Writer and Facilitator of Educative Mentoring Modules

Reflect the principles and practices of educative mentoring 

Are grounded in the Aotearoa New Zealand secondary school context 

Support mentors and mentees to engage in reflective, growth-focused professional learning focused professional learning 

Are suitable for facilitated, blended, or self-directed learning 

Designing and writing a coherent suite of five educative mentoring modules 

Developing facilitation guidance, tools, and participant resources 

Designing a train-the-trainer approach to support wider use of the modules  

Planning and delivering a two-day professional learning  workshop for up to 15 teachers to enable them to: 

Understand the intent and structure of the modules 

Confidently facilitate the modules with colleagues 

Adapt the learning for different school and mentoring contexts 

Providing practical strategies for leading professional learning conversations, reflective dialogue, and inquiry-based mentoring 

Contributing to evaluation and feedback processes to support refinement and ongoing use of the modules. 

Clarify purpose, audience, and success criteria. 

Confirm module structure, key focus areas, and delivery modes: 

Expected formats (PowerPoint, PDFs, facilitator notes, activity templates, online-ready versions) 

PPTA will provide appropriate templates and style guides 

Develop a detailed module outline and project plan 

Draft module content and learning activities. 

Integrate relevant research, evidence, and studies to underpin the modules and reflect current thinking on educative mentoring, professional learning, and teacher development. 

Develop facilitation guides and participant resources. 

Ensure alignment with The 2025 Mentoring Guidelines and the Aotearoa New Zealand secondary school context. 

Timing of two-day workshop confirmed by agreement. 

Design and deliver professional learning for up to 15 teachers. 

Use professional learning approaches that explicitly draw on participants’ existing knowledge, experience, and mentoring practice as the basis for new learning. 

Support participants to build confidence and capability to facilitate the modules. 

Refine modules and resources based on delivery experience and participant feedback. 

Culturally responsive mentoring, including consideration of Te Tiriti o Waitangi to ensure conversations as Treaty partners are foregrounded.  

Foundations and principles of educative mentoring 

Building effective tuakana/teina (mentor–mentee) relationships 

Observation, feedback, and professional dialogue 

Reflective practice and inquiry-based learning 

Supporting early career and developing teachers 

Ethical and professional responsibilities in mentoring 

Alignment with the values and constitutional objects of PPTA Te Wehengarua 

Experience in secondary education in Aotearoa New Zealand (teaching, leadership, or advisory roles) 

Strong understanding of mentoring and professional learning in schools 

Experience writing professional learning or curriculum-aligned resources 

Experience designing or facilitating professional learning for teachers 

Ability to communicate clearly, accessibly, and engagingly with educators 

Understanding of culturally sustaining and inclusive practice 

Ability to commence the project as soon as practicable, with timing confirmed by agreement 

A brief overview of your relevant experience 

Your interest in educative mentoring and module development 

Experience supporting or leading professional learning for educators 

Examples of relevant writing or resource development (if available) 

Your availability in relation to the indicative timeline