Alex Au (4) . Brenda Toh (8) . Kumaran K (31) . Pamela Tan (41) . Pearlene Quek (42) .

Wendy Yee (61)

The Here On Mentoring Programme

Importance of Quality Mentoring Programmes
Quality mentoring programmes are essential in supporting the work of teachers (Efron,
Winter & Bressman, 2012). In Singapore, a report conducted by Kumar and En (2014) revealed
that one of the common problems faced by preschool teachers in Singapore is the lack of
mentoring during their early years of teaching. The teachers in the report expressed a need for
experienced mentors to engage and lead them at critical points of their training. They also shared
that a factor for them to stay on in their jobs is the presence of a mentor who consistently plays a
supportive role.
Having quality mentoring programmes in place will help meet a teachers professional
growth need to be lifelong learners and to pursue opportunities where they can grow alongside
others (Zulkifli, 2009). Furthermore, when placed in a nurturing mentoring environment,
teachers tend to forge closer bonds with one another and feel safe to make mistakes (Dantonio,
2001). Specifically for mentees, mentoring helps them to face new challenges through reflective
activities and professional conversations with their mentors (Holloway, 2001).
Mentoring is a vital component in retaining experienced and skilled teachers as well, as it
gives teachers recognition and financial incentives for their contribution and skills (Tan, Chong
& Foo, 2015). According to Haack (2006), mentoring motivates educators, increases their selfesteem and competence, and leads them to set higher professional goals for themselves whether
they play the role of a mentor or a mentee. Through the mentoring process, mentors gain new
knowledge, improve in their practices and develop their skills in communication, leadership and
adult education. (Bellm, Whitebook & Hnatiuk, 1997).

Bellm, Whitebook & Hnatiuk (1997) suggested that a quality mentoring programme
should encompass these goals:
1. Recognition of teachers contribution and skills, and financial incentives
2. Provide mentors with opportunities to develop their skills in communication, leadership
and adult education
3. Create increased opportunities for new caregivers to benefit from a field work
experience, gain new knowledge, and improve caregiving practices

Mentoring Programme
With this, the Here On Mentoring Programme is designed to provide teachers who have
been in the field for at least 2 years with continuity of support and mentoring within the school.
The programme comprises of 10 training modules, individual mentoring as well as various group
and personal development activities for teachers that will be carried out over 5 phases. It will be
implemented during a teachers first year with the centre and will carry on for as long as he/she
is part of the organisation. The objectives of the programme is to:
1. Develop mentoring relationships that inspire personal and professional success
2. Retain and recruit quality educators
The Here On Mentoring Programme focuses on six core values: Holistic, Excellence,
Respect, Empower, Organized, Nurture. Its vision is a community that inspires teachers to be
lifelong learners. The programme has a mission to create a network for educators to engage in
continuous sharing of knowledge and skills, with the aim of supporting professional and personal
growth.

In Phase One, teachers will be introduced to the components of the programme, which
includes the vision, mission, objectives, core values, and the 5 key phases. During this time,
relevant information will be dispersed and teachers may clarify any questions/doubts they may
have. The purpose of a formal introduction is that all teachers may come to a shared
understanding and to be aware of what to expect from the programme.
In Phase Two, a personal assessment tool will be handed out to all teachers and mentors
involved in the programme. This is to encourage teachers to have a better understanding of
themselves and the people they are working with. Using the information collected, mentors and
mentees will be paired based on their personality and work experience. The purpose of matching
mentors and mentees in this particular way is to avoid pre-arranged mentor-mentee pairing that
may be problematic due to incompatibilities in personalities and work experiences (Tan, Chong
& Foo, 2015).
In Phase Three, mentors and mentees will schedule meetings where they can go through
training modules together in their own time. The ten training modules will consist of: Curriculum
& Pedagogy, PRAISE,

