Mentoring for Induction is used to support professional learners on joining a new school. For Newly Qualified Teachers this will also include induction into the profession as a whole.
Mentoring for Progression is used to support professional learners to respond to the demands of the new role, to understand the responsibilities it brings and the values it implies.
Mentoring for Challenge is used to enable professional learners to address significant issues that may inhibit progress.
Mentors are experienced colleagues with knowledge of the requirements of the role. They broker access to a range of increasingly self-directed learning opportunities to support the development of the whole person. Mentors are selected on the basis of appropriate knowledge of the needs and working context of the professional learner.
A professional learner is someone tackling a new or particularly challenging stage in her/his professional development who seeks out or is directed towards mentoring.
Mentoring involves activities which promote and enhance effective transitions between professional roles, including:
identifying learning goals and supporting progression
developing increasing learners’ control over their learning
modelling, observing, articulating and discussing practice to raise awareness
shared learning experiences e.g. via observation or video
providing guidance, feedback and, when necessary, direction
review and action planning
assessing, appraising and accrediting practice
brokering a range of support
Mentoring usually takes place in the professional learner’s school, in the work place and in quiet spaces that allow confidential reflection.
For teachers, especially trainee teachers, it also takes place in other people’s classrooms to enable observation for learning.
Mentoring is useful to a practitioner, at the beginning of her/his career, at times of significant career change or in response to specific, significant challenges.