THE MENTORING ROLE
Classroom teachers in their roles as teacher mentors play a crucial role in facilitating preservice and beginning teachers’ development within the school context. Quality mentoring has a profound effect on the success of preservice and beginning teachers, as well as experienced teachers and school communities.
“In order to develop an effective mentoring relationship the mentor must listen deeply, be patient, willing to pass on their knowledge and expertise, be open to new ideas and must have a genuine interest in their preservice teacher.”
Preservice Teacher
WHAT IS MENTORING?
Mentoring is a reciprocal professional learning relationship between the mentor and the mentee which contributes to the growth and development of both partners.
The partnership helps the mentee to consolidate personal and professional confidence and feel valued as a staff member who is able to embrace the values, standards and expectations of their vocation. For the mentor, the partnership provides the opportunity to confirm, renew and share their contribution to the profession and their school community.
WHO WILL MAKE A GOOD MENTOR?
Fundamentally, teachers who become mentors need to display evidence of outstanding teaching practice, be good role models who have the respect of their colleagues and be held in good regard for their professional and personal attributes.
Successful teacher mentors are teachers who:
· Have excellent interpersonal skills and enjoy working with other professionals;
· Have good listening skills and are respectful of their colleagues;
· Have good questioning techniques that elicit fresh insight about teacher practice;
· Are sensitive to the needs and feelings of others;
· Are willing to contribute to the professional development of others and share what they know;
· Are confident and secure in their knowledge of teaching theory and practice and make an effort to remain current in this knowledge.
THE MENTORING ROLE
Where teachers volunteer to deliver the program, they will be required to:
· Facilitate school-based professional learning programs for preservice teaching students and beginning teachers.
· Undertake relevant professional learning and development.
· Foster a professional learning and development culture.
· Become a member of a supportive community of practice that fosters engagement in research, knowledge sharing, performance review and cutting-edge practice.
· Model effective teaching and learning strategies for preservice teachers and colleagues, including beginning teachers.
· Build strong working relationships among teachers to create a supportive network, build better instruction and increase success in solving problems of practice.
· Positively promote teaching in state schools.
TOP TIPS FOR EFFECTIVE MENTORING
1. Mentors need a good understanding of what mentoring is. Programs like the MET program are necessary in order to develop this understanding.
2. Begin the mentoring relationship with a dedicated session clarifying the roles and purpose of the mentoring relationship.
3. Along with the mentee, set up the parameters or ‘ground rules’ of the relationship together from the outset. Ensure there are clear and shared standards and goals.
4. Make sure there are agreed meeting times scheduled on a regular basis.
5. The matching of mentee to mentor should take into account the same year level or subject area, physical proximity and competency.
6. The focus of the mentoring relationship should be teacher practice in response to student needs.
7. Provide opportunities to team-teach, shadow and observe, learn from and with others. The opportunity to build reflective practice is invaluable.
8. Keep discussions confidential. This is essential for developing mutual trust and will ensure that preservice and beginning teachers are comfortable sharing their ideas or concerns.
9. Resist the urge to jump in and act or make decisions for the preservice or beginning teacher. Stop, listen and ask questions.
10. Share your professional network. Introduce your preservice or beginning teacher to other individuals who may be valuable resources or future collaborators.