Mentoring is a system that aims to improve performance and results in the teaching and learning process.
In this system both mentor and mentee can profit from the process.
Having more experienced teachers/colleagues as mentors allows less experienced ones in a given school to have advice or guidance. But it also allows senior colleagues to benefit from fresh and different perspectives in the teaching and learning process.

Mentoring is a two-way process either you choose Individual Mentoring or Peer Group Mentoring. It can start from the feedback you get from the implemented questionnaire in class.


Individual mentoring

Individual mentoring pairs beginning teachers with carefully prepared mentors who support them in a trusting, respectful and confidential partnership. It is an effective way of helping people to progress and develop in their careers. The mentor relies on having had similar experiences to gain an empathy with the mentee and an understanding of their issues.  They meet on regular basis, formally as well as informally.

The mentor should help the mentee to believe in himself/herself and boost his/her confidence. He/she should ask questions and challenge, while providing guidance and encouragement. It is about becoming more self-aware, taking responsibility for your professional development and sending it in the direction you decide, rather than leaving it to chance.

At an initial meeting the mentor and mentee will formalize and agree upon an individual development plan.  During the school year the mentor attends several lessons, all of them being discussed about in feedback meetings. As a result a personal action plan is set up, focusing on exploring and experimenting new ideas and strategies about organizing, coaching, managing, designing lesson material, evaluating …

Most interesting it is to see that the mentor will be learning more about himself/herself, too. Mentoring doesn't just affect the mentee; it is a shared opportunity for learning and growth!


Peer group mentoring

Peer group mentoring (PGM) is a tool where teachers can together share the results from the questionnaires. The teacher’s professional development takes time, so PGM meeting with the colleagues is a continuous process (at least once a month). The main goal is to increase teachers’ professional competence; at the same time it becomes as a meaningful life-long learning. PGM can be described as pedagogical café; where people meet, discuss and share their experiences in peaceful and open environment.

PGM is for teachers to share and reflect their experiences, to discuss their problems and challenges they meet in their work. It is to listen, to encourage one another, and above all, to learn from each other and learn together.


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