The secondary teachers’ union has released a new set of mentoring guidelines, pitching them as a practical way to strengthen classroom teaching and keep more teachers in the job.

Unveiling the document at its Annual Conference, PPTA Te Wehengarua national executive member Lawrence Mikkelsen said too much mentoring is currently “left to goodwill, squeezed in without time, training, or support”.

“It lifts the quality of teaching across a school, strengthens staff relationships, and yes – even saves money in the long run,” he said. The guidelines, he added, are built on values such as whanaungatanga, tika and manaaki, with ākonga kept at the centre.

The union says the guidance draws on research that points to trust-based, clear and respectful relationships as the backbone of effective mentoring — a “mana-enhancing” approach that is relational, inclusive, restorative and purposeful.

Louise Ryan, the PPTA’s establishing teachers’ coordinator for Tāmaki Makaurau, told delegates beginning teachers rely on mentors for everything from everyday questions to tough moments. She started teaching in 2021 after training in 2020. “I am a fully certified Covid teacher,” she said, recalling spending much of her first year mastering Zoom and online engagement. “What got me through this time was a supportive mentor who made sure I knew she had my back at all times.”

Mentoring has long been part of induction for provisionally certificated teachers, but practice and support vary widely between schools. The PPTA’s release does not specify whether the new guidelines come with additional resourcing, minimum release time, or training expectations for mentors, nor whether adoption will be required or voluntary.

The union argues better, formalised mentoring can improve teaching quality, strengthen staff culture and reduce turnover costs. The guidelines are available on the PPTA website.