A Learning Guide for Teacher Mentors Published by Teacher and Education Support Development Unit School Improvement Division Office for Government School Education Department of Education and Early Childhood Development Treasury Place, East Melbourne Victoria 3002

February 2010

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ISBN 978-0-7594-0574-5 Contents Preface ii Part A: Day 1 learning guide

1. Building the relationship with a beginning teacher 1

2. Key mentoring skills for classroom observations 4 Active listening 4 Observation 6 Reflective conversations 9 Giving and receiving feedback 12 3. Day 1 resources and further reading 14 A. Mentoring in the new millennium 14 B. What is mentoring? 20 C. Reflective conversations 24 D. Seven norms of collaboration 25 E. Three types of feedback 26 F. Receiving feedback protocol 26 G. Three phases of induction: what do beginning teachers need? 28 H. Understanding beginning teachers’ needs 29

Part B: Day 2 learning guide

4. Emotional intelligence – knowing myself better as a mentor 33 5. Professional conversations 36 6. Mentoring stages 37 7. What next? 39 8. Evaluating induction and mentoring 41 9. Day 2 resources and further reading 44 A. Emotional intelligence and emotional competences 44 B. Some examples of reflective questions 45 C. Dealing with difficult conversations 46 D. Principal perspectives on induction and mentoring 49 E. Case stories from the induction and mentoring evaluation 52 F. High-quality mentoring and induction practices 56

References and further readings 59

i 1 Exploring Wider Workforce andPart Work A Organisation initiatives Part A: Day 1 learning guide learning 1 Day A: Part

Mentoring provides a powerful opportunity to improve students’ learning outcomes Preface through teachers learning with and from each other, making skills and experiences ‘I chose to be a mentor. inter-generational. Mentoring is an important Mentoring enables teachers to reflect on their practice and to question what they do as and rewarding role.’ they go about their teaching. As a means of collegial professional learning, mentoring requires careful planning and effective implementation, so that it becomes embedded into the culture of the school supported by design, not chance. This material will enable you to deepen your thinking about what an effective mentoring relationship entails. It is designed to be used not only for the Teacher Mentor Support Program aimed at supporting beginning teachers, but also as an accessible resource for use in schools to enhance mentoring for all staff members.

ii A Learning Guide for Teacher Mentors 1. Building the relationship with a beginning teacher

Who teachers are to one another Induction is important Structural elements matters. In a sometimes lonely supporting the mentoring profession, isolation within It is essential that the beginning teacher receives a high level of support, relationship the individual egg cell crates especially in their first term in the school. • Time allocation – as reduced of a school does not promote Keep in mind that, at this stage, the allotment, time for mentoring professional or personal growth. beginning teacher may not be ready activities and time for professional Parallel play may socialise to be ‘mentored’ in terms of intensive learning activities. youngsters in sandboxes, professional dialogue. • A well-considered teaching load and but it limits learning for adults They do need a buddy to help with class allocation, which takes into orientation to the profession and the account the beginning teacher’s (Garmston & Wellman 1999). school and to help them plan. A buddy experiences and needs. may grow into the mentor, or the mentor may be appointed who operates as a • The position of an induction and buddy in the first term before extending mentor co-ordinator as a leadership their role into mentoring in subsequent position in the school. weeks. See ‘Three Phases of Induction’ • Regular and timetabled mentoring on page 28 for more detail. meetings on a weekly or fortnightly Mentoring is a key strategy of basis. induction. Mentoring is essentially a • The mentor and beginning teacher formalised relationship that supports working in close physical proximity to and encourages professional learning. one another. In mentoring, a sound and trusting relationship will rely upon the degree • The mentor and beginning teacher of understanding and responsibility teaching the same year or subject shared by the mentoring partners. level. The establishment of the relationship • Active support from the school is crucial and will determine the level leadership for both the beginning and quality of dialogue. Opportunities teacher and the mentor. and time to get to know each other come first, building the foundations for The DEECD Evaluation of the Induction the development of the professional and Mentoring for Beginning Teacher relationship. Initiative strongly reinforces these points. Beginning teachers, mentors and principals/school leaders were asked what they thought were ‘the three key attributes of an effective beginning teacher mentor’. There was a remarkable level of consistency of responses across the three groups (see table 1).

Part A: Day 1 learning guide 1 Table 1: The three key attributes of an effective beginning teacher mentor, according to beginning teachers, mentors and principals/school leaders

Beginning teachers Mentors Principals/school leaders • approachable, • ability and willingness • effective listener accessible, willing to listen • communication skills to be engaged • empathy • build effective, • supportive • supportive ‘trusted’, positive • understanding • good communication working relationships • good communication, skills • able to give honest provides honest • experienced teacher constructive feedback feedback • high-level teaching • knowledge and and learning, skills/ experience (mainly curriculum knowledge pedagogical, but also • seen as role model subject matter) by all teachers • willing to give time to the beginning teacher • empathy and patience

2 A Learning Guide for Teacher Mentors Across all of these different perspectives, Schools have different approaches The e5 Instructional Model a number of common elements of an to matching mentors with beginning effective beginning teacher mentor teachers. When asked as part of the The e5 Instructional Model provides us can be noted which, although neither evaluation, beginning teachers and with a framework to inform conversations complete nor comprehensive, are clearly mentors have agreed that the processes and guide the observations, feedback relevant to identifying potential mentors that led to the pairing of the mentor and and reflection of our classroom practice. capable of building effective trustful beginning teacher are less significant This is an all‑important resource when relationships with beginning teachers. in the overall effectiveness of the the beginning teacher is observing more relationship than the motivation and experienced teachers or when the mentor • Accessibility – being accessible to quality of the mentor. That is, the primary is observing the beginning teacher. It the beginning teacher; having time to consideration is that the mentor is enables the mentor and the beginning spend with them; being responsive to motivated to be a mentor, enthusiastic teacher to think more deeply about the their needs; having physical proximity in the role, and possesses the attributes development of expertise in teaching to the beginning teacher’s location in of an effective mentor. If all else is equal across the five pedagogical domains of the school. between two potential mentors in terms engage, explore, explain, elaborate and • Empathy – being understanding and of motivation, skills and experience, evaluate. supportive; and being patient with an beginning teachers would say that The use of the e5 Instructional Model, inexperienced teacher’s questions and ‘access’ is the next most important together with the Principles of Learning uncertainty. What is crucially important distinguishing factor. and Teaching and the VIT Standards for in terms of empathy is whether the As a mentor you can lead from wherever Professional Practice, will assist mentors beginning teacher has actually felt you stand. You are in the position of to undertake meaningful conversations understood by their mentor. empowering your beginning teacher about practice with their beginning • Knowledge and experience – being to realise their ambitions of making a teachers. an experienced teacher (although difference in the lives of their students. not necessarily a long-serving or Teaching can be seen as ‘a possibility older teacher); having ideas on, and to live into, not a standard to live up to’ strategies for, effective teaching (e.g. (Ben Zander).1 You do not have to have classroom management, planning all the answers; posing questions which and assessment, communication with can be resolved by working and learning students and parents); possessing together is far more important: relevant curriculum knowledge (desirable but not essential); and Asking a question is the simplest being a role model for teachers (and way of focusing thinking. Asking acknowledged and respected as such the right question may be the by other teachers). most important part of thinking • Listening skills – willing to listen; being reflective and sharing ideas; (Edward de Bono).2 and providing honest and constructive feedback to the beginning teacher.

1 http://www.businesstrainingmedia.com/store/benzander.html 2 http://www.habits-of-mind.net/questioning.htm

Part A: Day 1 learning guide 3 2. Key mentoring skills for classroom observations

Active listening Otto Scharmer (2007) describes four different types of listening after more than a decade of observing people’s interactions in organisations: Am I listening like I already know Listening 1: Downloading – ‘Yeah, I know that already’ or I already understand? Scharmer says that this is listening by reconfirming habitual judgments. When you are Your approach to listening will be in a situation where everything that happens confirms what you already know, you are influenced by your prior experiences listening by downloading. and the attitudes you have developed Listening 2: Factual – ‘Ooh, look at that!’ about listening – that is, both listening to and being listened to. Learning to This type of listening is factual or object focused: listening by paying attention listen to your beginning teacher is a to facts and to novel or disconcerting data. You switch off your inner voice of key interpersonal skill in the mentoring judgment and listen to the voices right in front of you. You focus on what differs relationship. Stephen R. Covey from what you already know. You ask questions and you pay careful attention to (1986) believes that listening is an the responses you get. important but often neglected part of Listening 3: Empathic – ‘Oh, yes I know exactly how you feel’ communication, maybe because few of us have had any specific training This deeper level of listening is empathic listening. When we are engaged in real in listening. dialogue and paying careful attention, we can become aware of a profound shift in the place from which our listening originates. To really feel how another feels, we have to have an open heart. Only an open heart gives us the empathic capacity to connect directly with another person from within. Listening 4: Generative ‘I can’t express what I experience in words. My whole being has slowed down. I feel more quiet and present and more my real self. I am connected to something larger than myself’ (Scharmer 2007: 2). Scharmer defines generative listening as ‘listening from the emerging field of future possibility. This level of listening requires us to access not only our open heart, but also our open will’. According to Scharmer, when you listen at this fourth level, you come to realise that, ‘at the end of the conversation, you are no longer the same person you were when you started the conversation. You have gone through a subtle but profound change’ (Scharmer 2007: 2). Covey also talks about empathic listening, describing it as ‘listening and responding with both heart and mind to understand the speaker’s words, intent and feelings’ (Covey 1986: 128). Empathic listening is particularly important when: • ‘the interaction has a strong emotional component • the relationship is strained or trust is low • we are not sure we understand or the data is complex or unfamiliar, or • we are not sure the other person feels confident we understand’ (Covey 1986: 147) . Covey thinks that ‘the essence of empathic listening is not that we agree with someone; rather we deeply understand the other person, emotionally as well as intellectually’ (Covey 1986: 148). 4 A Learning Guide for Teacher Mentors Empathy comes from the Greek and Covey (1986: 136) suggests five empathic literally means in feeling or suffering. listening responses: ‘We have empathy when we put 1. ‘Repeat verbatim the content of the ourselves in another’s place and communication – words only, not experience feelings as they experience feelings. them, intuiting another’s feelings as was described by Goleman (1995). ‘This does 2. Rephrase content – summarise their not mean we agree (as in sympathy), but meaning in your own words. that we understand the other point of 3. Reflect feelings – look more deeply and view’ (Covey 1986: 148). begin to capture feelings in your own According to Covey, when we listen words. Look beyond words for body to others, ‘we tend to filter what we language and tone to indicate their hear through our own experiences. feelings. Our background creates certain 4. Rephrase content and reflect feelings ‘autobiographical filters’. When we – express both their words and their respond, we are really telling them what feelings in your own words. we would do if we were in their position, rather than what they should or could 5. Discern when empathy is not do. How often do we say, “If I were you”. necessary or appropriate.’ Autobiographical responses can keep us Suggestions for listening from understanding’ (Covey 1986:148). Listening with our eyes, ears and heart • Let go of the need to control – by should help us to pick up on the all letting go on the grip a bit, you will be important non-verbal cues, like body in a much better position to see and language as well as what is not said. This sense the position of your beginning is not always as easy, as cutting straight teacher. Understanding comes about to the chase could be seen as more through conscious listening. expedient in busy and pressured school • Clear some space in your mind – are you schedules. Empathic listening skills take truly listening? Or listening with half practice; this type of listening is a skilful an ear while you are simultaneously art. Be aware of the emotional landscape concentrating on coming up with a as there are times when autobiographical solution or a quick fix? responses are appropriate; while at other • Prepare yourself to just listen; to tune times there is a need to offer a solution; in to where the other person is at. and sometimes it’s valuable to say When we are able to really listen we nothing at all. are able to create the empathy and trust necessary to strengthen rapport. • Relax and make sure the setting is conducive to supporting the conversation. Rapport can be established by the listener matching the posture and gestures of the speaker.

Part A: Day 1 learning guide 5 As the mentor of a beginning teacher 2. Observation – collecting the data Observation you will find yourself providing feedback Observation involves expectation, Observation is a powerful on the basis of practice that you have selective perception, interpretation observed. The development of effective and recall. As teachers, we are strategy in supporting the classroom observational skills is vital accomplished at observing our professional learning of teachers. for the mentor. Developing the skills of students with practised eyes, but we The professional conversations observation may take some practice. are less used to observing each other’s that we undertake as part of the It is also worth remembering that as teaching practice. the mentor of a beginning teacher you mentoring relationship are an ‘Developing the discipline of noting are in a completely different position opportunity to carefully look at and talking about evidence takes than working with a pre-service student students as they go about their practice’, according to Parker Boudett teacher. Powell, Chambers and Baxter learning and to observe what et al., who describe a principal (2002) as cited by O’Mahony and who actively models the process of teachers actually do as part of Matthews (2005:26) have identified observation, calling it ‘learning to their classroom practice. three critical roles for the mentor in see. I noticed that … I saw that … I effective classroom observations: heard that, followed by examples of • To help stimulate and develop new what was seen and heard’ (2005:104). practice (observation as development) Instead of evaluation, learning to see teaching practice relies on description, • To develop current practice which helps us to generate a shared (observation for development) understanding of the current reality in • To assure standards of practice our classrooms. (observation of development). 3. Debriefing – the follow-up In organising for classroom observations Discussing the observation and its three key steps need to be planned: meaning to assist in identifying ideas and strategies for effective teaching 1. Preparation – deciding the purpose, practice. Sharing observations what will be observed and how it will respectfully is a means of building happen? How long will it take? What on the relationship. This is also an will the role of the observer be? Will opportunity to practise listening it be an opportunity for some team empathically and presenting ideas teaching? Will notes be taken during clearly and specifically, without the observation or later? criticism and evaluation. The As part of a classroom observation, debriefing should be planned to mentors can invite their beginning happen as soon as possible after the teacher into their own classroom to observation and should be conducted demonstrate and model a certain face to face. aspect of good teaching practice, or be invited into the beginning teacher’s classroom as an observer. The purpose should be linked to building the skills and capacity of the beginning teacher.

6 A Learning Guide for Teacher Mentors These conversations can add to the This example is used to show how easy it is to jump to conclusions and misguided effectiveness of your relationship. beliefs about what we have seen and heard and therefore what we believe is true. Openness and clear communication can What happens when we observe something that results in us taking action? What are help to build mutual understanding and the processes behind this? trust and demonstrate respect for each Senge et al. (2000:71) suggest the ‘ladder of inference’ provides a process that can other’s differences and individual talents. inform the way we observe, as shown in the figure 1. (See also ‘Reflective Conversations’ on page 9.) Figure 1: The ladder of inference

All too often what we see or observe I take Actions is influenced by the mental models we based on my beliefs carry with us – the pictures, assumptions and stories we know and think of as our I adopt Beliefs reality. It is these models that influence about the world what we see and how we interpret what we see. I draw Conclusions Imagine a parent walking down the The re exive loop corridor of their children’s school. I make Assumptions (our beliefs aect based the what data we select They pass the classroom of their Year meanings I added next time) 5 child. Raucous laughter and children shouting can be heard. Alarmed at the I add Meanings noise they look though the glass panel (cultural and personal) of the door and are horrified to see the students all out of their desks and the I select “Data” from what I observe teacher (a beginning teacher) sitting

on a desk with a bemused look on her Observable face and her mouth wide open, while “data’ and experiences (as a videotape recorder two students roll around on the floor might capture it) locked in combat. The parent rushes off to see the principal, alarmed that

the graduate has lost complete control. The parent has made an observation based on their own experiences of what a classroom should sound like and look like and they have made the assumption the beginning teacher has no control. What they did not know was that the class was exploring strategies in conflict resolution in playground bullying and the two students on the floor were engaging in enthusiastic role play.