Assessments & Observations, Reflective Practices, Behaviour

Management, Crisis Management, Working with Parents, Staff Relations, Liaising with the
Community, and Professional Development (refer to Appendix A). Apart from the stipulated
modules, mentors and mentees may also arrange suitable timings to meet up and share with one
another in an informal setting. The purpose of a flexible meeting schedule is to allow mentors
and mentees to be able to build a relationship with each other at a rate comfortable to the both of
them without the pressure to follow a stipulated timeline. As stated by Murali, Dan and Jason
(2005), a mentoring relationship is only effective when trust is developed over time between

mentor and mentee. However, in this phase, should either the mentor or mentee require a change
in pairing due to any reason, arrangements for rematching can be discussed and followed up.
In Phase Four, professional seminars will be scheduled by the centre leader for both
mentor and mentee to attend together. For example, the annual Early Childhood Development
Agency (ECDA) conference. This would allow both mentor and mentee to have a time to learn
and share with one another, as well as to keep up-to-date with the happenings in the field.
In Phase Five, the efforts of both mentor and mentee will be recognised where they will
meet to review their progress made throughout the academic year. Following which, they may
choose to remain with the same pairing, merge mentoring groups or even have a change in
mentor.

Anticipated Challenges and Considerations

A possible challenge pertaining specifically to the Here On Mentoring Programme
includes the likelihood where experienced teachers may feel that certain modules are not
applicable to them as they already have prior knowledge based on past experiences. For these
educators, the Here On Mentoring programme offers them the flexibility to be exempted from
certain modules subject to their mentors assessment of their past training experiences or
modules taken during the course of their study.
Another possible challenge with regards to the Here On Mentoring Programme is that the
re-matching of mentors and mentees may be skewed due to personal rather than professional
intentions. In situations where there is a request for change of partnership, a review will be
conducted not only by the mentor and mentee, but by the centre leader as well. This would give a
third-person perspective to the situation and ensure that impartial judgements are made in the
process.
4

Generally, standardising mentoring programmes across the field may result in a loss of
diversity for individual centres. In a situation where the mentoring programme is followed in its
entirety, schools can lose the niche areas that make them unique. To counter this, consistent
evaluation of the programme should be done by the school management and a regulatory
authority in order to ensure effective adaptation of the Here On Mentoring Programme with each
schools unique mentoring system. A proposed time frame for the evaluation is twice a year, as it
would enable sufficient time for the programme to be implemented.
Another challenge includes resistance from educators who may not be receptive to the
proposed mentoring programme. As all change requires time and effort, it is necessary for
leaders to be patient and to persevere in guiding and motivating their staff. This attitude is
especially necessary where there is a conflict of interest and educators do not agree with one
another about the programme.
A preventive measure for this concern is for the respective school managements and
regulatory authority to host dialogue sessions to gather the input of teachers and adapt the Here
On mentoring programme accordingly. These dialogue sessions would allow stakeholders to
discuss the challenges faced while executing the mentoring programme and to use this as an
opportunity to brainstorm for ideas and propose solutions to resolve issues. As teachers would
have a hand in the programme direction, they may be more willing to participate and display a
sense of ownership towards the programme. This then also makes the programme more
applicable and relevant to the teachers in the centre.

Evaluation of the Mentoring Programme

The Here On Mentoring Programme evaluation methods include observations of
scheduled meeting sessions, the Mentoring Starter Kit and feedback forms.
5

First, scheduled meetings between mentor and mentee (Phase Three) will be observed by
the centre leader twice a year. This is to allow centre leaders to evaluate and give constructive
feedback on the content of the meeting. During which, centre leaders may use these meetings to
infer if teachers are progressing and if the programme is useful for them.
Second, implementing the Mentoring Starter Kit (refer to Appendix B) designed by
SEED Institute in our programme will give us insight into the individual reflections of both
mentor and mentee (National Trade Union Congress, 2013). Through which, observations can be
made on individual growth throughout the duration of the programme and centre leaders will In
addition, we will also be able to assess whether the mentor-mentee relationship has been a
successful collaboration.
Third, feedback forms (refer to Appendix C & D) will be distributed to both mentors and
mentees. These forms are targeted to elicit open-ended responses as well as ratings in which
participants state how successful they feel the programme is for them. Using this as an evaluation
tool, centre leaders will be able to gather information on the factors that make the programme
successful and the areas that can be improved on in order to better suit the needs of participants.

