You are on page 1of 3

Person specification for a mentor teacher (induction supporter) from Rippon and Martin (2003, p.

224)

Induction supporter Essential attributes Desirable attributes


Approachability
Willing to work with
Expresses a desire to work with Provisionally Registered Teachers and
Inclination *Provisionally Registered
demonstrates a keen interest and knowledge of issues associated with them
Teachers
Use time available to deal with
Makes time to spend with Provisionally Registered Teachers to support,
Time Provisionally Registered Teachers
guide and discuss issues with them as they arise
' concerns
Willing to spend time listening to
Demonstrate the desire to listen actively to Provisionally Registered
Listening Provisionally Registered Teachers
Teachers, taking account of their views and concerns in practice
' views and concerns
Have an appreciation of the Show understanding in areas of concern to Provisionally Registered
Empathy apprehension felt by most Teachers and ability to find out about personal and professional concerns
Provisionally Registered Teachers of individuals. Willing to advocate for Provisionally Registered Teachers .
Have the skills to work with Have a genuine interest in collaborating with Provisionally Registered
Partnership Provisionally Registered Teachers Teachers in an equal partnership, to consolidate and challenge personal and
as professional colleagues professional practice.
Teaching credibility
Be a positive role model in your relationships with children and young
people*, in the delivery of the curriculum and in terms of organisation of
Teaching competence Be a positive teaching role model
your own teaching programme. Be able to share and explain your teaching
practices with others.
Be well regarded by children, and
Have a proven track record of high achievement as a teacher, staff member
Teaching reputation young people, colleagues,
and mentor.
managers and parents
Professional
Knowledge and
Authority
Possess an up-to-date educational To possess up-to-date educational knowledge, be able and willing to share
Educational knowledge
knowledge and skills it and the underpinning philosophies and/or principles with others.
Be able and willing to explain workplace policy and procedures to
School[or centre*] Be aware of wider workplace*
Provisionally Registered Teachers, and guide them to relevant sources of
knowledge issues and procedures
information or personnel.
Motivational skills
Have an awareness of key
Observation Able to identify and evaluate professional abilities and personal qualities.
professional teaching skills
Able to give sound advice and
Able to establish a genuine, honest dialogue about performance, balancing
Feedback direction to Provisionally
courage with consideration for the Provisionally Registered Teacher.
Registered Teachers
Able to demonstrate a love of Able to collaborate with others, generating an enthusiastic and confident
Enthusiasm
teaching approach to teaching.
Other
Be honest
Be fair
Have a personal identity as well as
a professional identity
Have a sense of humour
Respect others and their feelings

*Terminology changed to reflect New Zealand context


Teachers in the Teachers of Promise study (Cameron et al., 2006) also emphasised the value of mentor knowledge, and willingness to
respond to requests for technical assistance in their early days as teachers:

She was the teacher in charge of the year one and two teachers and she was one of those fantastic women that you could trip up in a
corridor and she would give you immediate advice, how to rectify a behaviour problem or how to, you know, get that done in the most
efficient way, and she was great, like she was always available. (Secondary teacher, quoted in Cameron et al., p. 38)

Other researchers have identified lists of attributes that mentors should ideally possess. Bartell (2005, p. 76) quotes a list of mentor
characteristics originally provided by Odell and Huling, 2000. Mentors should:

• be committed to studying and developing their own practice.


• be able to model the standards-based teaching that the programme is attempting to foster.
• be able to work with adults from diverse backgrounds.
• be sensitive to the viewpoints of others.
• be informed about mentor responsibilities and willing to make the necessary commitment to carry out these responsibilities,
including a substantial time commitment.
• be committed to ethical practice.
• be committed to providing both professional and emotional support and challenge.
• have completed the previously agreed-upon required number of years of teaching.

Fletcher and Barrett (2003, pp 4—5) have identified further skills for effective mentoring:

• ability to direct support toward improving student achievement


• ability to use formative assessment to guide support
• ability to assist with documenting professional growth over time
• ability to model and encourage on-going self-assessment and reflection, and
• ability to foster collaboration and leadership among teachers.

http://www.teacherscouncil.govt.nz/communication/publications/research0009.stm

You might also like