Part A: Day 1 learning guide 7 The ladder of inference makes explicit Senge et al. make the point that the process we go through from the reflection and inquiry are not something point of seeing to acting on what we have that we have learned; in fact, ‘very few of seen – the what goes on in our heads. us have learned how to build the skills of The only part that is seen is the first step, inquiry and reflection into our thoughts observable data and experiences, and and emotions, and everyday behaviour’ the last step, the action taken. (1994:240). These are skills that require a lot of practice. This point reinforces that Being aware of the ladder of inference we should not fall into the trap of seeing means that we can use it to: mentoring as just common sense. • reflect on our own thinking and what As mentors not only must we be aware of influences our thinking our mental models and the implications • make our thinking and reasoning of what we see, but we also need to be transparent aware of the beginning teacher’s mental • examine and question others’ thinking. models and the sensitivity with which we must approach them when exposing their We are not always aware of our mental assumptions. Natural feelings that may models and, as such, we do not question arise as a result of exposing assumptions our own interpretations. Reflective are anger, embarrassment, uncertainty, thinking (‘slowing down our thinking reluctance to talk, confusion of what to processes to become aware of how we do and fear of retaliation (particularly form our mental models’), and inquiry, in cases where the beginning teacher (having ‘conversations where we openly feels judgment may be passed and share views and develop knowledge when this has implications for their about each other’s assumptions’) employment). Critical reflection is about (Senge et al. 2000:68) allow us to exposing assumptions, and this needs examine our assumptions. to be treated respectfully in the spirit of genuine inquiry and co-learning. Consider what protocols form the basis for how formal observation is approached in your school?

8 A Learning Guide for Teacher Mentors ‘Reflection is the process of stepping back from an experience to examine it, carefully Reflective and persistently, and pondering its meaning to yourself through the development of conversations inferences. Learning is the process where knowledge comes from thoughtful reaction to the experience that confronts us in our lives’ (O’Mahony & Matthews 2005:28). Don’t step in too fast; stand Reflective conversations aim to provide fresh insights into the practices of all teachers, back. As a mentor you are by looking at and talking about classroom teaching in order to discover how those facilitating learning not taking practices can be improved. It’s a skill that can be used effectively by mentors as part of over. Reflective practice can be their tool kit. risk-taking. As the mentor of a beginning teacher you can actively model and make transparent your own reflection on your practice, as when you ‘think on your feet to capture and use the teachable moment with your students.’ (O’Mahony & Matthews 2005:30). Research carried out by O’Mahony and Barnett tells us that reflective thinking practices: • ‘help beginning and experienced teachers to organise their thoughts about past and present practice and help to make sense of classroom events • lead to the development of professional forms of inquiry and questioning about practices of teaching and learning • assist educators to ask questions about their practice • provide a way to think about future action by analysing present scenarios about student learning • promote the view that teaching is a process of constant knowledge building and sharing of good ideas • promote vital interaction and collaboration among teachers by developing mutual understanding about their work in the classroom’ (O’Mahony & Matthews 2005:30). O’Mahony and Matthews refer to Schon’s research that ‘reflection is a process needing hindsight, insight and foresight for development. Schon talks about two categories of reflection: • reflection-on-action, when reflection is made after a lesson. The mentor and beginning teacher can review what was planned to happen compared with what actually happened and discuss implications arising from this. • reflection-in-action, which is when we consciously think about our teaching while we are teaching and so make modifications to make the teaching more effective. In the middle of a lesson the teacher may change an activity to better suit the needs of the students by writing some step-by-step instructions on the board instead of the planned oral explanation’ (O’Mahony & Matthews 2005:30).

Part A: Day 1 learning guide 9 Barnett et al. illustrate the process We use these facts to make informed judgments in the third phase, based on of reflection using Kolb’s theory reasonable conclusions and emotional insights. We attempt to understand the of experiential learning. The cycle experience by drawing inferences, insights and conclusions, about our own and of reflection comprises concrete‘ others’ motives, determining how the experience was handled and what could experience, reflective observation, happen in the future. abstract conceptualisation and active The fourth and final phase, active experimentation, represents working with our experimentation’ (2004:17). See figure 2. new or affirmed thoughts, feelings and actions. As this phase takes place, the Beginning with the concrete experience reflective learning cycle has come full circle, with these actions becoming the phase, a direct teaching experience, concrete experiences for further reflection and refinement (Barnett et al. 2004:17). our thinking is stimulated. This may well occur as our teaching unfolds, as in Figure 2: The cycle of reflection Schon’s reflection-in-action. Teaching experience In the second phase, reflective (an event) observation, or reflecting on the experience, we recollect the conditions and what happened so as to gather WHAT? facts about the situation, as in Schon’s Active experimentation reflection-on-action. (purposeful action)

Reflective observation

NOW (what happened during the event) WHAT?

Planning for implementation SO (future actions, success) WHAT?

Informed judgment (insights about the event)

Source: adapted from Barnett et al. 2004:19.

10 A Learning Guide for Teacher Mentors Kolb’s model has been adapted by Reflective questions (Costa 2006:32) are O’Mahony et al. with the addition of a characteristically framed with: planning for implementation phase, to • An invitational tone and approachable include the important aspects of ‘possible voice that sounds credible and also has future actions to be undertaken and lilt and melody evidence to use to determine if future actions are successful’ (Barnett et al. • Plural forms: What are the reasons 2004:19). This illustrates the new practice for …? ‘What are some of your goals …? that can emerge after reflection –the This immediately signals there is more reflexivity– the what we do with our than one option. reflections in planning for the future. • Exploratory/tentative language: might As a mentor you play a powerful role instead of is, could instead of are, in assisting your beginning teacher to should instead of can. ‘What might be reflect on practice and engage in inquiry. the causes of …?’ ‘What are some of A safe environment and a relationship the ways …? This signifies ideas are based on mutual rapport and trust open to interpretation. enables you to expand your pool of • Positive presuppositions using understandings. By asking reflective enabling language: ‘As you recall … questions, mentors can assist beginning As you anticipate …’ ‘Given what you teachers to build on their capacity and know about …’ ‘As you examine the capability. Reflective questions are open data, what are some of the similarities ended and it’s important that mentors and differences that are emerging?’ carefully self-manage their emotions and suspend their judgments. There should • Empowering presuppositions are open be no feelings of I know better, I know ended and point to possibilities. ‘What more, or that’s not right. are some of the goals you have in mind?’, ‘As you consider alternatives what seems most promising?’ • Limiting presuppositions are not open ended. They easily make the listener feel defensive as the messages they may receive are ‘If only you had listened’, ‘Do you have an objective?’, ‘Why were you unsuccessful?’ More about reflective conversations can be found in the resources section on page 24.

Part A: Day 1 learning guide 11 Giving and receiving Feedback is vital for improvement, for Techniques for giving knowing ‘if the job I am doing is okay; effective feedback feedback what do my mentor, principal and colleagues think of my performance’. • be aware of your motive – it should be This is about exchanging to be helpful information on the impact Benefits of effective • focus on the behaviour, not the person of an action or some specific feedback • speak for yourself only behaviour. In the case of a Effective feedback does many things, teacher mentor, feedback to the including: • use ‘I’ not ‘you’ beginning teacher supports the • honouring competence and reinforcing • restrict your feedback to things you development of knowledge and desired behaviours know for certain skills in teaching practice. • helping align expectations and • focus on descriptions, not judgments priorities • feedback should be lean and precise • filling gaps in knowledge • check the other person understands • enabling people to know where to take the feedback, accepts it and is able to corrective action do something with it • alleviating the fear of the unknown. • always end feedback with a request for future action. It’s important that good preparation be made prior to the feedback session. The mentoring relationship is a dynamic Finding the right time and place, and and reciprocal one where both the having all the information to hand is a experienced and new teacher work good start. together in an equal professional relationship where they are both Giving the feedback is an opportunity teachers and learners. Sometimes to listen with open ears, open mind and the mentor will seek feedback or the open heart to the beginning teacher’s beginning teacher will offer feedback to point of view and to hold an enabling the mentor. conversation that is focused at building the capacity and confidence of the beginning teacher.

12 A Learning Guide for Teacher Mentors Techniques for receiving As a mentor, there is a need to challenge Ways of working together any preconceptions or perceptions effective feedback developed and how they may influence Schools use a variety of protocols to • clearly articulate what it is that you the conversation and the feedback observe practice. In one school, all want feedback on provided. Active listening, observation teachers undertake Learning Walks using and reflective practice are, of course, the following protocol: • provide the necessary background necessary skills in the process of giving • listen with empathy and understanding information succinctly using specific and receiving feedback. The synergy examples, data and evidence where of these skills is very powerful and • adopt a shared sense of responsibility possible fundamental to effective mentoring. • adopt respectful collaboration • listen carefully to all that is said Giving and receiving constructive • address problems constructively • listen beneath the words feedback can be among the most challenging interactions in the mentoring • defer judgments by keeping an open • ask open-ended questions for clarity relationship. To ensure that feedback mind • acknowledge the feedback becomes a relationship-building • acknowledge diversity and difference experience for all participants, we need a • don’t defend yourself • assume and act with positive intent framework that includes the following: • take time to sort out what you have • use constructive language 1. Clarify the purpose in giving the heard and what you want to do with it feedback. • share ethically • express your thanks. 2. Describe what you have observed – • create opportunities for enjoyment of A further thought for reflection: the beginning teacher’s behaviour work. feedback will be influenced by the and actions and the impact of this Further information for giving and mentor’s perceptions and correlating behaviour. receiving feedback can be found in the expectations. When the feedback is 3. Use open-ended questions to elicit a resources section on page 26. given through the ‘lens’ of the mentor’s comment or response. perceptions and expectations then the feedback can be coloured and may often 4. There may be a need for a solution; simply reinforce what the mentor was it may also only be an opportunity expecting to find. Feedback not based for a reflective conversation with on evidence may not only be not useful, improvement in mind but not a specific but may also be potentially damaging solution. to the beginning teacher’s growth and development. This may occur for both the perceived high performer (whose areas for improvement are not identified) and for the perceived low performer (whose skills are not recognised).

Part A: Day 1 learning guide 13 3. Day 1 resources and further readings

A. Mentoring in the new conclusions for redesigning teacher They learn refinements on the job within preparation, developing continuous the confines of the classroom, which millennium learning throughout the career, and they control. Mentoring is reduced to Source: A Hargreaves and M Fullan 2000. Andy changing the teaching profession more a few words of encouragement and Hargreaves is professor and director of the fundamentally. management ‘tips’ offered in the staff International Centre for Educational Change, room: otherwise new teachers are on and Michael Fullan is dean, both at the Ontario The four ages of professionalism Institute for Studies in Education and University their own. This is scarcely mentoring of Toronto. Hargreaves (in press) outlines four broad at all. historical phases of the changing nature All professional work is complex and The age of the autonomous professional demanding of teachers’ professionalism: (a) the pre-professional age, (b) the age of the Beginning in the 1960s, the status of Poor professional judgment can result in autonomous professional, (c) the age teachers in many countries improved a patient’s death, buildings falling down, of the collegial professional, and (d) the significantly, compared to the pre- or people giving up on their own learning. fourth professional age. professional age. In this period, the The idea that new professionals should terms professional and autonomy The pre-professional age have mentors to guide them through became increasingly inseparable developing the skills and managing Public education began as a factory- among teachers. One of the overriding the stresses of their work has become like system of mass education. The characteristics of teaching was its increasingly accepted. In teaching, most common teaching methods were individualism. Most teachers taught for example, induction and mentoring recitation or lecturing, along with their classes in isolation, separated programs have become widespread; note-taking, question and answer, and from their colleagues. In the 1970s and however, their implementation has often seat work (Cuban 1984). In this pre- 1980s, individualism and isolation were been disappointing. professional age, teaching was seen as identified as widespread features of the Mentoring practice may fall short of managerially demanding but technically culture of teaching (Rosenholtz 1989). simple. Its principles and parameters its ideals, not because of poor policies Professional autonomy enhanced the were treated as unquestioned common or program design but because we status of teaching as the amount of sense. One learned to be a teacher fail to regard mentoring as integral preparation was lengthened and salaries through practical apprenticeship and to our approach to teaching and rose. But professional autonomy also improved by trial-and-error. The ‘good professionalism. Mentoring of new inhibited innovation. Few innovations teacher’ demonstrated loyalty and teachers will never reach its potential moved beyond adoption to successful garnered personal reward through unless it is guided by a deeper implementation (Fullan 1991). The service. conceptualisation that treats it as central benefits of in-service education seldom to the task of transforming the teaching In this view, good teachers are became integrated into classroom profession itself. enthusiastic people who ‘know their practice, as individual course-goers In this article, we pursue this challenge in stuff’ and how to ‘get it across’, and can returned to schools of unenthusiastic three ways. First, we link approaches to keep order in their classes. They learn colleagues who had not shared the mentoring with an evolutionary model of to teach by watching others, first as learning with them. Pedagogy stagnated professionalism in teaching, what we call students, then as student teachers. In as teachers were reluctant or unable to the four ages of professionalism. Second, a pre-professional image of teaching, stand out from their colleagues. we extend this analysis to example key teachers need little training or ongoing areas of change that should lead us to professional learning. look at mentoring differently as we enter the new millennium. Third, we draw

14 A Learning Guide for Teacher Mentors Although induction and mentoring In these cultures, teachers develop The fourth professional age programs began to be introduced in a common purpose, cope with uncertainty, As we enter the 21st century, the world is profession that was now acknowledged respond to rapid change, create a climate undergoing profound social, economic, as being difficult, the surrounding culture of risk taking, and develop stronger political, and cultural transformations. of individualism meant that helping senses of teacher efficacy. Ongoing The social geography of post-modernity relationships in a school were confined learning cultures replace patterns of staff is one where boundaries between to new mentoring. The message was that development that are individualised, institutions are dissolving, roles are only novices or incompetents needed episodic, and weakly connected to becoming less segregated, and borders help. The rest of the teaching staff could the priorities of the school (Fullan & are becoming increasingly irrelevant. manage by themselves. When help was Hargreaves 1996). The implications What’s ‘out there’ is now ‘in here’, and associated with weakness new teachers for initial teacher education, ongoing this has fundamental implications for sought to extricate themselves from it professional learning, and mentoring in teachers and administrators (Hargreaves as fast as they could (Little 1990). The particular include: & Fullan 1998). Teaching, for example, age of professional autonomy provided • Teachers learn to teach in new ways. requires learning to work with more teachers with poor preparation for coping diverse communities and seeing parents with the changes heading their way and • Professional learning is seen as a as sources of learning and support rather against which their classroom doors continuous process, grappling with than interference. would offer little protection. complex and evolving issues. Not only are the social geographies The age of the collegial professional • Continuous learning is both an of schooling changing in ways that individual responsibility and an By the mid-1980s, individual teacher blur the boundaries between schools institutional obligation. autonomy was becoming unsustainable and the world outside, but the social as a way of responding to the increased • Professional learning is not to be found geographies of professional learning are complexities of schooling. The in a choice between school-based and also changing. There is more access to persistence of individualism in teaching course-based modes of provision but networks of professional learning. The meant that teachers’ responses to the in an active integration of and synergy content of professional learning needs challenges they faced were ad hoc and between the two. to become wider and deeper. It needs uncoordinated with the efforts of their • Collegial professionalism means to encompass working with parents, colleagues and based on their own working with, learning from, and becoming assessment literate, keeping personal knowledge and skill. teaching colleagues. up with scientific breakthroughs in the pedagogy of learning, rekindling the At the same time, pressure to create • Teaching must be framed and informed purpose and passion of teaching, and collaborative cultures was growing by professional standards of practice working with others to bring about due to the knowledge explosion, the that define what good teachers should positive reforms in education. All of widening of curriculum demands, the know and be able to do and what this is occurring in the midst of intense increasing range of special education qualities and dispositions they should pressure and contradictory trends students in ordinary classes, and the possess to care for and connect with of centralisation and school-based accelerating pace of change. Teaching their students. management. was becoming even more difficult and complex, and efforts to build cultures of collaboration were increasing.

