1st Edition
Mentoring Teachers Supporting Learning, Wellbeing and Retention
Mentoring Teachers provides practical guidance for teacher mentors, directly addressing common queries and concerns they may have while acting as a mentor within a diverse range of educational contexts. Drawing upon the author’s 30 years of conducting research on mentoring and working with both experienced and new mentors, this essential book provides a detailed picture of the mentoring role.
Dividing the mentor role into five key aspects (Support, Acculturator, Model, Sponsor and Educator), this important resource provides step-by-step descriptions of managing mentorials in ways which:
- support the mentor in scaffolding a mentee’s thinking so that they can make their own informed judgements and decisions about teaching
- develop the mentee’s noticing skills for responsive, adaptive teaching
- guide the mentee towards recognising the relevance of others’ ideas or ‘theories’ to their own practice and experience
- leave the mentee with practical ideas and plans for teaching and developing their teaching skills and
- scaffold the mentee’s learning of Systematic Informed Reflective Practice (SIRP) to support their ongoing learning and development by themselves
Mentoring can, if effective, contribute to mentees’ learning, wellbeing and retention in the profession. Mentoring Teachers describes effective mentoring practice and is a crucial read for any mentor, aspiring mentor or mentor programme co-ordinator.
1. A pre-mentoring task: How far does your context support mentoring?; 2. Mentor Role 1: Support: Supporting your mentee as a person; 3. Mentor Role; 2. Acculturator: Helping your mentee adjust to the school and the profession; 4. Mentor Role 3 Model: Modelling professionalism; 5. Mentor Role 4 Sponsor: Using your knowledge and contacts to help your mentee; 6. Mentor role; 5. Educator; 7. Dealing with the non-mentor role ‘Assessor’; 8. Developing as a Mentor; 9. Stories
Biography
Angi Malderez has 30 years’ experience in mentoring, running mentor preparation and ongoing support programmes and providing support to others who are establishing or running such mentoring schemes in various countries worldwide, all while herself learning and developing from these experiences. She has also conducted a range of formal research, including as co-director of a six-year longitudinal study, the Becoming a Teacher (BaT) project, and as consultant on subsequent mentoring research projects.
'Teacher mentors, teacher trainers, researchers, and policymakers will find this book indispensable, as it furthers a nuanced understanding of how mentoring can fulfil its role in an effort to help teachers to learn and flourish.'
- Anna Szegedy-Maszák, ELTE Eötvös Loránd University (excerpt taken from Issue 39 of ELT Research)