Ensuring Successful Implementation of the Mentoring Programme

Firstly, a briefing about the programme will be conducted in phase one for the
participants to make sure that they understand the programme thoroughly. The briefing covers
areas such as the mission, vision, values and goals of the programme, the roles of the mentor and
mentee, the rules and regulations of the programme, and the modules to be covered by the
mentor.
Next, feedback forms will be given out to the mentors and mentees as part of the
evaluation process of the programme. Using the results reflected by the mentors and mentees on
6

the feedback from, the school management and regulatory authority will be able to assess the
effectiveness of the programme. Should the programme be effective, schools can then continue
undergoing a constant evaluation process to maintain their practices. Otherwise, they can use the
results of the feedback form to understand the cause of the problems and address them
accordingly.
Lastly, mentors would have to take the initiative to have informal meetings with their
mentee(s). In doing so, mentor and mentee(s) will get to bond and interact outside of work,
resulting in them to get to know one another better. Also, the rapport they build will help them to
communicate and support each other more effectively and hence serve to ensure success in the
implementation of the mentoring programme.

Budget
In creating this mentoring programme, we have factored in funds to be budgeted into
specific areas for the development and growth of teachers. Funds for in-house trainings and
workshops will be set aside so teachers can keep their skills relevant and up-to-date. Teachers
may choose to attend these courses based on their needs or areas of interest that they learn about
through discussions and reflections with their mentors. Mentors and mentees can either attend
these trainings together or separately to develop themselves professionally.
Funds will also be set aside for school-wide activities and events. These events can
include community partnerships, centre activities and bonding activities for mentors and
mentees. The budget will also include the materials and resources required for the
implementation of this mentoring programme, such as stationery or books.

Conclusion
The Here On Mentoring Programme was initially conceived to aid and support
experienced teachers in their journey with a new centre. The programme takes into account the
teachers needs and interests by pairing the new teacher with a more experienced partner to assist
in bringing them to a higher level of competency.
The Here On Mentoring Programme will be useful and beneficial to teachers who are
currently working in the field and have a desire to progress further in their individual and
professional development. In the context of an early childhood setting, a mentoring programme
not only gives experienced teachers recognition for their contributions and experiences but also
allows them opportunities to share and impart their knowledge to newer, less experienced
teachers. Newer teachers will also feel supported throughout their professional journey and be
made aware of the various career progression pathways available to them. Through the
mentoring programme, both mentors and mentees benefit as they learn to support one another
and adapt their ways of teaching to best practices.

References
Bellm, D., Whitebook, M., & Hnatiuk, P. (1997). The early childhood mentoring curriculum: A
handbook for mentors. Washington: Harris Lithographics Inc.
Dantonio, M. (2001). Collegial coaching: Inquiry into the teaching self. Bloomington, IN: Phi
Delta Kappa International.
Efron, E., Winter, J. S., & Bressman, S. (2012). Toward a more effective mentoring model: An
innovative program of collaboration. Journal of Jewish Education, 78(4), 331-361.
Haack, P. A. (2006). Mentoring and professional development programs: Possibilities and
pitfalls - A good mentoring program benefits not only the novice teacher, but the mentor
and school as well. Music Educators Journal, 92(4), 60.
Holloway, J. H. (2001). The benefits of mentoring. Who is teaching our children? 58(8), 85-86.
Kumar, C. & En, S. M. (2014). Channel NewsAsia. New centre to provide training, mentoring
for pre-school teachers. Retrieved from
http://www.channelnewsasia.com/news/singapore/new-centre-to-provide/1308182.html
Murali, K., Dan, C., & Jason, R. (2005). Identifying challenges. Responsible conduct in research
mentoring. Retrieved from
http://www.niu.edu/rcrportal/mentoring/challenges/challenges.html
National Trade Union Congress. (2013). Mentoring starter kit launched for early childhood care
and education sector. Retrieved from http://www.ntucfirstcampus.com/mentoring-starterkit-launched-for-early-childhood-care-and-education-sector/
Tan, G., Chong, R., & Foo, L. (2015). What makes an effective mentor: Mentors and mentees
perspectives from the FLAiR programme. Early Educators, 25, 13-24.