Part A: Day 1 learning guide 15 We are on the edge of an age of Teaching is no exception. After decades Mentors, not tormentors post‑modern professionalism, where of assuming that teachers teach alone As we have argued, teaching has become teachers deal with a diverse clientele and get better only through their incredibly more complex over the past and increasing moral uncertainty, own individual trial and error, there is few years. The breadth of teachers’ where many approaches are possible increasing commitment to the idea that classroom repertoires is expanding and more and more groups have an all teachers are more effective when because of developments in the science influence. Will this age see positive new they can learn from and be supported of teaching (e.g., constructivism, partnerships being created with groups by a strong community of colleagues. cooperative learning, and assessment and institutions beyond the school and While new teachers can benefit greatly strategies), the spread of information teachers learning to work openly and from a mentor, mentors also learn from technologies, and the challenge of authoritatively with those partners? Or their protégés developing new insights adapting instruction to the needs and will it witness the deprofessionalisation into their own and others’ teaching, learning styles of students from diverse of teaching as teachers crumble under new relationships, and a renewal of backgrounds and with special needs. multiple pressures, intensified work enthusiasm and commitment to their These developments pose challenges for demands, and reduced opportunities craft and career. new and experienced teachers alike. The to learn from colleagues? Mentoring Good mentoring is not accomplished old model of mentoring, where experts is embedded and embroiled in these easily. An expanding research who are certain about their craft can pass developments. literature has addressed the key issues on its principles to eager novices, no No potentially powerful intervention, and surrounding it; the selection of mentors, longer applies. mentoring is certainly one of them, can how mentors and protégés are assigned Although it is possible to find a few be treated independently of the evolving or matched to each other, how formal teachers who are conversant and nature of society and the teaching or informal the relationship should be, comfortable with the wide range of new profession within it. In order to meet how mentors should be rewarded for teaching strategies, these individuals the challenges of the post-modern age, their contribution, and where the time are a scarce resource and can quickly mentoring must be guided by and linked for mentoring can be found (Little 1990). become overburdened. The reality to an overarching appreciation that, for While this article is mindful of these in many schools today is that while better or worse, we are on the brink of enduring issues, we want to push the assigned mentors may know more redefining the teaching profession. debate further. We ask not what the than new teachers about certain areas, needs and issues of mentoring are in Challenges in the new millennium such as school procedure or classroom general but how we might challenge management, the new teacher may In any complex occupation, new entrants and extend the role of the mentor in a sometimes know more than the mentor need someone who can ‘show them the world where the very nature of teaching about new teaching strategies. If the ropes’, develop their competence and is undergoing profound changes. What school assumes the mentor always understanding, and help them fit in. Even are the challenges to mentoring at the knows best, even about teaching experienced practitioners can benefit beginning of a new millennium? In the strategies, innovative new teachers from having the advice, support, and role following sections, we outline key areas might quickly experience the mentor modelling of colleagues. of change that will push educators to relationship as an oppressive one. look at mentoring differently in the post-modern age.

16 A Learning Guide for Teacher Mentors Mentors may seem more like tormentors, In the drive to standardise teaching, students within it. It means working and the process of induction into the to define and demarcate it through more and more with adults as well as profession may amount to seduction graded benchmarks of knowledge and children and facing one’s fears to work (from the Latin, seducere, to lead aside) competence, it is easy to lose sight of more closely with those whom teachers of the new teachers away from the teaching’s emotional dimension, of the might once have seen as their greatest purposes and practices they recently enthusiasm, passion, and dedication adversaries and critics. acquired in their teacher preparation that make many teachers great. Emotion Good mentorship involves helping experiences (Hargreaves & Jacka 1995). energises teaching but can also drain it. teachers work effectively with adults Thus, emotional support is one of the Cochran-Smith and Paris (1995) being sure (as a professional community) strongest needs of beginning teachers recommend that new and experienced of their own judgments while also being (Tickle 1991). In today’s demanding teachers work on and inquire into the open and responsive to the opinions of classrooms, experienced teachers also problems of teaching and learning in a others. Teachers have important things to need this kind of support to talk through situation where everyone acknowledges learn from parents and other community their emotions, manage their anxieties that teaching is inherently difficult members – about the particular children and frustrations, and be guided and and even ‘experts’ do not have easy they teach and sometimes (for instance, reassured about the limits to the care answers. This also means that the in relation to information technology) they can provide when guilt threatens to mentor relationship should not be the about ways to teach them. Teachers overwhelm them (Hargreaves 1994). only helping relationship in a school. are not always the experts and working In a job that is inherently complex and Mentorship, therefore, involves more effectively with other adults means they difficult, everyone needs help, not just than guiding protégés through learning will sometimes be the ones who are the incompetent teacher or the novice. standards and skill sets and extends learning not teaching. As Wailer (1932) to providing strong and continuous wryly observed in his classic text, The Support as well as standards emotional support. Just as emotional Sociology of Teaching: Another issue in the future of mentoring support for high school students should Parent–teacher work has usually concerns teachers’ increasing needs be the responsibility of all teachers, and for emotional support. Teaching is an not just one or two guidance counsellors, been directed at securing for the emotional practice (Hargreaves 1998). It support for teachers should not fall to school the support of parents arouses and colours feelings in teachers a few designated mentors but extend that is at getting parents to and those they teach. Teaching involves across the entire school community. see children more or less as not only instructing students but also Communities as well as classrooms teachers see them. But it would caring for and forming relationships be a sad day for childhood if with them. With the children of many of A change force in teaching in the today’s post-modern families (Elkind post-modern age is the way in which parent–teacher work ever really 1997) – families that often are fractured, increased accountability, school choice, succeeded in its object . poor, single-parented – this burden and cultural changes in families and of caring is becoming even greater. communities are making teachers Teachers are repeatedly putting their connect more with people and groups selves on the line. Times of rapid beyond the school – people who change, whether chosen or imposed, increasingly affect the world within it can create even greater anxiety and (Hargreaves & Fullan1998). Connecting insecurity among teachers as the with what’s ‘out there’ means teachers’ challenge of learning new strategies calls work and relationships are extending their competence and confidence into beyond the classroom to help their question.

Part A: Day 1 learning guide 17 Dealing with the demographics The challenge will be to bring together We have identified three strategic the cultures of youth and experience. approaches for developing mentoring The imminent change in the This will involve harnessing the energies programs that can make a lasting demographics of teaching will require us that new teachers bring to the system difference. First, we can conceptualise to rethink how mentoring is recognised without marginalising the perspectives and design mentoring programs so that in schools. Teachers recruited in the and wisdom of teachers whose they are explicitly seen as instruments 1960s and ’70s to educate the baby- knowledge and experience have deep of school re-culturing. This means that boomer generation are now approaching roots in the past. all those involved must work on the or already entering retirement. In the deeper meaning of mentoring, seeing next five years, the teaching force in These are just a few of the challenges mentoring as a way of preparing teachers many countries will undergo a massive facing teaching and mentoring in a new to become effective change agents who demographic renewal with large century. They indicate that mentoring are committed to making a difference in numbers of young teachers entering the must become less hierarchical, less the lives of young people and are skilled profession for the first time. individualistic, more wide ranging, and at the pedagogical and partnership more inclusive in its orientation than it Beginning teachers have often been developments that make success has been viewed in the past. isolated instances in their schools with with students possible. Mentoring in many experienced teachers as their New approaches to mentoring this sense becomes not just a way of mentors. These mentors have been Teacher induction programs are supporting individual teachers, but also able to induct the new teachers into the becoming widespread. Among teachers a device to help build strong professional existing culture of the school. Indeed, with up to three years experience cultures of teaching in our schools, the evidence is that in such conditions, surveyed during 1993–94, 56.4 per dedicated to improving teaching, especially when employment in teaching cent indicated they participated in an learning, and caring. has been insecure, beginning teachers induction program (NASSP 1999). There Second, mentoring must be explicitly quickly conform to the existing culture is a growing body of resources on how to connected to other reform components (Schemp, Sparkes & Templin 1993). select train, and support mentors, how in transforming the teaching profession. This will soon be reversed, with large to set goals and assess outcomes, and Mentoring must address the needs cohorts of experienced teachers and how to define and spread best practices of all teachers new to the district or mentors retiring. Young teachers will in mentoring. school, not just beginning teachers. It form large groups in many schools, to a We believe many of these mentoring must be linked to the redesign of initial point where they may begin to develop a programs will fall short of their potential; teacher education and ongoing school new cultural dynamic. This shift creates however, because of a failure to realise improvement. a massive opportunity for innovation that they must be integrated with other At the University of Toronto, for example, and renewal. It also carries risks of developments in policy and practice that we are implementing teacher preparation misdirected energy and excesses of are required to transform the teaching programs that have three design error. Without strong leadership, the profession. In the same way that we components: cohorts of students (up schools could be balkanised into older have seen site-based management to 60), teams of school and university and younger teachers, where each group fail to realise its potential, any formal faculty (up to six on a team), and sets excludes and devalues the contributions mentoring policy can easily degenerate of partner schools (up to 10) in which of the other. In these circumstances into acts of restructuring (adding formal subgroups of student interns work. the challenge for a dwindling group of roles) without re-culturing (altering the mentors or lead teachers may not be to capacity of teachers). counsel individuals.

18 A Learning Guide for Teacher Mentors In this way, schools of education It means becoming a force for societal References see themselves as in the business of development. Recreating the profession Cochran-Smith, M & Paris, C (1995), school improvement as well as teacher is a collective quest. But it begins with ‘Mentor and mentoring: Did Homer have it education, and schools see themselves you and thousands of colleagues like right?’, in J. Smyth (ed.), Critical Discourses as in the business of teacher education you making individual contributions of on Teacher Development (pp. 181–202), as well as school improvement. your own (Hargreaves & Fullan 1998, pp. Cassell, London. 104–5). Furthermore, induction and the Cuban, LJ (1984), How teachers taught: continuous development of teachers Conclusion Constancy and change in American and administrators must build on the Mentoring is a means to a larger end: classrooms 1890–1980, Longman, efforts of initial teacher education. All that of creating a strong, improvement- New York. of these must be guided by standards oriented profession in schools, of practice aligned with the concepts Elkind, D. (1997), ‘Schooling in the post- professional associations, and teacher of good teaching required for what we modern world’, in A Hargreaves (ed.), unions. As this challenge is addressed earlier called the emerging realities of Rethinking educational change with we should see mentoring move in the the post-modern age. Mentoring, in this heart and mind (pp. 27–42), Alexandria, following directions: sense, is viewed not only as an integral V A: Association for Supervision and part of development and improvement • from being performed in pairs Curriculum Development. to becoming an integral part of efforts within the school but part of an Fullan, M, with Stiegelbauer S (1991), The professional cultures in schools entire system of training, development, new meaning of educational change (2nd and improvement beyond the school. • from focusing only on classroom work ed.), Teachers’ College Press, New York. with students to developing the ability Third, all those involved directly and Fullan, M & Hargreaves, A (1996), What’s to form strong relationships with indirectly in teacher mentoring must worth fighting for in your school?, colleagues and parents as well realise they are looking at a vital window Teachers College Press, New York, of opportunity to recreate the profession. • from hierarchical dispensations Hargreaves, A (1994), Changing teachers, The next few years will be a defining era of wisdom to shared inquiries into changing times: Teachers’ work and for the teaching profession (Hargreaves practice & Fullan 1998). Will it become a force for culture in the post-modern age, Cassell, society change and social justice? Can • from being an isolated innovation to London; Teachers’ College Press, New it develop its own visions of educational becoming an integrated part of broader York. improvement efforts to reculture our and social change, instead of reacting — (1998), ‘The emotional practice schools and school systems. to the change agendas of others? Make of teaching’, Teaching and Teacher no mistake about it. Those entering These are some of the key challenges for Education, 14, 835854. teaching at the turn of the millennium are mentoring at the turn of the millennium. — (in press), Four ages of professionalism entering at a time when the future of the The goal is not to create high-quality and professional learning, Teachers and profession is at stake. As we have stated mentor programs as ends in themselves Teaching. previously: but rather to incorporate mentoring as (This article is reprinted with the Getting ‘out there’ means addressing the part of transforming teaching into a true permission of the authors.) public perception that the profession of learning profession. teaching does not monitor itself. It means engaging with external constituencies in establishing standards of performance.

Part A: Day 1 learning guide 19 B. What is mentoring? Mentoring is not…

The success of the mentoring relationship • Cloning, or becoming a substitute rests on the mutual excitement the parent, or acquiring a disciple, or an mentor and beginning teacher have about opportunity to prove how marvellous a particular field and the commonality of we are, or an opportunity to establish a their own working and learning styles. power base. In the most successful partnerships, • An alternative to a counselling or participants achieve intellectual and confessional relationship. creative growth with shared ideas acting as a stimulus for that growth. • About one person (the beginning teacher) becoming knowledgeable; it is Research tells us that mentoring is: about two people in a developmental Reciprocal relationship who are supporting mutual The experienced and new teacher learning and growth. work together in an equal professional • A job – it is a privilege and an relationship where they are both teachers opportunity. and learners. Well, it is and it isn’t… Dynamic Mentoring is not induction, but it is a Mentoring influences/changes the key strategy of induction. Induction context; and the context shapes the enhances, but does not take the place relationship. The relationship is organic. of, a mentoring program; nor should An understanding of mentoring is needed mentoring take the place of induction. to underpin the approach but a formula Good mentoring often grows out of does not work. induction that lays the foundations for Reflective new teachers. Induction often works The mentor facilitates reflection on the effectively with a designated ‘buddy’. part of the beginning teacher to support A buddy provides ‘friendship and the development of the beginning personal support, particularly a shoulder teacher’s professional identity as a to cry on when things don’t go well. teacher; the mentor professionally Mentoring is more professional – a critical challenges the beginning teacher in friend focusing on reflective practice’. developing their theory of teaching, and Mentoring will often require the use of sense of teacher efficacy. In doing this the coaching and counselling techniques, but mentor continuously reflects on their own differs from both. practice and self-image as a teacher. A coaching relationship is more limited Based on Professional Support in its scope and will often focus on the While personal support is inherent in a development of particular work skills and mentoring relationship, the emphasis the acquisition of knowledge. Coaching is on professional support, in this case is usually short term and performance supporting the growth of teaching oriented. A person may share a coaching expertise. relationship with many people.

