Teacher Mentoring: Roles & Opportunities

Research from Finland, conducted by Erkkilä and Perunka (2012, 2014, 2015), focuses on dialogical mentoring within teacher training. This approach emphasizes the importance of creating an equal and reciprocal relationship between mentor and mentee. The research highlights both the opportunities and challenges inherent in this type of supervision. Positive outcomes include increased teacher retention and improved professional development for teachers. However, tensions can arise, such as differing opinions on teaching methodologies and the mentor's role in guidance. Key findings stress the importance of creating a supportive environment where student teachers feel confident in their choices and receive appropriate feedback. The research underscores that successful teacher training programs must foster a culture of mutual respect and collaborative learning, promoting an equal encounter between mentor and mentee. A critical element is the mutual appreciation of competence, fostering the mutual learning and growth of competence of both parties. This dialogical mentoring approach ultimately seeks to benefit both the mentee and mentor, leading to significant improvements in the quality of teacher education.

The Finnish study provides insightful examples of the tensions and opportunities present in mentoring relationships for student teachers. Student teachers (STs) reported feeling a lack of mentoring, expressing confusion about its meaning and feeling unsupported. Conversely, other STs described positive experiences, feeling treated as equals by their mentors and gaining valuable professional development. Mentors (Ms) also shared their perspectives, emphasizing the importance of their role in guiding teaching practices and facilitating the development of new ideas. These varying experiences showcase the complexity of the mentor-mentee dynamic and the need for clear communication and expectations. The research indicates that a supportive and rewarding mentoring experience is characterized by an equal encounter between the mentor and mentee, promoting mutual learning and growth. This type of mentoring in teacher education promotes a sense of empowerment in the student teacher, boosting their confidence and belief in their abilities, leading to improved professional growth. Understanding and addressing the potential tensions in these relationships is vital for optimizing the opportunities for both mentors and mentees within the professional development context.

The research compares two Australian approaches to instructional leadership and teacher coaching: New South Wales' Early Action for Success (EAfS) and Victoria's Professional Learning Communities (PLCs). Both aim to improve teaching quality, but their methods differ significantly. EAfS utilizes a one-on-one model with frequent observation, feedback, and demonstrations, while PLCs adopt a collaborative, team-based approach. The study, conducted by Jordana Hunter at the University of Melbourne, found that despite shared policy objectives, the enacted roles of instructional leaders varied considerably between the two systems. Key differences included the nature of interactions (dialogic vs. facilitated teams), the frequency and type of feedback (actionable vs. limited), and the extent of engagement with student learning data. The findings underscore the significant influence of policy design and school context on the effectiveness of instructional leadership strategies in promoting teacher professional development. The instructional leadership roles differ in approaches to professional learning (individual vs. team-based), leadership styles (mentoring/coaching vs. facilitating), and expertise (content vs. process). These differences impact the overall effectiveness of teacher coaching and professional learning within the respective systems.

The document highlights the use of Video-Stimulated Reflective Dialogue (VSRD) as a tool for teacher professional development. Teachers involved in the study found that using video recordings of their lessons, followed by reflective discussion, provided a powerful means of self-assessment and improvement. The process helped teachers to focus on specific aspects of their pedagogical practices, enabling them to identify areas for growth and refine their skills. Teachers reported that VSRD facilitated the development of their questioning skills, leading to more effective classroom interactions. One teacher described a eureka moment where they realized their overuse of the word “think” and started using more specific vocabulary to encourage critical thinking. The ability to revisit and analyze their teaching multiple times, focusing on different aspects with each review, was also a significant benefit. The act of choosing which aspects of the video to focus on helped maintain a sense of ownership and control over the process, increasing engagement and motivation for self-improvement. This process helps teachers develop a deeper understanding of their own teaching of thinking and their ability to develop metacognition in young learners.

While the study emphasizes the positive aspects of VSRD, it also acknowledges potential challenges. Some teachers initially felt self-conscious about using video recordings, highlighting the importance of creating a supportive environment for this type of self-reflection. The process of analyzing video recordings and identifying areas for improvement requires time and dedicated effort. The successful implementation of VSRD relies on a structured approach, careful planning, and a supportive context that encourages open discussion and collaboration. The study suggests that the benefits of VSRD extend beyond simply identifying errors, promoting a more holistic and positive approach to professional development. Instead of focusing only on the negative aspects of their teaching, teachers gain the ability to see their progress, build confidence, and develop their abilities to foster critical thinking in their students. The reflective discussions help contextualize and interpret the observed teaching practices, thus providing meaningful insights for improvement. The ownership of the reflection process, facilitated by the teacher's choice of what aspects to focus on, was key to its success in enhancing the teacher's pedagogical practices.

This research employed a comparative, qualitative case study approach to examine instructional leadership models in Australia. The study focused on two distinct policies: New South Wales' Early Action for Success (EAfS) and Victoria's Professional Learning Communities (PLCs). EAfS, established in 2012, targeted 530 primary schools, while the PLC policy (2016) encompassed 500+ primary and secondary schools. The fieldwork involved over 125 interviews and 65 observations of Instructional Leaders working with teachers in selected schools. Both policies shared similar objectives – improving teaching quality – but differed significantly in their mechanisms for achieving these goals. The research aimed to understand how these policies designed and embedded instructional leader/coach roles and how these roles were enacted within schools. The study highlights the significant influence of policy design on the effectiveness of teacher coaching and professional development. Data analysis focused on comparing the enacted roles of Instructional Leaders under each policy framework, analyzing the types of professional interactions and support provided to teachers. The researchers considered the broader context of each policy and sought to understand the key drivers behind the observed differences in implementation.

