What Is Mentoring?

This report will determine the value of coaching and mentoring; highlight some factors to consider when developing coaching and mentoring and show models and methods

This essay will start by defining mentoring, and giving a brief understanding of mentoring. This essay will then go on to identify and evaluate a number of key factors that may influence the effectiveness of a mentoring relationship. This essay will focus on the example of mentoring within schools and a learning mentor to be more specific.

The author discusses the importance of mentors in education and the qualities that they demonstrate. She reflects back on some of the formal and informal mentors she had. Ultimately she states, “Having mentors who help you manage the grind of everyday struggles and the challenges of education are crucial to new and early teachers.”

Setting clear attainable guidelines as to when and where mentoring sessions will take place and the duration of the mentoring process.

Embedded within my vision for learning and leading are my teaching and mentoring philosophies. Lifted from that vision, my mentoring philosophy includes the belief that mentoring that is grounded by a contextual relationship with goals that are clearly communicated, that fosters a cognitive relationship, and that is developed in a culturally responsive environment, which is empowering and engaging for the mentor(s) and mentee(s). In support of the mission and goals of the mentoring relationship, the mentor fosters a vision that is connected to the values and hopes for the future of the institution, community, and the mentee. It is collaboration for learning that is co-constructed through a thoughtful development and action on the part of all

Darling (1984) discusses 14 roles of a mentor including; an energiser, an investor a feedback giver and a roe model (Gopee, 2008). Suggesting that a mentor should have a motivational attitude, willing to give their time, knowledge and experience freely thus aiming to teach at every given opportunity (Casey and Clark, 2011; Gleeson, 2008). Moreover, the mentor should uphold the highest of standards and be someone who is held in high regard by their peers and students, this will become effective when giving constructive feedback to the student and facilitating reflection (Kinnell and Hughes, 2011). Goppe (2011) supports Darling’s work stating that a mentor is a allocated person who gives time and knowledge to helping a student learn and develop. The NMC (2010) state that at least 40% of a placement should be under the direct supervision of the allocated mentor.

The issue with the majority of mentoring studies starts at the very beginning, Clutterbuck suggests that the biggest problem for research into mentoring is still to define what it is. (D.Clutterbuck.1996) Phillip suggests that mentoring can have varied meanings and that the terminology exposes a varied amount of assumptions. The example he gives is that mentoring young people has been related to schemes aiming at tutoring, coaching, counselling, role modelling, advising and teaching. Likewise a variety of terms could apply to the young person being mentored such as mentee, apprentice and pupil. The actual process may also have various descriptions given to it such as, helping, advising and guiding. However the knowledge and understanding of

Mentoring is defined as an informal transference of knowledge between an expert and a neophyte. The mentor is said to have greater knowledge either in a particular field or of general, human qualities that he or she wants to transfer to the mentee. (PowerPoint 1: Slide 3). The purposes of mentoring include supporting professional development within an organization; identifying and nurturing an employee's emerging talents, and teaching employees professional standards. Mentoring can be used to 'stretch' the talents of the mentee and even help to develop the talents of the mentor him or herself. Both parties can learn from the exchange (PowerPoint 1: Slide 11).

Mentoring for the mentor is about challenging himself to perform to greater capabilities while nurturing a mentee and stretching them to realise their full potential. Mentors counsel, tutor and guide their mentees in developing themselves.

The term mentoring has several variations and the definition has evolved over the years. According to Dubois and Karcher (2005), mentoring is described as a relationship nurtured and cultivated between a younger person and a more mature, wiser individual leading them to success through guidance and support. Rhodes and Dubois (2008) later developed the meaning of mentoring involving a connection between an older adult and an unrelated child providing continuous advice, training, and encouragement from the adult to enrich the temperament of the child. The definitions seem to be the same but researchers aim to be more specific and intentional in the

Mentorship has his origins very far away back in the history and in time the concept of mentor developed, but, as Kilgallon, K. and Thompson, J. has outlined “Mentorship within healthcare and social care is not classic mentoring”(Kilgallon ,K. and Thompson, J. ,2012

In order for me to gather a greater understanding of the research based around mentoring young people that already exists, I carried out a literature review. I also conducted a case study of a young person mentored for the last two years of his school life. I collected the data from the young person by using a semi-structured interview, which I then analysed together with the findings from my literature review. A variety of key findings were identified which relate to

A mentor is somebody who is experienced and is able to lead a person/small group of people efficiently and give necessary and beneficial advice. The mentoring process focuses on the personal development of the mentee, through the season of relationship and communication with the mentee.

Mentors play a critical part of support for teachers in this profession. Having many outstanding mentors throughout my preservice years and even now as a first year teacher, I have witnessed amazing support from all of my mentors. There are a plethora of ways a mentor can support a preservice or new teacher to enhance their planning, instruction, and content knowledge. One way a mentor can support is with consistent engagement and encouragement. Another way is by serving as a collegial and emotional support during this challenging phase of his teacher’s career. And additionally by orientating new teachers to the school community and teaching in general.

Mentors will have the opportunity to work with their mentees frequently throughout the year. Mentors will have the responsibility to do a walk-through twice a year for the first year teachers and once for second year teachers. This allows for mentors to provide instructional feedback and support to the mentees. Also it could allow for the mentees to share new teaching strategies to their mentors. Another thing that mentors would have to do is a bimonthly check in with the mentees. This allows for new teachers to feel more supported and less over-whelmed.