20 A Learning Guide for Teacher Mentors Counselling in the work context is usually Communicating expectations • videoing lessons – of partners and short term – it is a transaction with a others for joint review This is where, together, you set up the developmental and corrective objective. parameters or ‘ground rules’ of the • collaborative planning and assessment Even though counselling is usually a relationship. Be encouraged to be clear, friendly encounter, it differs from merely a • reading groups to discuss current open and specific. Explore who you each ‘friendly chat’ because there is a change articles and research are, what you understand a mentoring imperative. relationship is like. You might like to • learning teams with an emphasis on Wherever possible, mentoring should be explore: trialling new ideas, reflecting and separate from performance assessment refining practice • your work personality types arrangements to protect the integrity • networking with other beginning • your preferred learning styles of each function and to foster trust teachers, mentors, learning area and transparency in the mentoring • how you might reach agreements and specialists, etc. relationship. what they might be about • using tools such as the e5 Instructional Beginning the mentoring • how a mentoring relationship works Model, the Principles of Learning relationship and Teaching and the Standards • the importance of tackling problems of Professional Practice to support Mentoring is like any other relationship. respectfully conversations. It will go through predictable phases • what happens if it’s not working. as the partnership and individuals Relationship-building strategies develop. Each stage has different and Exploring objectives The following strategies for successful shared characteristics and challenges. It is much easier to gauge whether you relationship-building have a wide range This reading describes one view of the are achieving your objectives if you set of applications and can be used beyond beginning stages usually associated with desirable, specific realistic ones in the your relationship with your beginning mentoring in schools. beginning. Seriously consider the two teacher. They form a solid framework for way process of mentoring. Discuss what Getting acquainted engaging in reflective practices and for you want and don’t want, strategies to sharing feedback. In any relationship, time needs to be achieve these, and style and purpose of given to establish common ground, feedback. These may include: Understanding needs and emotions understandings and expectations. • setting objectives The four basic needs that are operating in The mentoring partners need to meet the context of the mentoring relationship • feedback styles and purposes together regularly. Simply identifying are: yourself ‘as a mentor – please come and • accepting where you each are at talk with me any time you want’ is a great • to feel safe • sharing skills and knowledge. way to kill off any potential relationship! • to belong and to be acknowledged Some suggested strategies in working So make time to get together and treat • to feel good about ourselves and well with mentoring partnerships include: it as a high priority. Allow an informal regarded by others conversation to develop sharing and • modelling practice – each visit the • to have freedom to grow and to discovering common interests, values other’s classroom contribute. and goals. • reflective practices – talking about what has happened in classes, journal writing, and team debriefings on practices and routines

Part A: Day 1 learning guide 21 Conversely, when it is perceived that Focus on achievements Factors that promote trust in a these needs are under threat, people relationship arise out of a sense of It is important to recognise achievements tend to respond in predictable ways mutual respect and recognition of each and focus on what is being done well – becoming anxious, defensive and self- other’s strengths and differences. Trust and what brings a sense of pride and focused – that are counter-productive to means there is a sense of transparency accomplishment. This gives recognition building strong relationships. that comes out of well-planned and and confidence to people and confirms strategic organisation with no hidden Have clear and shared standards that they are valued as members of the agendas. and goals collegiate community, irrespective of the challenges ahead. In times of stress we down shift to the It is important that the mentors and old part of our brain, the reptilian brain beginning teachers are clear about In giving recognition to achievements, that tells us fight or flight. Trust allows the standards and expectations that skills and attributes, we can avoid a us to maintain levels of the highest accompany their roles within the situation in which the perspectives mental functioning in the neocortex the mentoring program and also within of the mentor and/or the beginning neo-mammalian part of our brains (Costa the context of the whole school. These teacher are distorted by an unhealthy 2006:24). should be spoken about and set at the or inappropriate emphasis on what is very beginning of the relationship. missing or has ‘gone wrong’. Trust is a more long-term relationship whereas rapport is more immediate. The Send relationship-building messages Let the story be told and heard elements of rapport identified by Costa Messages are relayed through: It is a specific human need to tell our are posture, gesture, tonality, language story and to be confident of having been • the words we choose and breathing (2006:24). Much of our heard. It is only when people believe that meaning is communicated through non- • para-language – such as tone, pitch they have been heard, understood and verbal components, and researchers on and timing respected that they will be genuinely ape behaviour such as Dianne Fossey • body language – in particular our facial prepared to listen to suggestions about and Jane Goodall tell us that this is expressions. how they may do things differently or something that we have brought with better the next time. us through our evolution, having the In most interactions, it is our para- addition of language along the way. language and body language that Rapport and trust convey the most powerful messages, Figure 3 illustrates the proportion of Forming a trusting relationship with your with the words we select an important meaning inferred from non-verbal and beginning teacher is paramount. When contribution to the images and verbal components (Costa 2006:25). trust has been established, problems connections made by the person with and issues can be faced and dealt with whom we are interacting. more effectively. In a trusting relationship a sense of equality exists and both parties are able to feel understood, safe and valued. Trust enables risk taking and learning through error. New ideas can be explored and opinions expressed without criticism.

22 A Learning Guide for Teacher Mentors Figure 3: Proportion of meaning inferred from non-verbal and verbal components Many, and sometimes most, of the critical meaning generated in human encounters are elicited by touch, glance, vocal nuance, gesture or facial non-verbal expression with or without verbal the aid of words. From the moment of recognition until the moment of separation, people Non-verbal – 65 per cent: Verbal – 35 per cent: observe each other with all • posture their senses, hearing pauses • gesture and intonation, attending to • proximity dress and carriage, observing glance and facial tension, as • muscle tension well as noting word choice • facial expression and syntax. Every harmony or • pitch disharmony of signal guides • volume the interpretation of passing mood or enduring attribute. Out • inflection of the evaluations of kinetic, • pace vocal, and verbal cues decisions • words are made to argue or to agree, Costa contests that of the 35 per cent attributed to verbal components of to laugh or to blush, to relax meaning only 7 per cent is given to words. He also says that if you can bring your or resist to continue or cut off body language into alignment the words you use take on greater meaning (Costa conversations 2006:25). This is especially useful for a special conversation when deep meaning is required: (Barnlund in Costa 2006:24).

Part A: Day 1 learning guide 23 When there are difficulties We are the only person who can take C. Reflective conversations responsibility for our own attitudes and An effective mentoring relationship behaviours. In any given situation, we Some possible questions that can support engages the mentor and beginning make the choice about what we will think critical reflection and inquiry: teacher as thinking partners, sharing in and feel and how we will respond and • What do we know as a fact about the the identification of issues and goals and interact. situation? identifying the development issues and What we are may be our parents’ fault. objectives in accessible, user-friendly • What do we feel is true but have no What we remain is our responsibility. messages. evidence to back it up? In the mentoring relationship, it will be Mentoring is like any other relationship; • What don’t we know – what questions imperative to accept responsibility for it will go through predictable phases and are there? our part in every interaction and to try from time to time the people involved will to consistently make the best possible • What is impossible to know? experience difficulty with their roles and choices in our purpose, perceptions and each other. Accepting that difficulties are • What can we do to test our mental behaviours. part of the territory will help mentoring models? partners to normalise the experience Should there be need for confrontation, Reflective conversations should be rich in and to take a proactive approach in please remember the guidelines shown open-ended questions and can be used in the identification and resolution of the in table 2. the following instances. issues. Table 2: Guidelines for dealing with Expose assumptions The mentor coordinator or assistant difficulties principal are valuable resources in • Please tell me a little more about … Never in Anger challenging times, having both the • Help me to understand that idea; what responsibility and sufficient distance Confront Immediately – unless you’re saying here is … from the mentoring partnership to you’re angry – otherwise • Can you give me an example to help me provide wise counsel and appropriate you rely on your memory understand …? direction when the situation demands. and memory is subjective • To what extent …? Be Specific about behaviour • So, are you suggesting …? Clear – check communication • I’m curious about … Use Data – clear information Build trust Provide Examples of behaviour • listen deeply – often people have • use non-judgmental responses different perception • acknowledge ideas and feelings Follow-up Rather than thinking it will all blow over • encourage contributions of ideas • give attention to the other person • relate questions to particular events, situations, people and actions.

24 A Learning Guide for Teacher Mentors Promote thinking D. Seven norms of 5. Putting ideas on the table • What might you see happening in your collaboration Ideas are the heart of meaningful classroom if …? dialogue and discussion. Label the 1. Promoting a spirit of inquiry intention of your comments. For example, • What do you think would happen if …? Exploring perceptions, assumptions, ‘Here is one idea …’ or ‘One thought I • How did you decide/come to that beliefs, and interpretations promotes have is …’ or ‘Here is a possible approach conclusion? Have you thought about …? the development of understanding. …’ or ‘Another consideration might be …’. Inquiring into the ideas of others before • What results do you expect? (Salzman 6. Paying attention to self and others 2003:31). advocating for one’s own ideas is important to productive dialogue and Meaningful dialogue and discussion are Consider alternatives discussion. facilitated when each group member is conscious of self and of others, and is • How can I learn from this? 2. Pausing aware of what he or she is saying and • How can I approach this problem Pausing before responding or asking a how it is said as well as how others flexibly? question allows time for thinking and are responding. This includes paying • How might I look at the situation in enhances dialogue, discussion, and attention to learning styles when another way? How can I draw upon decision-making. planning, facilitating, and participating in group meetings and conversations. my repertoire of problem-solving 3. Paraphrasing strategies? 7. Presuming positive intentions Using a paraphrase starter that is • How can I look at this problem from a comfortable for you. For example ‘So …’ Assuming that others’ intentions are fresh perspective? How can I illuminate or ‘As you are …’ or ‘You’re thinking …’. positive promotes and facilitates this problem to make it clearer, more Following the starter with an efficient meaningful dialogue and discussion, precise? paraphrase helps members of the and prevents unintentional put-downs. • How might I break this problem down group in hearing and understanding Using positive intentions in speech is one into its component parts and develop one another as they converse and make manifestation of this norm. a strategy for understanding and decisions. (Source: © 2006 Centre for Adaptive Schools www.adaptiveschools.com). ) accomplishing each step? 4. Probing • What do I know or not know? What Using gentle open-ended probes or questions do I need to ask? inquiries. For example ‘Please say more • What strategies are in my mind now? about …’, , ‘I’m interested in …’, ‘I’d like What am I aware of in terms of my own to hear more about …’, or ‘Then, you beliefs, values and goals with this are saying …’, increases the clarity and problem? precision of the group’s thinking. • What feelings or emotions am I aware of that might be blocking or enhancing my progress? • How can we solve it together and what can I learn from others that would help me become a better problem-solver?

Part A: Day 1 learning guide 25 E. Three types of feedback • What opportunities did students have F. Receiving feedback to be involved in the assessment Warm feedback is constructive, explicit process – either self-assessment or peer protocol and helps build on strengths. For assessment? The following protocol (Lacey 1999:68) example: • How could you increase students’ provides a clear framework for feedback • The process really helped students opportunities to make more decisions and can be used with your beginning focus their thinking about a difficult for themselves during the unit? teacher if required. issue (e.g. reconciliation, death of a • How would students use or apply this Purpose parent, abortion, youth suicide, etc.). knowledge in the real world? How To establish an understanding of how • I liked the way you gave students a would you know if they were capable of each member of a mentoring pair would range of options in terms of the way doing so? prefer to give and receive feedback. they could respond to the project. • How relevant did students see this unit Approximate time: 20 minutes. Cool feedback is constructive and to their own lives? How could you make Resources needed: A feedback table for raises issues or potential questions. it more so? each person. It encourages reflection on particular • What kinds of student thinking would aspects of teaching and learning with a Steps you like to see more of? How could you view to improving. It notices what’s not plan for this? Each participant reads the table (see in the work and flags it for consideration. table 3) and ticks five statements that For example: • What would you have liked to see more/ best describe how they prefer to receive less of during the activity? How could • I wondered about the amount of feedback. It is important to stress that happen? structure that you provided students receive feedback and not give feedback. and whether you saw a need for more or Hard feedback is again explicit. It raises Each person then ranks those five less in the future? issues to promote broader, deeper statements from one to five, with one thinking about work. For example: being the most important. Rankings are • What would have happened for then compared. students to be more engaged in the • How does this approach sit with your task? own values? Lacey advises that it is common that ‘Given with care’, ‘Directly expressed’ • You seemed to be assuming X or Y – • If you were to do this task again, what and Fully expressed’ will be ranked how might that have impacted the final could you do to increase the intellectual highly. When we give feedback we often result? quality of student responses? like to give it with care, sometimes with • What would have changed if students Source: © 2000 Australian National Schools so much care that the receiver does not Network and the Coalition of Essential had worked in collaborative groups? Schools USA. receive a clear message. The question that should be asked is ‘Whose need is being met when we give feedback?’ The answer must be the need of the person receiving the feedback. It is important that both mentors and beginning teachers understand their partner’s preferred way of giving and receiving feedback.

26 A Learning Guide for Teacher Mentors Table 3: Feedback preferences (to be ranked 1 to 5)

Statement Description Ranking Given with care To be useful, feedback requires the giver to feel concern and care for the person receiving the feedback – to want to help. Not hurt the other person. Invited by the Feedback is most effective when the receiver has recipient invited the comments. This provides a platform for openness and some guidelines; it also gives the receiver an opportunity to identify and explore particular areas of concern. Freedom of Feedback is most readily accepted when the receiver choice to change is supported to change but does not feel compelled to change. Directly Good feedback is specific and deals clearly with expressed particular incidents and behaviour. It is direct, open and concrete. Fully expressed Effective feedback requires more than a bald statement of facts. Feelings also need to be expressed so that the receiver can judge the full impact of their behaviour. Non-evaluative Specific behaviour is commented on rather than personal value judgments about that behaviour. Well timed The most useful feedback is when the receiver is receptive to it and is sufficiently close to the particular event being discussed for it to be fresh in their mind. Readily Effective feedback centres around behaviour that can actionable be changed. Feedback concerning matters outside the control of the receiver is useless. Checked and If possible, feedback should be clarified to explore clarified differences in perception.

(Lacey 1999:68)

Part A: Day 1 learning guide 27 G. Three phases of Laying the foundations Continuing professional learning induction: what do This phase relates to the first term. While This phase relates to the first year, beginning teachers need? the first few weeks of teaching are about emphasising the need to respond to supporting new teachers in ‘finding their individual professional learning needs. Before starting the job feet’, the focus of this period is to lay the Key issues to be worked through and foundations enabling teachers to further This phase relates to preparation and information required by new teachers develop and extend their practice. introduction/welcome, and takes place during this phase may include: prior to the commencement of teaching. Key issues to be worked through and • managing student behaviour It includes orientation, which is the information required by new teachers introduction to the profession, the during this phase may include: • student assessment and record- employer and the workplace. keeping • managing student behaviour/ Key issues to be worked through and classroom management • catering for students with a range information required by new teachers of learning needs and inclusion of • catering for students with a range of during this phase may include: students with a disability learning needs • availability and location of curriculum • effective teaching and learning • effective teaching and learning materials and teaching resources strategies strategies • information about students prior to • report writing • organising student learning teaching • communicating with parents • student assessment • timetable and grade allocation • organising student learning including • communicating/dealing with parents • school rules and policies student motivation • teaching strategies for particular • how to access school facilities and • developing sequenced learning content areas equipment (e.g. photocopying); keys programs • inclusion of students with a disability • who’s who and what’s where? • teaching strategies for particular • record-keeping content areas • desk arrangements and availability of classroom resources • developing sequenced learning • full registration process – programs; curriculum planning opportunities to undertake further • expectations about teaching role and collegial classroom activities; continue responsibilities • full registration process – to list and comment on professional opportunities to undertake one/two • full registration process for activities undertaken; develop the collegial classroom activities; begin Provisionally Registered Teachers Analysis of Teaching and Learning; list of professional learning activities (PRT) – what this process involves, and and present Evidence of Professional undertaken. the support available. Practice to panel of peers.

28 A Learning Guide for Teacher Mentors H. Understanding beginning Anna’s Story During teaching rounds, I had been teaching an average of two lessons ‘A long time ago in a galaxy far, far away’ teachers’ needs per day and I’d been flat out, planning – ‘a long time’ being ‘a mere 14 months Lang (1999) refers to four stages lessons, finding resources and talking ago’ and the ‘galaxy far, far away’ being of teacher development – survival, lessons over with supervisors. Now, all ‘Monash University’ – I lived in a different consolidation, renewal and maturity; the of a sudden, I was teaching four to five world. A world where every lesson had to amount of time a teacher spends in each lessons a day, I still had no resources up be meticulously planned. A world where stage depends on a number of factors my sleeve and I was drowning in work. I there was always the safety net of an including: simply couldn’t believe that they made us experienced teacher in the back of the leave school at 6 pm when I was nowhere • the teacher’s own self-concept and classroom. A world where yard duties near having finished planning! self-efficacy and staff meetings were voluntary. A world, in short, that was trying to be like By the second week, all classes were • the context in which they begin the ‘real world of teaching’ and just kept running. My Year 10 home group was too teaching and the support provided telling us, ‘You’ll see’! Well, I saw all right cool for school – were they taking me within the school. … seriously at all? I had a Year 8 English Lang explored the survival stage by class that was running riot – 26 students, I graduated from Monash University following seven beginning teachers among them six boys who’d try anything in 2006 with a Graduate Diploma of through their first year of teaching. to disrupt a lesson. They taught me, as Education and a few misgivings in my no uni course could ever have done, why ‘The Survival Stage’ describes teachers pocket. Was I really equipped to deal it’s never good to ‘smile before Easter’. I always on the run, stressed, working with high school life from the perspective had two Year 8 Music classes who were long hours, and having an imbalance of a teacher? of work and personal life: On the edge. supposed to play instruments soon and I On that memorable first day of teaching, While the first year may be likened to was terrified to let them because I couldn’t I thought, ‘This is going to be a breeze!’ ‘survival’, it doesn’t have to be. This is see them, or me, or the instruments come Student behaviour was excellent. I had the purpose of induction and mentoring out in one piece. mainly Year 7s and they were probably support. Induction and mentoring should After that second week, I was just as intimidated as I was; I’d just work towards taking the ‘survival aspect’ overwhelmed. There was too much to practised not to show it so much. By the out of the first year of teaching. do and I wasn’t keeping up! Little things third day, they’d adjusted remarkably tripped me up, things like, ‘What’s a form The two following case stories illustrate well and established their pecking assembly and what do I do there? What’s two beginning teachers’ needs. order – the trouble was, I wasn’t too sure the correct school uniform supposed to anymore where I was in that order ... look like? They taught us the VELS at uni but what’s PAC, SPIT, etc.?’

