According to Odell and Huling (2000 cited in Bartell 2005) mentoring is a ‘professional practice that occurs in the context of teaching whenever an experienced teacher supports, challenges and guides novice teachers in their teaching practice’. A mentor is an experienced teacher who undertakes to support the professional development of a newly qualified teacher (NQT). The National Induction Programme for Teachers recommends that teachers wishing to train as a mentor should:
- be fully probated
- have a minimum of 5 years teaching experience
- be nominated by their school to undertake the role
NQTs describe a mentor as someone who is approachable, a good listener, empathic, trusting, open, and willing to guide, challenge and give advice. Odell and Huling (2000 cited in Bartell 2005) stated that a mentor should be:
- committed to studying and developing their own practice
- able to model the teaching
- able to work with adults from diverse backgrounds
- sensitive to the viewpoints of others
- committed to ethical practice
- committed to providing both professional and emotional support and challenge
- informed about mentor responsibilities and have a certain number of years teaching.
The role of mentor involves:
- Providing ongoing support for the NQT throughout his/her first year teaching
- Co-ordinating an induction plan for the NQT, in collaboration with the principal and the NQT, involving a range of induction activities e.g. planning, observation, co-teaching, meetings, etc.
- Providing opportunities for peer learning, sharing knowledge and practice and reflection on practice
- Promoting the involvement of the whole school in the induction of NQTs
- Attendance at professional development seminars
Teachers who are willing to undertake the role of mentor for NQTs will be required to participate in an initial mentor training summer course programme or a weekend programme. Attendance on all days of the summer course/weekend programme is an essential requirement. The programme consists of training in the areas of:
- Understanding induction – theoretical perspectives including international and national backgrounds
- Understanding the Stages of Teacher Development - particularly the Induction Stage
- Understanding of the needs of NQTs and the elements of the Induction Programme
- Mentor qualities, relationships and the role and responsibilities of the mentor; role of the principal in the Induction Programme and the role of the NQT in the Induction Programme
- Stages of mentor development
- Key skills of mentoring e.g. listening and communication skills, empathy, observation and feedback, coaching, goal-setting, other related skills
- Whole school approach to induction
- Planning for the NQT in the first year
- Reflective practice
Mentors frequently refer to the benefits which they gain as a result of working in close collaboration with NQTs: ''Mentor teachers frequently characterise working closely with beginning teachers as a source of new ideas about curriculum and teaching, motivating them to reflect upon their experiences and beliefs with regard to teaching and learning.'' Ganser (1997 cited in Teachers Matter OECD 2005)