There is no single and simple definition of the mentor’s role and it is one which, particularly for new mentors, will evolve as you work together with your mentee. As an experienced teacher, you will take main responsibility within the organisational setting for the student or new teacher’s learning about classroom and workshop teaching, classroom management, assessment and about the administration and organisation of the section in which they work.
There are two main models which can be helpful in
considering how you can help the new teacher to learn.
The apprenticeship model
‘Sitting by Nellie’ has a long tradition in
vocational training, and represents the idea that listening to you as you plan,
observing you as you teach, and working with you as you assess learning, will
help the new teacher to acquire complex skills by modelling themselves on an
experienced practitioner. This is particularly useful at the start of
training.
The reflective model
This is a model that can be employed at a later
stage of the training. It introduces a more critical element into the
mentoring process. Here the mentor encourages the new teacher to move
from focussing on their own teaching performance to a focus on students’
learning and achievement and to explore ways of making learning more effective.
In both the above models of mentoring, the three
main activities in which mentors engage with new teachers are:
- Inducting
them into the culture of the organisation and the department and, where
appropriate, the relevant Awarding Body or Industry Standards
- Supporting
and guiding them in developing their teaching skills, especially those
that are subject-specific
- Assessing
their teaching and giving feedback