Zulkifli, M. (2009). Fiscal year 2009 committee of supply debate: 5th reply by senior
parliamentary secretary Mr Masagos Zulkifli BMM on supporting Singaporeans in
education, reducing school attrition, and update on pre-school initiatives. Retrieved from
http://www.moe.gov.sg/media/speeches/2009/02/11/fy-2009-committee-of-supply-de4.php

10

Appendix A
The Here On Mentoring Programme
Target Audience: Teachers with at least 2 years of experience in the field
Vision: A community that inspires teachers to be lifelong learners

Core Values:
Holistic
Mission: The Here On Mentoring Programme creates a network
Excellence
for educators to engage in continuous sharing of knowledge and
Respect
skills, with the aim of supporting professional and personal growth. Empower
Organized
Nurture
Objectives/ Goals: The Here On Mentoring Programme seeks to:
1. Develop mentoring relationships that inspire personal and professional success
2. Retain and recruit quality educators

Phase One

Introduction to Programme

Phase Two

Pairing of Mentor and Mentee

Personal Assessment Tool: https://www.discprofile.com/what-isdisc/overview/

Phase Three

Scheduled meetings between mentor and mentee

Training Modules include:
1. Curriculum/Pedagogy: In this segment, teachers will identify and
enhance their respective teaching pedagogies. They will learn a
variety of approaches to incorporate the various learning domains
within the school curriculum. Depending on the needs of the
teacher, he/she may also learn more about the essential
components and considerations to take in designing curriculums or
programmes for the school.
2. PRAISE: In this segment, teachers will learn to identify the needs
of the children in their class and individualise the principles from
PRAISE into their instructional planning. Furthermore, teachers
will learn to embody the PRAISE principles to serve as a role
model for children.
3. Assessment & Observations: In this segment, teachers will

11

inquire and receive feedback from the mentor on how to

implement detailed assessments and observations for the children
in their class.
4. Reflective Practices: In this segment, teachers will learn more
about intentionality in reflecting on instructional planning, lesson
implementation, practices and childrens growth.
5. Behaviour Management: In this segment, teachers will learn to
effectively manage challenging behaviors in the classrooms using
evidence-based practices that are non-threatening to children.
Furthermore, teachers can be further challenged to address specific
behaviors displayed.
6. Crisis Management: In this segment, teachers will understand
how to handle emergency situations in order to protect the interests
of the centre and to build on existing standard operating
procedures.
7. Working with Parents: In this segment, teachers will be given
opportunities to reflect and plan with their mentor about
communicating with parents effectively.
8. Staff relations: In this segment, mentors will organise bonding
activities for their mentees where they can share their concerns,
positive practices and experiences in an informal setting.
9. Liaising with the community: In this segment, teachers will learn
about the procedures involved in collaborating with community
partners and developing effective partnerships with the community
around the school.
10. Professional development: In this segment, teachers will be
guided in mapping their own career/professional development
path. They will identify their needs and come up with a list of
courses and trainings that they might be interested to enrol in.
Furthermore, as part of their own professional development,
teachers may be challenged to propose and conduct events on a
centre level with the assistance of their mentors.
Phase Three (II)
(Optional)

Matching and Rematching of Mentors and Mentee

Phase Four

Scheduled professional seminars for both Mentor and Mentee

Phase Five

Recognising the efforts of both Mentor and Mentee

12

Appendix B

The above images show pages from the Mentoring Starter Kit in which mentees and mentors
write about their experiences with each other. In the Here On mentoring programme, this
Mentoring kit will be used to assess the effectiveness of the programme.

13

Appendix C
Feedback Form for Mentors
1. What changes have you observed in your mentee throughout the course of your
partnership?

2. Did the Here On mentoring model provide you with sufficient resources to carry out
your role as a mentor?

3. What are some of the challenges you faced while being a mentor in this partnership?

4. Please rate the quality of the partnership (out of 10) between you and your mentee.
Please elaborate.

5. How would you rate the mentoring programme (out of 10). How do you think we
can improve the model to better cater to your needs?

14

Appendix D
Feedback Form for Mentees
1. Has the mentoring programme helped you to develop professionally as an early
childhood educator? If yes, how? If no, why?

2. What are the positive changes that you have experienced since the commencement
of the Here On mentoring model? Please elaborate.

3. Do you think your mentor has provided timely feedback with regards to your
strengths and weaknesses?

4. Please rate the quality of the partnership (out of 10) between you and your mentor.
Please elaborate.

5. How would you rate the mentoring programme (out of 10). How else do you think
we can improve the model to better cater to your needs?

15