Part A: Day 1 learning guide 29 At six o’clock one night, as I was internally There is another episode that illustrates She is no longer officially my mentor but panicking because the cleaners would this very well. I was lucky enough to a valued colleague and we still share our come by any minute to lock up, one of be at a school with a large group of knowledge, a good whinge every now the experienced teachers came up to my first year teachers and we helped each and then and strategies of coping with desk and said, ‘You’re doing too much – other through a lot. One day after the challenges. We work closely together is there anything I can help you with?’ I school, another one of the beginning and have a shared passion for helping almost burst into tears, just because there teachers came up to me in the social others achieve their best – which is one was another human being who obviously staffroom and said, ‘I’ve just had the of the things that I love most about the sympathised with my struggle to cope, most supremely awful Year 9 group you profession. which I had taken to be individual and can imagine…’. He then proceeded to tell Since that time so ‘long, long ago’, I think private. Not only did she understand; she me about the lesson which apparently I have grown up a bit. Last September, gave me two practical tips that I’ve tried to had gone from bad to worse. At first, I was deemed ‘grown-up’ enough to live by ever since: I just listened with a great bubble of go on the school trip to Japan and we relief growing inside me and then I • Don’t write a lesson plan in too much had a wonderful time. I also managed started talking about my own day. We detail. to get through the hell that is reports weren’t advising or judging, we weren’t twice, virtually unscathed. This year, I • Take some time off for yourself, even even – at that moment – searching for am a form teacher of a Year 7 class who if it means that your classes don’t go ways to do better next time; we just have come wide-eyed into the school as well as they would if you’d planned needed to vent and have somebody just like I did a year ago. I am also buddy better. listen sympathetically. One by one, the to a new teacher who has come new other graduate teachers came back from One of my most poignant memories into the school and we share failures classes and we must have sat there for of these first few weeks is my mentor and triumphs as well as professional an hour, reliving our first weeks. Yes, we coming back to her desk and saying, knowledge. ‘I’ve had such a bad class just now – were whinging, but slowly, the smiles on Looking back is great, because I can see they went crazy!’ On the one hand, the our faces appeared again. Being honest how far I’ve come already. Looking ahead thought that bad classes would never was unbelievably cathartic and that is even better because there is still so be a thing of the past was depressing. was probably the moment when we first much to learn, so many challenges to On the other, though, I felt reassured. found our feet. face and so many skills to master. It wasn’t just me whose Year 8 classes My mentor was an important person in sometimes spun out of control. It wasn’t that first year. She was an invaluable just me who every now and then felt resource, answered all the questions totally inadequate. Above all, it wasn’t that seemed stupid to me and helped just me coming back to my desk and me distinguish between important needing a good whinge. and unimportant. She shared her professional knowledge and introduced me to the social aspects of the staffroom. Above all, she helped me to cope when I was feeling like a lousy teacher.

30 A Learning Guide for Teacher Mentors Melanie’s Story This practice on my mentor’s part really If a beginning teacher feels safe enough helped to establish a good relationship to go to their mentor and ask for advice, As a new graduate mentoring was exactly between us because it made me feel that they benefit from the mentor’s teaching what I needed! Even though I am mature my mentor: experience. age, had worked as an integration aide and have three children, I found having • was genuinely interested in my Others factors I believe are important for a my own grade for the first time very wellbeing successful mentoring relationship include: daunting. • was available to help me, answer • the mentor making themselves It’s a huge learning curve in so many questions and support me should I available, and areas. I had to: need a brain to pick or an ear to listen. • effective listening and honest This had the added benefit that it • get to know the staff at the school communication between the mentor helped me to feel safe. and the beginning teacher. • learn my way around the school and I believe some of the key factors in how the school functions I had lots of informal conversations with a successful mentoring relationship my mentor on a variety of topics and at • locate resources are mutual trust, respect and a non- times I needed to debrief at the end of the judgmental environment in which to learn. • assess students to find out where day. I appreciated having an experienced My mentor never made me feel like she they’re at point of view to reference from. Many was better than I was, even though she times my mentor suggested things that I • plan engaging teaching and learning had years more teaching experience than I would never have even considered. activities for a room full of students did. One thing my mentor would say to me who are all at different stages in their time and time again was that ‘There’s no One thing that I wish I had more of in my learning such thing as a silly question!’ mentoring relationship was constructive feedback. Sometimes I felt like my mentor • teach and enforce classroom rules and Whether we’re a student learning in the was too nice and didn’t want to point out boundaries classroom, a graduate teaching their own any of my shortcomings. I was and still class for the first time or an experienced • implement behaviour management am eager to grow and learn and wanted teacher who has been teaching for years, strategies to be told how I could do things better we all need to feel valued and accepted. If • carry out a multitude of admin tasks … and in what ways I could improve. At we feel valued and accepted then we can the list goes on … times it takes courage to give constructive feel safe. feedback, but if it’s done in the context One of the things I really appreciated It’s important for new graduates to feel of a safe relationship built on honest about my mentor in the first few weeks safe because then they can be honest communication, trust and respect, then of school was the way she would come to and seek the help and support they need. it is worthwhile making the effort. The my room before school started to: They can say to their mentor: beginning teacher may not always agree • see how I was going with your opinions, but at least you have • ‘I’ve never used this particular teaching given them the opportunity to think of • check whether I needed anything, and method before; could I sit in on one of things from another point of view. your classes and watch what you do?’ • to inform me of anything that might be happening during the day that I might • ‘Could you please come into one of not be aware of. my classes and model this particular teaching method?’

Part A: Day 1 learning guide 31 During third and fourth terms my mentor It was great to feel like I was and I were actually fortunate enough contributing to my mentor’s teaching to organise for our Administration and and learning knowledge and not always Planning Time to be blocked at the same just picking her brain. Graduates often time. We used to sit and work on our come in with fresh ideas and have weekly planners together. We both found knowledge and skills that they can this extremely useful as two heads are share with experienced teachers. It’s a better than one. It was something I would partnership with both the mentor and have found very beneficial right from the beginning teacher working to grow and beginning of the year. As a new graduate learn together. I had limited resources, as in books, I’ll leave you with this last thought. games, etc. I also had limited teaching Mentoring is a two-way professional experience, so it helped having access to collegiate partnership which my mentor as a resource. contributes to the growth and Both my mentor and I really enjoyed our development of both partners. team teaching experiences. Instead of my mentor coming in and sitting on the sidelines, observing me teach a lesson; we planned the lessons so that we were both contributing to the teaching and learning activities. My mentor would often act as a scribe while I lead the class discussion or she would roam around the grade giving assistance while I taught a small group. This approach made me feel more comfortable as I didn’t feel like the spotlight was solely on me. Also my mentor really enjoyed playing an active part in the lesson and commented on a number of occasions how it had been a learning experience for her observing me teaching things differently than she would have.

32 A Learning Guide for Teacher Mentors Part B

The Teacher Mentor Support Program Day 2 continues the opportunity to develop skills as a mentor. Completing Day 2 of the program can create further opportunities for conversations at your school to support collegiate practices and shared understandings of the knowledge, skills and behaviours required for effective induction and mentoring. Using the Standards of Professional Practice as a context to work through the phases of induction, beginning teachers are supported to achieve full registration. In your mentoring relationship, the professional wellbeing of your beginning teacher is paramount. The support you give your beginning teacher will enable him or her to become part of a culture of professional learning that promotes and encourages reflection on practice through ongoing professional conversations. The reciprocal nature of mentoring is an ideal opportunity for you to learn with and from each other, either as part of a larger team, or as learning partners – with the shared commitment towards the development of each other. Research tells us that one of the biggest drivers of workplace morale is team work. The professional interaction (the talking with one another about what we do and how we do it) has a strong influence on wellbeing, and the feedback we get from our colleagues is powerful. Your role as a mentor supports the development of your beginning teacher’s practice, contributing to their efficacy and wellbeing as a teacher. Part B: Day 2 Program 2 Day B: Part

4. Emotional intelligence – knowing myself better as a mentor

Emotional intelligence refers to Research has found that high IQ alone A mentor who has empathy is said to be the capacity to deal effectively does not necessarily mean success. empathic, which Rogers defines as: In team work situations, for example, with ones own and others’ the way of being with another emotional intelligence is essential for emotions. When applied to success. Daniel Goleman argues that person (which) … means the workplace, emotional both rational intelligence (IQ) and temporarily living in their life, intelligence involves the capacity emotional intelligence will determine moving about in it delicately to effectively perceive, express, how well we do in life (Goleman 1995: without making judgments … understand and manage 28). Unlike our rational intelligence, we to be with another in this way emotions in a professional and can work on developing and improving means that for the time being our emotional intelligence. effective manner you lay aside the views and Emotional Intelligence is about a values you hold for yourself in (Stough & Palmer 2002). 3 person’s ability to understand and order to enter the other’s world manage their own emotions and without prejudice … a complex, behaviours as well as those of others. It’s a person’s ability that helps people demanding, strong yet subtle cope with frustrations, control emotions and gentle way of being and get along with others. (Rogers in Costa 2006:23). Empathy is an important component of emotional intelligence. Empathy As important as empathy is, so to as described by Goleman is ‘intuiting is emotional self-awareness. This another’s feelings’ (1995:96). He claims competency is about knowing and that empathy comes from being able to understanding the emotional self. read non-verbal cues. It is more about Self-monitoring, by standing back and how it is said rather than what is said. viewing the beginning teacher’s actions Paying attention to how a message is and behaviours without superimposing conveyed is a learned skill. yourself or your judgments, means the sole focus is the beginning teacher. A As a mentor you need to show the mentor cannot focus on the beginning beginning teacher that you sense teacher if they are pre-occupied with how they feel by ‘play(ing) back inner their own issues and problems. feelings in another way’ (Goleman 95:100). If your focus is on the problem As a mentor you are sensitive to your or the task rather than the beginning beginning teacher, which by implication teacher you may miss the underlying means ‘to be sensitive (to your beginning factors that have led to the action or teacher) you must be sensitive to your behaviour. As a mentor, you ‘sense how self’ (Boyatzis 2002:18). to give effective feedback’ and ‘know when to push for better performance and when to hold back’ (Goleman 1998:101), because of your ability to empathise.

3 www.emr.vic.edu.au/Downloads/Tracey_Ezard_Presentation_2008.ppt

Part B: Day 2 learning guide 33 Personal competence Self-management Initiative: People who have a sense of self-efficacy – who have what it takes Self-control: Those with emotional (self-awareness and to control their own destiny – excel in self-control find ways to manage their self‑management) initiative. They seize opportunities, or disturbing emotions and impulses, and create them, rather than simply waiting. Self-awareness even to channel them in useful ways. A Such a person is always looking to create hallmark of self-control is the person who Emotional self-awareness: People better opportunities for the future. stays calm and clear-headed under high high in self-awareness are attuned to stress or during a crisis – or who remains Optimism: A person who is optimistic their inner signals, and recognise how unflappable even when confronted by a can roll with the punches, seeing an their feelings affect them and their trying situation. opportunity rather than a threat in job performance. They are attuned a setback. Such people see others to their guiding values and can often Transparency: Those who are positively, expecting the best of them. intuit the best course of action, seeing transparent live their values. And their ‘glass half-full’ outlook leads the big picture in a complex situation. Transparency – an authentic openness to them to expect that changes in the future Emotionally self-aware people can be others about one’s own feelings, beliefs, will be for the better. candid and authentic, able to speak and actions – allows integrity. Such openly about their emotions or with people openly admit mistakes or faults, conviction about their guiding vision. and confront unethical behaviours in others rather than turn a blind eye. Accurate self-assessment: Those with high self-awareness typically know their Adaptability: People who are adaptable limitations and strengths, and exhibit a can juggle multiple demands without sense of humour about themselves. They losing their focus or energy, and exhibit a gracefulness in learning where are comfortable with the inevitable they need to improve, and welcome ambiguities of organisational life. Such constructive criticism and feedback. people can be flexible in adapting to new Accurate self-assessment lets a person challenges, nimble in adjusting to fluid know when to ask for help and where to change, and limber in their thinking in the focus in developing new strengths. face of new data or realities. Self-confidence: Knowing their abilities Achievement: Those with strength with accuracy allows people to play to in achievement have high personal their strengths. Self-confident people standards that drive them to constantly can welcome a difficult assignment. Such seek performance improvements – both people often have a sense of presence, a for themselves and those they lead. self-assurance that lets them stand out They are pragmatic, setting measurable in a group. but challenging goals, and are able to calculate risk so that their goals are worthy but attainable. A hallmark of achievement is in continually learning – and teaching – ways to do better.

34 A Learning Guide for Teacher Mentors Social competence Relationship management Building bonds: Those who relate well to diverse individuals, establishing trust Inspiration: People who are able to (social awareness and and rapport within the organisation and inspire others both create resonance and relationship management) with external partners and networks, are move people with a compelling vision able to cultivate a web of relationships. Social awareness or shared mission. Such people embody what they ask of others, and are able to Teamwork and collaboration: Those Empathy: Those with empathy are able articulate a shared mission in a way that who are able team players generate to attune to a wide range of emotional inspires others to follow. They offer a an atmosphere of friendly collegiality signals, letting them sense the felt, sense of common purpose beyond the and are themselves models of respect, but unspoken, emotions of a colleague day-to-day tasks, making work exciting. helpfulness and cooperation. They or team. Empathic people listen draw others into active, enthusiastic attentively and can grasp someone else’s Influence: Those adept in influence are commitment to the collective effort, perspective. Empathy makes a person persuasive and engaging when talking to and build spirit and identity. They able to get on well with people of diverse others. They are able to find just the right spend time forging and cementing backgrounds or from other cultures. appeal for a given listener to knowing close relationships beyond mere work how to build buy-in from key people and Organisational awareness: Those obligations. a network of support for an initiative. with keen social awareness can be (Source: adapted from Fullan 2005:30–8.) politically astute, able to detect crucial Conflict management: People who social networks and read key power manage conflict best are able to draw relationships. They can understand out all parties, understand the differing the political forces at work in an perspectives, and then find a common organisation, as well as the guiding ideal that everyone can endorse. They values and unspoken rules that operate are able to acknowledge the feelings and among people there. views of all sides, redirecting energies toward a shared ideal. Service: Those high in the service competence foster an emotional climate so that people directly in touch with the customer or client will help keep the relationship on the right track. They monitor customer or client satisfaction carefully to ensure they are getting what they need. They also make themselves available as needed.