The study reveals stark contrasts between the enacted roles of Instructional Leaders under EAfS and PLCs. In New South Wales' EAfS model, Instructional Leaders predominantly worked one-on-one with teachers, providing frequent (weekly) observations, feedback, and demonstrations. This model aligns with a mentor/coach role focused on individualized professional learning and direct support to teachers. In contrast, Victorian PLCs featured Instructional Leaders facilitating collaborative teams of teachers working within 'professional learning communities' to improve practice through cycles of inquiry linked to student learning data. This facilitator role focused on guiding collaborative processes rather than direct, individual instruction. The Instructional Leader in the Victorian model was primarily a facilitator of the PLC process, with variable involvement in direct teaching, while the NSW model involved the Instructional Leader acting as a mentor/coach with direct teaching expertise. This difference in approach is a significant factor determining the quality and style of teacher coaching and the nature of professional development.

The research yielded several key findings. Despite similar policy aims, the enacted roles of Instructional Leaders differed significantly between NSW and Victoria. The variations were more pronounced among Victorian schools compared to NSW schools. The nature of interactions between Instructional Leaders and teachers varied considerably, with EAfS characterized by frequent, actionable feedback, including 'cool feedback,' and a focus on student data. PLCs featured more collaborative, turn-taking interactions with less frequent, but more reciprocated, encouragement and limited actionable feedback. The study concludes that the purpose, design, and policy context of school-based instructional leader/coach roles directly influence the types of professional interactions that emerge. Factors such as the Instructional Leader's positional authority within the school, their pedagogical expertise, and policy coherence with local contexts significantly impact implementation. The researchers highlighted the influence of social norms in Australian primary schools, suggesting they may limit professional conversations in collaborative settings. The findings suggest that a nuanced understanding of these factors is crucial for designing and implementing effective instructional leadership and teacher coaching programs. This includes considering the balance between individual and team-based approaches to professional learning.

The document highlights several challenges in teacher mentoring, drawing on the experiences of both student teachers (STs) and mentors (Ms). Some STs reported feeling that the concept of mentoring was unclear, even alien, indicating a need for improved communication and clarity around roles and expectations. There were instances where STs felt their mentoring was insufficient or ineffective, highlighting the importance of providing adequate support and guidance. Conversely, other STs described positive experiences where they felt treated as equals by their mentors, fostering a collaborative learning environment. Mentors expressed challenges in balancing guidance with allowing student teachers the autonomy to experiment and develop their own approaches. Difficulties also arose from the inherent power imbalance between mentors and mentees, sometimes resulting in situations where mentors struggled to avoid over-intervention or inadvertently hindering the mentees' growth and development. The research underscores the complexity of the mentoring relationship and the importance of addressing these challenges for effective teacher training and professional development.

Despite the challenges, the research also identifies several opportunities to optimize the effectiveness of teacher mentoring. Positive experiences highlighted the value of creating an equal and collaborative relationship between mentor and mentee, fostering mutual learning and respect. Mentors who treated their student teachers as colleagues reported building stronger relationships and seeing significant improvements in their mentees' confidence and professional development. The enthusiasm of student teachers also provided inspiration and motivation for mentors, creating a positive feedback loop. Research suggests that a supportive and rewarding mentoring experience fosters confidence and belief in mentees' choices, leading to significant professional growth. Successful mentoring programs emphasize clear communication, mutual respect, and a shared understanding of roles and responsibilities. This includes creating opportunities for open dialogue and collaborative problem-solving. The findings underscore that mentoring has the potential to benefit both the mentee and the mentor, contributing to improved teacher retention and overall teacher education quality. A key element in creating positive mentoring experiences is the emphasis on an equal encounter, fostering mutual appreciation of competence and encouraging mutual learning and growth of competence.

The CollectivED discussion question directly addresses the need to maximize the potential of mentoring, coaching, and other forms of collaborative dialogue in supporting teacher professional learning throughout careers. This involves addressing challenges, such as clarifying the meaning and purpose of mentoring, ensuring adequate time for effective interactions, and understanding potential cultural differences that may influence mentoring dynamics. The overarching theme emphasizes the importance of a holistic approach to teacher professional development. The research findings point to the critical role of creating a supportive and rewarding mentoring experience that benefits both mentees and mentors. It highlights the necessity of addressing potential tensions while simultaneously maximizing the opportunities presented by effective mentoring and coaching relationships. This involves clear communication, mutual respect, and shared understanding of goals and expectations. Ultimately, the research suggests that improved mentoring and coaching strategies can lead to improved teacher retention, enhanced professional growth, and ultimately better outcomes for students. This includes addressing the challenges of Initial Teacher Education (ITE) and creating a culture that values both subject and pedagogical knowledge.