Mentoring and coaching

Effective leadership can be developed and enhanced through mentoring and coaching by a peer partner.

New Zealand articles and resources

The three Rs for coaching learning relationships

by Jan Robertson

In this short and very readable article Dr Jan Robertson stresses the need for the “3 Rs” – reciprocity, relationships and reflection-on-reality – as the basis for professional relationships and coaching about leading.

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Guidelines for induction and mentoring and mentor teachers


The New Zealand Teachers Council has developed the Guidelines for Induction and Mentoring and Mentor Teachers  to support the provision of nationally consistent, high quality, and comprehensive support for Provisionally Registered Teachers (PRTs) in their first few years of practice and to enable them to become fully registered teachers. Download them from here.

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Coaching leaders: the path to improvement

by Jan Robertson

This paper discusses the process of coaching with a peer partner as a key professional learning strategy for principals who are seeking to improve their leadership practice.

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New Zealand school stories

Developing team leadership

by Eric Shaw

Eric Shaw, principal of Highlands Intermediate School in New Plymouth, says that one of the most important and enjoyable roles he has as a principal is developing leadership within the school.

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Changing practice through distributing leadership

by Peter Witana

Over a number of years teachers at Kawakawa Primary School were involved in sustained professional learning that led them to make fundamental changes to their teaching practice.

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A model for change

by Madeleine East

In her project principal Madeleine East writes about how a team of younger staff led the development of realigning the school’s curriculum delivery with The New Zealand Curriculum.

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Other resources

Healthy relationships: the foundation of a positive school climate

by Megan Tschannen-Moran

Dr Megan Tschannen-Moran makes a case for trust as the underpinning of successful school leadership. In this readable and engaging interview-cum-article she convincingly argues that principals can accomplish very little without trust and self-efficacy underpinning their leadership. She also addresses what makes for positive coaching.

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