Part B: Day 2 learning guide 35 5. Professional conversations

We tend to see ourselves Communication is a study in itself. There • Do you listen to understand, to make primarily in the light of our are numerous books written about the art meaning, and to find common ground? of conversation. One possible approach intentions, which are invisible • Do you try to enlarge and possibly adapted from Fred Kofman’s Conscious to others, while we see others change your beginning teacher’s point Business (2006:145–150) follows. mainly in the light of their of view? Underpinning the conversation between actions, which are visible to us • Do you model an open-minded the mentor and beginning teacher is attitude; are you open to changing mutual purpose. In this relationship the (J. G. Bennet cited in F. Kofman your point of view? 2006:133). overriding mutual purpose can be defined as the joint endeavour to build and • Do you try to do your best thinking, develop teacher practice. In preparing for expecting that your beginning a conversation the five mutual learning teacher’s reflections will add to your purposes to think about are: thinking? 1. Learn their story: why did they take the • Are you able to temporarily suspend action they did? What was their motive? your beliefs or judgments? What experiences influenced their • Do you address problems actions? (use reflective questioning). constructively? 2. Tell your story: express what you saw, • Do you promote a sense of mutual thought and felt – clearly, respectfully inquiry and collective knowledge? and honestly. (Remember the Ladder of Inference.) • Are you able to respect your beginning teacher and seek to neither alienate 3. Develop a way forward together: nor offend? having heard both stories what possible outcomes or actions are possible? • Are you able to evaluate what you have seen and help your beginning 4. Converse with respect: it’s no good teacher to reflect on their actions in a having a conversation if there is a lack productive and positive way? of trust. • Are you able to concentrate on the 5. The environment is important: for behaviour you have seen and talk example, is there privacy? Is there about it in such a way that is critical enough time? Are there any other but does not offer criticism? A critical issues that need to be addressed conversation should always seek before this conversation takes place? to build, but never demolish your When talking about teaching practice beginning teacher’s confidence. with your beginning teacher, some • Does your beginning teacher feel you questions to consider might be: understand them and their point of • Is the purpose of the conversation view? clearly understood? • Is your conversation collaborative and cooperative – one that works towards a shared understanding?

36 A Learning Guide for Teacher Mentors 6. Mentoring stages

A mentoring relationship will go The SAGE mentoring program uses Reflective practice can consist of through predictable stages as O’Mahony and Matthews’s model, methods which promote a deeper the partnership and individuals which is explained here and illustrated awareness of the teaching process, such in figure 4 (2005: 71). Table 4 lists the as: develop. (See Day 1 Learning behaviours associated with the three • journals Guide, page 21.) mentioned stages. • formal and informal conferences Figure 4: SAGE mentoring program model • observations of each other • reflective questioning strategies. Third Stage Educators who use reflective practice: • can make adjustments to the Second Stage curriculum versus following a prescribed path • identify new ways to structure First Stage activities and routines • develop or incorporate new strategies for student achievement First stage • recognise methods that are effective. The mentor assists the beginning teacher in accomplishing specific Third stage tasks related to their new position and The beginning teacher is no longer provides modelling of skills, sharing of reliant on the mentor and can provide strategies and observational feedback. possible solutions to problems Second stage encountered. The mentor can provide a sounding board to discuss the beginning The beginning teacher is more self- teacher’s concerns and offer emotional directed in the development of skills but support. During this time, the mentor also needs more consistent and frequent relationship will begin to redefine into a feedback. Directing the beginning peer support and collegial relationship. teacher to self-reflective practices will assist them in evaluating their own Both the mentor and the beginning progress. teacher need to be aware that the mentoring relationship usually has a finite period. The relationship does not need to end at the completion of the registration process. How it is ‘finished’ and celebrated should be negotiated along the way as the relationship changes to accommodate the new and more collegial needs of both parties.

Part B: Day 2 learning guide 37 The focus of the mentoring relationship should be in response to the beginning teacher’s needs and, as a result, is an evolving relationship. Figure 5 illustrates the dynamic of the relationship. Table 4: Typical behaviours associated with each stage of mentoring

What would you expect to see between a mentor (M) and a beginning teacher (BT) in a successful mentoring relationship that is professional and equal. First stage: The mentor assists the Second stage: The beginning teacher is Third stage: The beginning teacher is beginning teacher in accomplishing more self-directed in the development of no longer reliant on the mentor and can specific tasks related to their new skills but also needs more consistent and provide possible solutions to problems position. The beginning teacher is more frequent feedback. The beginning teacher encountered. The beginning teacher and dependent. grows increasingly independent. mentor are interdependent. • M and BT discuss mutual expectations • M and BT give and receive feedback • M and BT: and goals • M and BT challenge • two-way dialogues involving joint • M builds trust and confidence • M and BT observe decision-making, problem-solving and • M assists and demonstrates • M models authentic co-learning • M offers advice and guidance • M assists BT in the development of • collaborative planning and assessment • M acknowledges and praises effective teacher practice • alternating leadership • M provides professional support • M offers options • reflective practice (use of open • M models and makes explicit • M questions questions to expose assumptions, build professional and competent • M facilitates and expects emergent trust, promote thinking and consider performance independence alternatives) • M explains and shares strategies\ BT • M promotes reflection • giving and receiving feedback describes and self-discloses • M acknowledges and gives recognition • The mentoring relationship is gradually • BT receptive and responsive to advice • BT confident and creative redefined as the goals are accomplished • BT observes and analyses M’s practice • BT uses evidence for self-reflection and a supportive and collegial • BT applies new knowledge and relationship develops. strategies • BT questions

Figure 5: Behavioural dynamic between mentor and beginning teacher

Mentor proactive Beginning teacher proactive

Beginning teacher Mentor responsive responsive

38 A Learning Guide for Teacher Mentors 7. What Next?

As the year unfolds and the The following strategies have been How do I check that I am doing beginning teacher moves suggested by O’Mahony and Matthews alright? through the phases of their (2005: 99– 03) as being pertinent to the stages and phases along the mentoring • Ask your beginning teacher how they learning and grows in confidence relationship in response to questions think the relationship is going. and in their sense of efficacy posed by mentors. of themselves as a teacher, • Ask them whether they feel they are benefiting, and tell them that they are the mentoring relationship How do I show I am interested in being listened to. moves through the three stages helping them? • Use your observation skills and discussed in the previous • Listen more than you talk, and ask wisdom to alert yourself to signs section. questions. in body language of uneasiness, • Ask open, reflective questions. discomfort or hesitation. • Watch for body language clues and • Set goals and milestones for the respond accordingly. mentoring relationship as measures of progress. • Talk about their interests and issues; you are there to support them. • Define stages for achievement so that you both know you are making • Approach discussions in a way that progress and can celebrate them. is sensitive to the feelings of the beginning teacher. • Remember mentors don’t enter into relationships as experts purporting to • Don’t hurry, be prepared to slow down. know everything. They also want to • Be flexible and open – you don’t just learn during the experience. As with have to stick to school issues. anybody else, he or she might need help advice and support in doing this. Mentors need to ask themselves, ‘Who mentors me?’ Identify at least one person that you can turn to for advice.

Part B: Day 2 learning guide 39 What happens if things don’t go How do I ensure I am developing as expected? my role as a high-quality mentor?

• With the best will in the world, • Determine what you mean by ‘high- mentoring relationships do not always quality mentor’. Are there any objective develop as we want or have planned. ways of measuring success? It is important not to just press on • Ask your beginning teacher what they regardless if you are not getting on. would see as high-quality mentoring. • Diagnose first and make decisions What are the indicators? later. Discuss these things openly. • Prepare for sessions and set goals and • Check out what your beginning teacher objectives. thinks is happening and how they feel. • Work by consensus and determine • Reflect on your own concerns and ways to achieve this. issues. • Work out ways to disagree and handle • Try to identify and describe problems difficult issues in the mentoring in a detailed and specific way rather relationship. than a generalised way. • Discuss ways to handle conflict – • Discuss a mechanism to put in place to should it arise – in the mentoring handle difficulties and potential issues relationship. of conflict in the relationship. • Keep yourself up to date, and • Use the program coordinator as a undertake professional development possible mediator of relationship where necessary. issues. • Monitor progress – both your own and • Check what provision there is or what that of your beginning teacher. Mark procedures have been defined for achievements and celebrate success. mentors or beginning teachers who are • Regularly reflect on the progress of the unhappy with their relationship. relationship. • Make a plan for improvement or

recovery, and then monitor it. • Agree to walk away if appropriate. • Refer to Day 1 resources and further readings section page 14.

40 A Learning Guide for Teacher Mentors 8. Evaluating induction and mentoring

All school programs and Evaluating induction support initiatives need to be evaluated in terms of their effectiveness; 1. Did the school-based induction support respond to your individual needs in relation to: looking at what has worked well and what could have been a r done differently. Involving new Understanding the role and work requirements teachers, those beginning, returning or new to positions, Developing your teaching and learning practice in evaluating and developing Developing your teaching capacity through multiple future induction support and sources of feedback taking a leading role in the Knowing who to approach for assistance and support implementation of future Accessing the facilities and resources needed to carry support is a strategy well worth out your responsibilities considering. Establishing good working relationships with colleagues and school management Understanding the policies, guidelines and procedures of the workplace Establishing clear work goals Gaining acknowledgment and feedback from the principal or their nominee Gaining a sense of belonging to the school community Contributing and sharing your knowledge, skills and experiences with your colleagues Involvement in collaborative curriculum planning Access to a peer network Providing access to offsite professional learning opportunities to meet individual needs

Part B: Day 2 learning guide 41 2. How would you rate the induction support? Not useful Slightly useful Moderately useful Very useful Highly Useful Why?

3. How would you rate the following? a. The mentor support you received? Not useful Slightly useful Moderately useful Very useful Highly Useful b. Your opportunities to observe and be observed? Not useful Slightly useful Moderately useful Very useful Highly Useful c. The support provided to critically reflect and self-monitor your own process? Not useful Slightly useful Moderately useful Very useful Highly Useful Comments

42 A Learning Guide for Teacher Mentors 4. What were the most useful aspects of the induction support received?

5. What aspects of the induction support did you find least useful?

6. What additional activities should be included in future induction support in your school?

Part B: Day 2 learning guide 43 9. Day 2 resources and further reading

A. Emotional intelligence Goleman asserts that while technical and management competencies are necessary and matter, they do so as ‘threshold capabilities’ (1998:94). It is the components and emotional competencies of emotional intelligence that indicate outstanding performance. Figure 6 shows Exploring emotional the importance of the personal and social competencies as enablers of effective performance. competencies enables us not only to examine what constitutes Figure 6: Becoming an effective mentor emotional intelligence; we can also attempt to measure the Threshold capabilities – level of emotional intelligence. you have these as an experienced teacher

Emotional competencies INTERNAL EXTERNAL refer to personal and social Technical Competence Management Competence Increased effectiveness competencies: e.g., your knowledge of VELS e.g., your planning and domains, principles of organisational skills, your Learning & Teaching, use of resources and your • The management of ourselves principles of professional ability to model effective (personal competence): self-awareness learning and VIT requirements. teaching practice. and self-management • The influencing of others (social Personal Competence Social Competence e.g., your self-awareness and e.g., your ability to build trustful

competence): social awareness and positive self-concept, your relationships, to engage in relationship management. flexibility, motivation and reflective inquiry and your highly knowing your own values. developed interpersonal and communication skills.

Adaptive enablers these help you to become an effective mentor

The message in this diagram suggests that a mentor needs to have more than a ‘significant’ amount of specific knowledge and be generally ‘more experienced’ than the beginning teacher. In addition, the mentor needs to be a well-regarded professional with a passion for teaching and to possess the qualities that will enable them to engage with integrity in a generous, trusting relationship committed to shared personal and professional development.

44 A Learning Guide for Teacher Mentors B. Some further examples Abstract conceptualisation (so what?) of reflective questions • Why do you think the lesson went so well? The following reflective questions • What have you learned from this as suggested by Barnett, O’Mahony experience? and Matthews (2004: 73) build on the material presented in Part A. • What cues did you use to know things were not going well? Concrete experience (what?) • What assistance do you need to • What do you want to discuss? change the situation? • What’s working, not working? • What have you discovered about • Tell me about ...? yourself? About your students? • What’s on your mind? • What will you do (not do) again? • How was your lesson?

• What do you think about? Planning for implementation (now Reflective observation (what?) what?) • What went as planned? • What are your next steps? • Give me a few more details? • What do you expect to happen when you ... ? • What changes have occurred since we last met? • What results are you trying to achieve? • What was the best part of the lesson? • How will you know if your plan is working? • How do you feel about the experience? • How can you use what you have • Can you tell me what the students learned in another situation? learned? • How can I and others assist you in reaching your goal?

Part B: Day 2 learning guide 45 C. Dealing with difficult Working on yourself: How to prepare 4. How is your attitude toward the for the conversation. Before going into conversation influencing your conversations the conversation, ask yourself some perception of it? If you think this The following article by Judy questions: What is your purpose for is going to be horribly difficult, it having the conversation? What do you probably will be. If you truly believe Ringer is included as a resource hope to accomplish? What would be an that whatever happens, some good and draws on some of the latest ideal outcome? will come of it, that will likely be the literature on conversations. case. Try to adjust your attitude for 1. You may think you have honourable Think of a conversation you’ve maximum effectiveness. goals, like educating an employee or been putting off. Now read on. increasing connection with your teen, 5. Who is the opponent? What might they be thinking about this situation? Are There are dozens of books on the topic of only to notice that your language is they aware of the problem? If so, how difficult, crucial, challenging, important excessively critical or condescending. do you think they perceive it? What are (you get the idea) kinds of conversations. You think you want to support, but their needs and fears? What solution Those times when you know you should you end up punishing. Some purposes do you think they would suggest? talk to someone, but you don’t. Maybe are more useful than others. Work Begin to reframe the opponent as you’ve tried before and it went badly. on yourself so that you enter the partner. Or maybe you fear that talking will only conversation with a supportive purpose. make the situation worse. Still, there’s a 6. What are your needs and fears? Are feeling of being stuck, and you’d like to 2. What assumptions are you making there any common concerns? Could free up that stuck energy for more useful about this person’s intentions? there be? purposes. There are many well-written You may feel intimidated, belittled, 7. How have you contributed to the and informative books on how to have ignored, disrespected or marginalised, problem? How have they? these important, crucial, and difficult but be cautious about assuming that conversations. At the end of the article, that was their intention. Impact does I list them. Get at least one and read it. not necessarily equal intent. They’re all great. 3. What ‘buttons’ of yours are being What you have here is a brief synopsis pushed? Are you more emotional of best practice strategies: a checklist than the situation warrants? Take a of action items to think about before look at your ‘back-story’, as they say going into the conversation; some in the movies. What personal history useful concepts to practice during is being triggered? You may still have the conversation; and some tips and the conversation, but you’ll go into it suggestions to help your energy stay knowing that some of the heightened focused and flowing, including possible emotional state has to do with you. conversational openings. You’ll notice one key theme throughout: you have more power than you think.

