Mentoring is: 鈥淎 one-to-one relationship between a relatively inexperienced teacher (the mentee) and a relatively experienced teacher (the mentor), which aims to support the mentee鈥檚 learning, development and wellbeing, and their integration into the cultures of both the organisation in which they are employed and the wider profession.鈥� Hobson (2016)
Research into mentoring within education (Manning and Hobson, 2017) suggests that two approaches to mentoring have been observed. One has a focus of judgement attached, and will often be used to advance a career or for performance management. Hobson coined the term 鈥榡udgementoring鈥� to relate to mentoring practice which assesses solely the teacher鈥檚 performance in the classroom, with relatively little emphasis on developing the mentees鈥� own critical analysis of their practice, and little concern for their well-being. The other approach places the emphasis firmly on development. In teacher education, although we do ultimately assess our trainee's progress, our approach sits within the scope of developmental mentoring.
Click each heading below to read how Clutterbuck (2013) describes the core roles or functions of a developmental mentor (amended to sit within teacher education).
Which roles do you recognise from your own experiences of mentoring, either as a mentor or a mentee?
Helping the trainee question their assumptions, beliefs and perspectives.
Providing a positive example for the trainee to learn from, but also helping the trainee learn from their mistakes. Role modelling is particularly important in the context of helping the trainee acquire authenticity and teacher identity.
Where appropriate (i.e. after the trainee has exhausted their own thinking on an issue and asks for the mentor鈥檚 perspective) giving the benefit of their experience. Guiding is an essential element of an ITT mentor and will be unpacked further on the next page.
Enabling the trainee to see possibilities that would otherwise have been hidden from them. Horizons may be external (opportunities in their teaching career) or internal (raising the trainee鈥檚 self-awareness).
Helping the trainee develop effective professional networks.
Helping the trainee become more confident in their ability and potential.
To explore teaching and learning with a focus on the well-being and success of the trainee.
Further reading
In July 2023, the National Institute of Teaching reviewed 18 mentoring or coaching models and frameworks that have informed work in schools and other education institutions. While there were many shared common features, there were also differences in their approaches.
Hierarchical-transmission mentoring and coaching characterised by the mentee positioned as prote虂ge虂 and the mentor as expert, with a focus on inducting the mentee into the norms and practices of the school, improving the mentee鈥檚 performance and ensuring that they meet and act in accordance with externally prescribed standards.
Nonevaluative-developmental mentoring and coaching characterised by relatively non-directive mentors supporting mentees as they find their own solutions to issues they encounter, and by a greater emphasis on professional growth and building on mentees鈥� strengths.
Collaborative-transformative mentoring and coaching characterised by the mentor and mentee engaged in a collaborative, reciprocal, equal-status relationship, in which challenges to the status quo (e.g. organisational norms and practices) are encouraged.
