Attention for the New Teacher in Rwanda: a Policy brief

New teachers require extra support, especially during their first three years in-service. Induction programmes have proven to have a strong and positive effect on new teacher wellbeing and in turn on teaching and learning outcomes. In Rwanda, a five year pilot project was conducted to better support new teachers in their induction period. This included a training for School-Based Mentors (SBMs), math School Subject Leaders (SSL) and TTC tutors; in-school mentoring by the SBM and math SSL and; out-of-school mentoring and monitoring by a TTC tutor. All components of the pilot have proven to be very successful in ensuring more access to induction programmes and in enhancing new teacher wellbeing and teaching outcomes. This policy brief sets out the main actions and recommendations to take forward on the basis of this pilot project so that all new teachers in Rwanda can benefit from high quality induction programmes.