. (Refer to p.57, PRT Guide.)
The Guide to making a recommendation for full registration can be used by a PRT and members of
the recommendation panel, which can assist in guiding the conversation at the recommendation
meeting and the completion of the report.
A teacher in their second year of provisional registration may not be able to apply for full registration
for valid reasons. They will need to re-apply for another period of provisional registration using Form
R. This form is available only as an online form in their MyVIT portal.
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THE AUDIT PROCESS
The Institute selects a random sample of teachers applying for full registration each year to forward
their evidence of professional practice to the Institute. This sampling process allows the Institute:
 to monitor the process for fairness and consistency across the state
 to provide advice back to schools and systems.
(Refer to p.57, PRT Guide.)
If your PRT is presenting their evidence in a format other than using the templates would you please
work with them to ensure that all components of the inquiry are present. Refer to p.25, PRT Guide,
for this information. Recent audits have highlighted that components of the process have been
overlooked, e.g. three mentor visits during implementation of the action plan.
CONTACTING THE INSTITUTE
The following staff from the Standards and Professional Learning Branch are available to provide
assistance and support to your school.
Name
Phone
Email
Dawn Colcott
8601 6175
[email protected]
Kate Baulch
8601 6177
[email protected]
George Grosios
8601 6178
[email protected]
Keith Woodward
8601 6174
[email protected]
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