46 A Learning Guide for Teacher Mentors Four steps to a successful outcome Let them talk until they’re finished. Step 3: Advocacy Don’t interrupt except to acknowledge. The majority of the work in any conflict When you sense that they’ve expressed Whatever you hear, don’t take it conversation is work you do on yourself. all their energy on the topic, it’s your personally. It’s not really about you. Try No matter how well the conversation turn. What can you see from your to learn as much as you can in this phase begins, you’ll need to stay in charge perspective that they’ve missed? Help of the conversation. You’ll get your turn, of yourself, your purpose and your clarify your position without minimising but don’t rush it. emotional energy. theirs. Step 2: Acknowledgment Breathe, centre, and continue to notice For example: ‘From what you’ve told me, when you become off-centre – and Acknowledgment means to show that I can see how you came to the conclusion choose to return again. This is where you’ve heard and understood. Try to that I’m not a team player. And I think your power lies. By choosing the calm, understand them so well you can make I am. When I introduce problems with centred state, you’ll help your opponent/ their argument for them. Then do it. a project, I’m thinking about its long- partner to be more centred, too. Explain back to them what you think term success. I don’t mean to be a critic, they’re really going for. Guess at their though perhaps I sound like one. Maybe Centring is not a step; centring is how hopes and honour their position. They we can talk about how to address these you are as you take the steps. (For more won’t change unless they see that you issues so that my intention is clear’. on centring, see the resource section at see where they stand. Then they might. the end of the article.) Step 4: Problem-solving No guarantees. Step 1: Inquiry Now you’re ready to begin building Acknowledge whatever you can, solutions. Brainstorming is useful, and Cultivate an attitude of discovery and including your own defensiveness if it continued inquiry. Ask your opponent/ curiosity. Pretend you don’t know comes up. It’s fine; it just is. You can partner what they think would work. anything (you really don’t), and try to decide later how to address it. For Whatever they say, find something that learn as much as possible about your example, in an argument with a friend I you like and build on it. opponent/partner and their point of view. said: ‘I notice I’m becoming defensive, Pretend you’re entertaining a visitor from and I think it’s because your voice just If the conversation becomes adversarial, another planet, and find out how things got louder and sounded angry. I just want go back to inquiry. Asking for the other’s look on that planet, how certain events to talk about this topic. I’m not trying to point of view usually creates safety, and affect them, and what the values and persuade you in either direction’. The they’ll be more willing to engage. priorities are there. acknowledgment helped him (and me) to If you’ve been successful in centring, If they really were from another planet, recentre. adjusting your attitude, and in engaging you’d be watching their body language Acknowledgment can be difficult if we with inquiry and useful purpose, building and listening for the unspoken energy as associate it with agreement. Keep them sustainable solutions will be easy. well. Do that here. What do they really separate. My saying, ‘this sounds really Practise, practise, practise! The art want? What are they not saying? important to you,’ doesn’t mean I’m of conversation is like any art – with going to go along with your decision. continued practice you acquire skill and ease. You, too, can create better working and family relationships, ease communication problems and improve the quality of your work and home environment. You’re on the way, and here are some additional hints.

Part B: Day 2 learning guide 47 Tips and suggestions How do I begin? Resources • A successful outcome will depend on Opening the conversation. In my Crunn, Thomas F, The Magic of Conflict, two things: how you are and what you workshops, a common question is ‘How available at http://www.aikiworks.com say. How you are (centred, supportive, do I begin the conversation?’ Here are a Stone Douglas, Patton Bruce & Heen curious, problem-solving) will greatly few conversation openers I’ve picked up Sheila, Difficult Conversations. influence what you say. over the years – and used many times! Patterson Kerry, Grenny Joseph, • Acknowledge emotional energy – • ‘I have something I’d like to discuss McMillan Ron & Switzler Al, Crucial yours and theirs – and direct it towards with you that I think will help us work Conversations, available at http:// a useful purpose. together more effectively.’ www.crucialconversations.com • Know and return to your purpose at • ‘I’d like to talk about … with you, but FAQs about Conflict, by Judy Ringer. This difficult moments. first I’d like to get your point of view.’ article can be found on the free articles • Don’t take verbal attacks personally. • ‘I need your help with what just page at http://www.judyringer.com Help your opponent/partner come happened. Do you have a few minutes back to centre. to talk?’ • Don’t assume they can see things from • ‘I need your help with something. Can your point of view. we talk about it (soon)?’ If they say, ‘Sure, let me get back to you,’ follow- • Practise the conversation with a friend up with them. before holding the real one. • ‘I think we have different perceptions • Mentally practise the conversation. about … I’d like to hear your thinking See various possibilities and visualise on this.’ yourself handling them with ease. • ‘I’d like to talk about … I think we may • Envision the outcome you’re hoping have different ideas on how to …’ for. • ‘I’d like to see if we might reach a better understanding about … I really want to hear your feelings about this and share my perspective as well.’ Write a possible opening for your conversation. (Source: © 2005 Judy Ringer, Power & Presence Training.)

48 A Learning Guide for Teacher Mentors D. Principal perspectives on As soon as we appoint a beginning My responsibilities as an educational teacher we assign them to a grade level leader of Ballarat North Primary School induction and mentoring or specialist position and ultimately to a means that I am committed to providing Lyn Gordon from Ballarat North Primary unit team. The school is arranged in unit quality learning activities that promote School teams as a strategy to nurture strong excellence and encourage students and collegiate relationships. This provides staff to understand learning as a life- Our leadership team supports beginning an additional layer of support to new long process and themselves as life- teachers by ensuring staff new to inductees and their mentors. long learners. I believe that knowledge, our school are linked with a trained resources, skills and strategies shared Our school’s induction and mentor usually situated in an adjoining among professionals are powerful mentoring practices are strategic classroom where they are readily motivators for growth and educational and comprehensive in that all new accessible for ongoing support and change and no more so than for teachers appointed to our school guidance. Timetables are arranged to beginning teachers. promote joint planning and facilitate participate in a formalised Induction sound curriculum and program Program aligned to Victorian Institute An effective mentoring relationship development. Additional support is of Teaching (VIT) requirements and should be an active listening process also provided to graduate teachers in Department of Education and Early based on mutual respect and trust in preparation for full VIT registration. Childhood Development (DEECD) which the benefits of the partnership This includes opportunities to observe guidelines. The program starts prior to are reciprocal to both the mentor and experienced teachers and participate teachers taking up their position at the beginning teacher, with the conversations in collegiate classroom activities and school. New staff meet first with the shared enhancing the professional discussions. principal and/or assistant principal to learning and growth of both. be familiarised with school procedures Feedback on our induction and mentoring Beginning teachers are the future of and expectations. Induction materials practices and processes is gathered by education and, as such, it is both the include a comprehensive staff handbook. direct feedback as part of the annual responsibility and obligation of schools New staff are invited to attend team review process, informal feedback on a to ensure that they are well supported planning meetings prior to commencing daily basis and formal feedback via the in their early years of teaching through their teaching appointment. Curriculum VIT registration process for provisionally strong mentoring relationships involving resources, program documents and registered teachers. Feedback is caring, committed and passionate staff classroom materials are also made also sought and provided through who are involved in quality teaching available. and learning and willing to share their the mentoring process and unit team knowledge and expertise. Mentors at our school are experienced arrangement. and accomplished practitioners with Our future plans include ensuring the extensive teaching knowledge and skills sustainability of our mentoring program who have completed the two-day mentor by a continuing commitment to the support program. We are all mentors in ongoing training of mentors through the our own way and as a school we have mentor support programs. adopted a collective responsibility to ensure new staff to our school are made to feel welcome, involved, appreciated and supported.

Part B: Day 2 learning guide 49 We promote reflection and resilience In a nutshell … Teaching and learning Beginning teachers are enthusiastic – by encouraging staff to participate in a is the core business of all schools and they are interested in the profession and range of professional learning activities research shows that it is teachers who passionate about making a difference in at a variety of levels and to trial their make the difference. They are a school’s the lives of the students they teach and newly acquired knowledge, skills and most valuable resource and are the key in taking on leadership roles once they understandings in a supportive collegiate personnel in achieving school goals have settled into the college. They are environment where quality conversations and targets. As a school we are mindful still learning their craft and appreciative about teaching and learning occur on of our privileged position in inducting of any assistance and support given. We a daily basis. All beginning teachers and mentoring beginning teachers, all need to remember back to when we formulate an individual professional but are committed to enhancing the first started teaching and the difficulties development plan in consultation with teaching practices and performance of all we experienced. Beginning teachers are their mentor and unit team in which teachers. the future of the profession. They will they identify areas to support their re-model good induction processes to Ross Bevege from Berwick Secondary professional practice and continuous others given time. College growth. Our school culture promotes As soon as I appoint a beginning teacher the belief that a reflective teacher is My leadership team supports beginning or a new staff member, I ask the selection a resilient teacher, and all staff are teachers by designating one of the panel chairperson to notify the assistant continuously reflecting on their practice assistant principals to organise induction principal responsible for induction so asking and answering the question ‘How in term 1, and to work with each that their induction to the college can can we/I do this better?’ beginning teacher throughout terms 2, be organised. All new staff are given a 3, and 4. Domain leaders are also given The ways our experienced and new ‘buddy’. Beginning teachers will have a responsibility for helping new teachers teachers work together to improve buddy and/or a mentor. with resources and curriculum programs. practice include staff working as At the start of term 2 all domain leaders My school’s induction and mentoring supportive and collegiate professional are asked to complete an induction practices have been designed over learning teams that meet on a weekly checklist with new teachers to ensure several years, and refined in consultation basis. Teams work together to develop that they have received all the necessary with new staff and in response to their and improve curriculum delivery, information and assistance. Domain written feedback. The program is formulate common assessment tasks, leaders are also expected to ‘touch designed to support beginning teachers discuss and moderate student work base’ with new teachers at the start to lay the foundation for learning and samples, share teaching strategies and of each term to ensure that they have professional growth. Generally, the explore new DEECD initiatives. Teachers the necessary resources, etc. Learning induction program begins at the end also report back to their unit after team leaders will often assist new of the previous school year. New staff attending professional development teachers with classroom management are sent a letter of congratulations. programs and support others to and discipline issues and with parent They are also invited to attend a pre- implement new teaching approaches. contact. In 2008 the college adopted a commencement (induction) day. The relational learning focus, where home structure of this pre-commencement day group teachers and class teachers are has evolved over the years and has been asked to develop classroom relational informed by participant feedback. It is plans and programs that build better structured so new teachers to the college relationships between students and/ can meet and work with colleagues – or teachers. A relational learning leader particularly their program leader and/or has been appointed to assist staff in this support person (buddy) on curriculum- endeavour. related matters. To foster collegiality, new staff members are invited to a 50 A Learning Guide for Teacher Mentors morning tea in their particular program An effective mentoring relationship We promote reflection and resilience area and to lunch with their program should foster rapport and support. by our performance and development area ‘buddy’ and the principal team. Mentors should be able to gauge process, which is based on a teacher During the initial stages of employment, when their partner is concerned or in inquiry where staff are encouraged to and particularly in their first term, new need of assistance, etc. It should be a work in teams on a project related to teachers are given additional support partnership or collaboration and involve the college strategic plan. Teachers can and acknowledgment. On the first day time where the partners talk, listen do in-house professional development of the school year, new staff are formally and provide insightful feedback. This in support of their teacher inquiry. The introduced at the first staff meeting and feedback should be reciprocal, involving results of these teacher inquiries need whole school assembly. Throughout open and honest communication, not be perfect. We expect teachers to term 1, the college runs a series of providing encouragement and assistance learn by trial and error and to reflect and opportunities through the professional to meet goals or learning objectives. evaluate their work. Teachers also collect development calendar to acquaint Mentors need to build confidence, be two sources of feedback in this process. new staff with college processes and patient and set appropriate challenges Many use student feedback surveys to provide an opportunity for staff to that will stretch their beginning teacher’s and collegiate activities, but beginning ask questions and clarify common knowledge and skills. Finally, the teachers do not complete these projects. issues around curriculum, student relationship should be non-judgmental Their VIT evidence is sufficient to show management, school decision-making, and based on trust. In a mentoring that they have met the professional committees, professional development, relationship the mentor will need standards for incremental progression. annual reviews, employment conditions, to change roles depending on the The ways our experienced and new report writing and parent–teacher circumstances. teachers work together to improve interviews. During first semester, I have Feedback on our induction and mentoring practice includes the use of flexible a chat with all new staff to monitor their practices and processes is gathered learning spaces where teachers are progress and to collect feedback on by conducting our own induction encouraged to work in teams to complete college programs and processes. In term effectiveness survey each year at the collaborative projects. Many beginning 2, the induction program shifts focus to end of term 4. The college also sought teachers usually work in these teams provide ongoing support. feedback on its induction processes with more experienced staff. First-year Mentors at my school are experienced through DEECD’s performance and teachers are also allocated a one period teachers who have shown an interest in development culture accreditation. allowance in their allotment; that is, helping others. They generally share the they teach one less period and have Our future plans include trying to find an same subject discipline, faculty office one more free period for correction and effective way of inducting staff members and may teach at the same year levels. preparation. who begin their stay with us during the Mentors have different strengths and year usually on short-term contracts. In a nutshell … an effective induction understand that they are not expected In 2008, we put together an induction program involves a whole-school to be ‘experts’ but someone who guides folder for casual relief teachers (CRTs) approach – welcoming and assisting others in a learning process. providing basic information about the new staff is the responsibility of all My responsibilities as the educational college and its processes. New CRTs leaders and teachers in our college – leader of my school means that I foster are happy to receive this information to particularly because we are so large positive relationships, collegiality and guide them in their work in their first few and geographically diverse. develop teacher leadership and potential days. to maximise the school’s capabilities and to improve student achievement.

Part B: Day 2 learning guide 51 E. Case stories from the This culture is modelled by the school The group of beginning teachers and leadership team. The principal and their mentors meet every fortnight induction and mentoring assistant principals take responsibility throughout the year. These meetings are evaluation for the induction process, and mentors a forum for professional development, are selected from the school’s leading covering topics such as professional These case stories are taken teachers and coordinators. Being language, behaviour management, from the 2008 external chosen as a mentor is seen as an interacting with parents and assessment. evaluation of the induction acknowledgment of the valuable Beginning teachers are able to raise and mentoring initiative. They expertise and experience you can bring issues and questions as they arise. provide representative examples to the task. This group engagement increases the support a beginning teacher can draw of effective induction and An induction day for new teachers is held on. One remembered that ‘My mentor mentoring practice in schools. during term 4 of the previous year. The was available to me or other graduate principal and assistant principals address teachers any day, all day’. The supportive school culture the group and explain the culture of the The beginning teachers from Iramoo school before each leading teacher talks Leading teachers are often in beginning Primary School give it top marks for its about their area of responsibility, such teacher classes to help with literacy induction and support program. It is as literacy, numeracy, middle years, and numeracy programs, but this is clear that the school has the processes etc. The new teachers also find out always done in a spirit of peer support, in place to give beginning teachers a what class they will have and they are rather than assessment. One beginning great start, but the processes grow out given information specific to that year teacher reported that frequent visits by of a school culture that recognises their level. Each new teacher is given a pack her mentor were welcome because her contribution and sends a consistent containing a book of school policies, a mentor came to know the students well. message. profile of who the students are and the Patricia Viscusa notices that beginning kind of backgrounds from which they teachers at Iramoo Primary School Patricia Viscusa, a mentor and leading come, a school vest and a name tag. The appreciate the way other teachers visit teacher, says, ‘We start with the view induction includes a school tour, and and help. ‘They do not feel threatened and that they are qualified teachers, they new teachers are shown where each unit are really receptive to colleague visits. have passed their degree, and we’re keeps the resources they will have at They are open to honest constructive not here to assess them. We are here to their disposal. feedback and are often able to reflect on support them and for us to learn from their practices at a high level.’ each other. “Respect, Responsibility and New teachers also meet the students Relationships” is our school motto for they will teach the following year, which Graduates are also invited to choose children and staff, and we have tried to makes for a more comfortable and another teacher, in addition to their make our support for beginning teachers relaxed start in term 1. Any teacher who mentor, to visit and observe. is appointed too late to take part in the consistent with that’. The beginning teachers are surveyed at induction day can take advantage of the the end of term 1 to find out how they fact that it is repeated just before school are settling in and how the school might commences in term 1. Beginning teachers improve its induction program. The are invited to contact the IT coordinator principal has an informal meeting with to ensure they have access to a laptop beginning teachers to welcome them, at the start of term 1, and they can and later in the year invites them to drop access their edumail from the first day of by individually for a chat. employment.

52 A Learning Guide for Teacher Mentors The way Iramoo Primary School The secondary school One of the highlights for the beginning approaches the Victorian Institute of teachers from Sebastopol who came to When you are running a focus group Teaching’s registration process is also the evaluation focus group (and the thing about how schools support their informed by their school culture. Again, which made them the envy of everyone beginning teachers, the beginning beginning teachers are treated as else in the room) was being given a CD teachers from Sebastopol Secondary qualified professionals. The mentors and containing a comprehensive package of College stand out. They are the ones beginning teachers set a timeline so that teaching materials – an outline of every who say to almost every issue raised, any requirements are met progressively lesson, with handouts and resources. ‘Actually our school was really good throughout the year. This support saves While it doesn’t suggest how the at that’ or ‘That was really clearly laid beginning teachers from the term 4 beginning teacher should approach out for us’. More unusual was the fact rush, when they are also writing reports each lesson, the package does provide that this was a secondary school, as and applying for jobs, and is greatly wonderful support to get them started experience suggests that secondary appreciated. and in tune with their colleagues. schools sometimes find it more difficult There is ongoing discussion about the to establish coherent, school-wide The beginning teachers are timetabled presentation of evidence, and models approaches to induction and mentoring. together for a meeting with Gary every from previous years are provided week while the rest of the school is At Sebastopol Secondary College as a guide. Beginning teachers are having their ‘tutor group’, or form group beginning teachers, and other teachers encouraged to collate and present their meetings. Initially, these meetings cover who are new to the school, start the evidence in a professional manner ‘the basic mechanics of how things work school year a day before everyone else. and mentors are available to provide in the school’, including descriptions They are briefed by the school leadership feedback on draft samples. The of the various programs and activities team and spend time with the staff recommendation process occurs in the and suggestions about what beginning service manager, Gary Ebbels, who first few weeks of term 4 and involves teachers might find useful to get involved explains the ongoing support they will a discussion and presentation of the in. The program is structured, but there receive during the year. They meet with evidence to the principal’s nominee and is always room for beginning teachers their department heads and are shown two mentors. It is also an opportunity to raise issues or problems. The group around the school. for the beginning teachers to share then works together to come up with their learning journey, receive feedback There is an induction plan for new staff, solutions, or experienced staff might be on their evidence and celebrate with a checklist to ensure everyone is invited in to assist. achievements. If there are any issues allocated a desk, assigned a laptop, The group also works together each or concerns these are raised with the connected to edumail, given the syllabus week to address the VIT registration beginning teacher earlier in the year. for their classes and so on. New teachers requirements. Topics covered one by also receive a package of resources The beginning teachers at Iramoo one include classroom management, including a school diary, whiteboard Primary School are working with some preparing lesson plans, assessment, markers and other classroom essentials. young teachers who started out in and other staff might join the group for other schools. They understand that a topic in which they have particular the culture at Iramoo is not found expertise. The group discusses the issue, everywhere. They know how lucky the different approaches they might they are. take in different learning areas, and possible ways of gathering and presenting evidence for their VIT registration. The beginning teachers then bring back a draft the following week.

Part B: Day 2 learning guide 53 While these meetings take the teachers Around the end of third term, each Leading by example through the VIT registration process, beginning teacher submits their evidence At some schools, the principal and the they are also being supported in for registration to a panel of senior staff leadership team take a close interest curriculum and pedagogy by mentors who read it thoroughly and make notes. in the development and progress of from their own departments. This The panel then meets with the beginning beginning teachers. Phillip Hines, includes the usual collegiate teaching teacher to discuss their achievements, principal of Fyans Park Primary School, and observation opportunities. congratulate them on their hard work, takes the approach that these are the and invite them to reflect on their year. Second and third year teachers continue educational leaders of the future. The On rare occasions the panel might also to work with mentors, though this is a school, and the profession, will benefit suggest that a little more thought or less structured arrangement. They also from any initial investment in their evidence is required in a specific area. assist new graduates through informal induction and development. At Edenhope More often, the work of the beginning mentoring and social interactions. P–12 College, the principal also has teacher significantly exceeds the a close working relationship with The college also has a professional expectations of the school (and VIT beginning teachers, and makes sure they development program in which all requirements). At the end of this process, are given all the information they need to staff participate, learning through peer the results are presented to the principal succeed. observation and structured feedback. for endorsement. Regular Professional Learning Team In 2008, an influx of beginning teachers At the end of the year, the school meetings give staff an opportunity to at Fyans Park Primary School inspired presents each beginning teacher with share what they have learnt, or to narrow the principal to formally implement some a framed certificate, signed by the in on particular themes (e.g. effective ideas he had been turning over in his principal, to mark their transition to full ways to begin classes). This is obviously mind. As soon as a teacher is appointed registration. a rich source of information and insight they are invited to the school for a for beginning teachers. Induction plans, timetabling, structured comprehensive tour and a discussion programs, practical support and peer-to- with the principal. They are also invited Twice during the year the beginning peer learning – all of these things come to spend time at the school before it ends teachers are taken out to dinner by the together to provide new teachers with a for the year, if their work commitments school leadership team to discuss how running start at a challenging career. allow. they are settling in, and whether there are other things they feel they could offer Many then come in to school during the the students or the school. summer break to liaise with department leaders and pick up planning documents and resources so that they are ready to start. While everyone expects beginning teachers to spend their first few days and weeks learning, the reality is that in teaching you have to hit the ground running. On the first day the principal invites Prep parents to a celebratory morning tea soon after drop-off, which is excellent community engagement and a great kindness to the Prep teachers, especially the new ones.

54 A Learning Guide for Teacher Mentors After that the future leaders in education Next year, the program will move into a After that there are two formal staff program begins. It exposes beginning new phase, building an ongoing coaching induction meetings per term with the teachers to positive feedback and sound relationship between the principal and principal and the VIT Coordinator. development of their teaching skills. the beginning teachers. The focus will Teachers in first, second and third year It also gives them a sounding board shift to deeper reflections about effective attend and lunch is provided. Each as they work their way through first- teaching practice. And from there, he meeting has a particular focus, such year challenges. It involves fortnightly hopes these beginning teachers will end as report writing, conducting parent– meetings with the principal, assistant up coaching each other and new teachers teacher interviews and classroom principal and a leading teacher with key as they come into the school. management (which is first cab off the responsibilities. All new teaching staff rank, and often raised in subsequent At Edenhope P–12 College, they start are welcome. Meetings run for 30–45 meetings). the induction process off with possibly minutes, and either address a theme the best-ever induction pack. Before the The beginning teachers also meet chosen by the principal, or they are start of the school year, new staff receive regularly with their mentors, and engage thrown open for beginning teachers to a package containing a booklet about in collegiate teaching opportunities raise issues and questions. Information the school (which also goes to first-time with mentors and others. Domain about how to develop professional families), school policies, a map of the leaders play a vital role in inducting and relationships with parents, for example, school, bell times, a photo of staff from supporting new teachers, and the school is provided early and often. This is a the previous year (with names), a list of is conscious that another member of staff non-threatening forum where beginning teachers and their areas of responsibility, should be asked to step in to support the teachers can really come to grips with term dates, the school calendar for induction role when a new domain leader their concerns. One new teacher couldn’t the year, the teacher’s class list and has just been appointed. understand why he was having so much timetable, even the canteen list. trouble with lesson planning until his The professional development peers suggested he was trying to put in New staff meet with the principal on the coordinator for the school makes sure too much detail and might need to leave first day back, tour the school and then that beginning teachers are informed more room for ‘flow’. meet with the staff in their domain areas. about professional development (Many have spent time in the school the opportunities, and the school The leadership team asks for honesty. year before or over the break.) In some encourages beginning teachers to make Even future leaders need to admit they domains the secondary teachers will the most of them. are struggling with something before be given the syllabus for the year and they can resolve it. Department leaders When school leaders take an interest in teaching materials for at least the first can also suggest topics that the principal beginning teachers, it seems to foster topic. Over the first few days, beginning might usefully cover with the beginning a welcome that is orderly, sustained, teachers learn the ‘nitty-gritty’ about teachers. consistent and nurturing. the school day – how the day proceeds, The experienced teachers on staff where the students are allowed and not embrace the program as an excellent allowed to be, who’s expected to be at opportunity for beginning teachers, and meetings, and so on. are sometimes invited in to lend their expertise in relevant themed meetings. The principal believes the program ‘firms us up as a team’.

Part B: Day 2 learning guide 55 F. High-quality mentoring Moving toward … Moving away from … and induction practices Rigorous mentor selection based Choosing mentors without criteria or an on qualities of an effective mentor: explicit process: The following resource is taken Qualities may include: evidence Without strong criteria and a rigorous from the New Teacher Centre of outstanding teaching practice, selection process, there is a risk that in America and is aimed at strong intra- and inter-personal skills, mentors may be chosen based more on ‘education leaders who are experience with adult learners, respect availability or seniority, rather than their seeking to create and/or improve of peers, and current knowledge of qualifications to engage in meaningful induction programs with professional development. interactions with beginning teachers. practices that support teacher Ongoing professional development and Insufficient professional development and retention, teacher development support for mentors: support for mentors: and improved student learning’. Effective teachers don’t always know Without initial, and ongoing, high-quality what it is about their teaching that training to support their development, is effective. Many mentors are also mentors miss out on the guidance and surprised to find that translating professional community they need knowledge to students is not the same regarding the complex practice of as translating knowledge to adults. developing beginning teachers and High-quality and ongoing training, strategising for the challenges they face. as well as a professional learning community, are needed to help mentors develop the skills to identify and translate the elements of effective teaching to beginning teachers. Sanctioned time for mentor–teacher Meetings happen occasionally or interactions: ‘whenever the mentor and teacher are Mentors need sanctioned time to focus available’: on beginning teacher development. Often both parties are so busy that Mentors and beginning teachers meeting time gets relegated down the list should have 1.25–2.5 hours per of priorities. The short fragments of time week to allow for the most rigorous that may be found are typically insufficient mentoring activities. That time for fostering real relationships and growth. should be protected by teachers and administrators.

56 A Learning Guide for Teacher Mentors Moving toward … Moving away from … Intensive and specific guidance moving Non-specific, emotional or logistical teaching practice forward: support alone: Focusing on professional teaching Emotional support is important, but standards and the appropriate content alone is not sufficient to improve teacher area standards allows for instructional practice. Without specific instructional growth to help teachers know concretely feedback, mentoring can not impact how to improve. For example: ‘Let’s look student learning. For example: ‘You’re at your assessment data and talk about doing a great job, Jane. Keep it up!’ what strategies will help you address the concern you had about reaching your struggling English Language Learner students’. Professional teaching standards and Informal and non-evidenced based data-driven conversations: feedback: Just like student learning, beginning The rigor of the program may be teacher learning should be data driven compromised when interactions are too and standards based. To be effective, often based on informal conversation and feedback to beginning teachers must opinions not drawn from evidence. Without be grounded in evidence about their a structure and focus on real-time data practice, including information gathered derived from beginning teacher practice, through classroom observations and interactions may not result in improved student work. Use of professional teaching practice. teaching standards, documentation of mentoring conversations, and data collection on various components of classroom practice ensures a solid structure for focusing on continuous instructional growth. Ongoing beginning teacher Professional development NOT specifically professional development: tailored to the needs of beginning Beginning teachers benefit from a teachers: professional learning community that Novices are in a unique developmental is guided by professional teaching phase that can not be addressed by standards and the appropriate content ‘one size fits all’ workshops or training. area standards, and focused on teacher Professional development disconnected development, problem-solving and from teacher needs can feel irrelevant, at mutual support. Opportunities such best and, in many situations, only serves to as regularly scheduled seminars overwhelm beginning teachers. and online learning communities provide a context for rich networking, professional dialogue and reflection, as well as combating isolation. Part B: Day 2 learning guide 57 Moving toward … Moving away from … Clear roles and responsibilities for Lack of training/communication with administrators: administrators: Administrators play a critical role Without clearly articulated strategies to in setting the stage for beginning support beginning teachers, and protect teacher and mentor success, creating induction activity time, principals may time for induction, and establishing inadvertently undermine the prospects a positive culture for teacher of beginning teacher success (e.g., development in their buildings and in assigning beginning teachers the most the system. Professional development challenging classes, assigning additional for administrators and ongoing responsibilities, or not anticipating their communication with them about needs for basic resources). the needs of new teachers and the nature of the program ensures that they understand their role in fully supporting induction. Collaboration with all stakeholders: Isolated programming and lack of Strong communication and alignment: collaboration among stakeholders, Without strong partnerships and including administration, school alignment, instructional initiatives can boards, union/association leadership, be undermined. Beginning teachers may and professional partners, creates a receive mixed messages from varying culture of commitment and ensures support providers, and feel overwhelmed, success. confused and frustrated by all the different layers of information coming at them.

58 A Learning Guide for Teacher Mentors References and further readings

References Garmston, RJ & Wellman, BM (2000), Scharmer, C Otto, Addressing the Blind The Adaptive School: Developing and Spot of Our Time, available at www. Achieve Global (2006), Giving and Facilitating Collaborative Groups, theoryu.com/documents/Theory_U_ Receiving Constructive Feedback: Christopher-Gordon Publishers, Norwood Exec_Summary.pdf Participant Workbook. Massachusetts. Senge P, Cambron-McCabe N, Lucas T, Barnett, Bruce G, O’Mahony, Gary R & Goleman, D (1995), Emotional Smith, B, Dutton J & Kleiner A (2000), Matthews, Robin J (2004), Reflective Intelligence, Bantam, New York. Schools that Learn A Fifth Discipline Practice: The Cornerstone for School Fieldbook for Educators, Parents, and Improvement, Hawker Brownlow Hargreaves, A & Fullan, M (2000), Everyone Who Cares About Education, Education, Heatherton Victoria. ‘Mentoring in the New Millennium’ Doubleday, New York. in Theory into Practice, Vol. 39, No. Boyatzis, R, (2002), Core Competencies 1, College of Education, Ohio State Senge, P, Kleiner, A, Roberts, C, Ross, R in Coaching Others to Overcome University. & Smith, B (1994), The Fifth Discipline Dysfunctional Behaviour, available at Fieldbook, Nicholas Brealey Publishing, www.eiconsortium.org Kofman, Fred (2006), Conscious London. Business, Sounds True, USA. Costa, Arthur L (2006), Dimensions of Ussher, W (2001), Reflective Practice: Learning Conference Session Papers, Lacey, K (1999), Making Mentoring Evaluative Lecturers Empowering Hawker Brownlow Education. Happen: A Simple and Effective Guide to Students during Teaching: Practicum Implementing a Successful Mentoring Covey, Stephen R (1986), The Seven Interviews, Paper at ATEA conference. Program, Business and Professional Habits of Highly Effective People Publishing Ltd. Further readings Facilitation Program, Franklin Covey Co, United States. Lang, C (1999), ‘When does it get any Patterson, Kerry et al. (2002), Crucial easier? Beginning Teachers experiences Conversations: Tools for Talking when —— (1989), The Seven Habits of Highly during their first year of teaching’, Stakes are High, McGraw-Hill, New York Effective People, The Business Library, Paper presented at the AARE-NZARE Melbourne Victoria. Rosenberg, Marshall (2003), Non-violent Conference, Melbourne. Communication: A Language of Life, Department of Education and Early O’Mahony, Gary R & Matthews, Robin J Puddle Dancer Press, Encinitas, CA. Childhood Development, Victoria (2005), A Climate of Mentoring Building (2008), Principal Class Performance Stone, Douglas et al. (1999), Difficult Teams for School Improvement, Hawker and Development Support Materials: Conversations: How to Discuss What Brownlow Education, Heatherton Collegiate Group Toolkit, at www. Matters Most, Viking, New York. Victoria. eduweb.vic.gov.au/edulibrary/public/ teachlearn/leader/pcpd_collegiate_ Parker Boudett, Kathryn, City, Elizabeth group_toolkit-gdl-20070831.pdf A & Murnane, Richard J (2005), Data Wise: A Step-by-Step Guide to Using Department of Education, Victoria Assessment Results to Improve Teaching (2006), Induction in Effective Schools and Learning, Harvard Education Press, www.eduweb.vic.gov.au/edulibrary/ Cambridge Massachusetts. public/staffdev/teacher/induction/ Induction_in_Effective_schools.pdf Salzman, J (2003) Becoming a Mentor – are you fit for the job? Hawker Brownlow Fullan, Michael (2005), Education in Education, Heatherton Victoria. Motion Leading in a Culture of Change, Australia Workshop Tour.

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