VERSION 2.0

Mentoring Capability Framework Effective Mentoring Program

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CONTENTS

Section 1: Introduction ....................................................................................................................................................................................... 3

Section 2: The Domains of Effective Mentoring .................................................................................................................................................. 4

Section 3: Using the MCF ................................................................................................................................................................................... 6

Section 4: Expectations and behaviours for effective mentoring relationships ..................................................................................................... 7

Appendix 1: Theoretical Structure ..................................................................................................................................................................... 13

Appendix 2: Literature and sources cross referenced against Domains ............................................................................................................ 16

Appendix 3: All References Review of Literature - Mentoring Capability Framework ........................................................................................ 21

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Section 1: Introduction The Mentoring Capability Framework (MCF) is a comprehensive guide that attends to and highlights the ongoing supports required for effective

mentoring of new teachers in Victorian schools and other educational settings. It is a key component of the Effective Mentoring Program (EMP)

developed by the Department of Education and Training (the Department) in partnership with the Victorian Institute of Teaching (VIT) to support

the learning and development of professionally-registered teachers (PRTs).

Victoria’s Education State targets will bring enduring benefits to children and young people. Securing those targets fundamentally relies on high

quality teaching and highly effective school leadership. As practicing teachers and as future leaders, PRTs play prominent roles in achieving

Education State targets. We cannot afford to leave their professional formation to chance. The MCF recognises that new teachers become

effective teachers when they can learn from experienced colleagues in supportive and motivating educational settings. Like effective teaching,

the effective mentoring of PRTs is explicit (not incidental), evidence-based (not anecdotal) and collaborative (not isolated), involving dedicated

time for reflection and feedback.

The MCF attends to the development of the mentoring relationship and aligns with two

components of the Framework for Improving Student Outcomes (FISO) – the Excellence in

Teaching and Learning priority, and the Strategic Resource Management dimension of the

Professional Leadership priority. The purpose of the MCF is to guide mentor teachers in a

collective effort with school leaders to create coherent and consistent mentoring experiences.

It describes the expectations and behaviours of mentors and mentees in successful

professional learning relationships. The MCF also sets out the common elements of a school

culture in which learning with and from colleagues is everyone’s responsibility.

The AITSL Graduate to Proficient: Australian Guidelines for Teacher Induction into the

Profession (the Guidelines), were endorsed by all state Ministers for Education. The MCF

addresses the four key focus areas which are critical for effective induction: professional

practices, professional identity, orientation and wellbeing drawing from the Guidelines. The

MCF highlights the range of support and strategies, including a strong focus on practice-

focused mentoring, which are particularly powerful in supporting PRT’s transition into the

teaching profession and towards the proficient career stage.

An outline of the development of the MCF is provided in Appendix 1.

Framework for Improving Student Outcomes (FISO)

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Section 2: The Domains of Effective Mentoring The MCF is based on contemporary Australian and international evidence about how to prepare confident, skilled teachers. This evidence points

to “ingredients” or domains of effective mentoring and recognises the importance of interdependencies between the mentor and mentee

commitment and behaviours, as well as the school commitment, climate and culture to mentoring for improvement in student outcomes. The

literature identifies six key ingredients or domains from which key expectations and behaviours for mentors, mentees and schools have been

drawn. (Figure 1). Appendix 2 provides references for recent and relevant literature corresponding to each of the six domains. Appendix 3

provides an extended literature reference list which underpins the MCF.

Teaching and learning

o Improvement in teaching and learning is at the heart of an effective mentoring relationship. Mentor and mentee are both committed to

reflective practice and continually strive to support the learning of every child and young person. Whole school systems and processes

are centred on explicit mentoring for improvement.

Standards, codes of conduct and ethics

o Effective mentors and school leaders demonstrate, through their witnessed behaviours, the highest standards of behaviour. Mentees

learn and integrate the required standards, codes of conducts and ethics through explicit coaching and day to day examples in their

school.

Communication and interpersonal skills

o Mentors are skilled at listening and questioning in a way that prompts reflection and professional learning. The school’s culture and

leadership communicate aspirational goals for all students and staff, built on the basis of positive communication, interactions and

mutual trust and respect.

Collaborative partnerships

o Improvement through collaboration is built into school structures to support mentors’ and mentees’ professional development

opportunities.

Professional generosity and empathy

o Principals and school leaders are committed to embedding effective mentoring into their schools. This actively promotes a willingness to

share expertise and resources (including time for mentoring) in order to support continuous improvement.

Professional Culture and Context

o The school proactively supports mentoring through a high performance learning culture where students and their families are at the

heart of every decision. Mentoring is a significant tool for embedding and achieving an aspirational vision within the school community.

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Figure 1: The Domains of Effective Mentoring

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Section 3: Using the MCF By providing a common language to describe effective mentoring, the MCF supports schools and other educational settings to create mentoring

experiences that improve teacher classroom practice and maximise student learning growth.

Mentors and aspiring mentors can use the MCF to:

increase their understanding of mentoring before applying for and commencing the role

develop norms and protocols to guide each new mentoring relationship

determine existing capabilities as a mentor and identify opportunities for professional learning

PRTs can use the MCF to:

increase their understanding of mentoring and how it supports their induction to teaching

get the most out of the mentoring experience

School leaders can use the MCF to:

develop criteria for selecting teacher-mentors

develop common schoolwide norms and protocols for mentoring relationships

identify areas for professional learning to increase mentoring capacity

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Section 4: Expectations and behaviours for effective mentoring relationships The following tables set out the mentor, mentee and school expectations and behaviours under each of the six domains.

Domain 1 Mentor Expectations and Behaviours Mentee Expectations and Behaviours

School Expectations and Behaviours

Teaching & Learning

• Experienced practitioner (at least proficient and preferably accomplished, or lead teacher), as per AITSL’s Australian Professional Standards for Teachers (APST) or teachers classified at range 2 and above of the Victorian government schools career structure.

• Has a clear focus on excellence in teaching with high expectations that students can meet appropriate challenges.

• Models and demonstrates deep understanding of current pedagogical knowledge, including the use of Department resources (e.g. High Impact Teaching Strategies (HITS) and Practice Principles for Excellence in Teaching and Learning (PPETL)) to support improvement in teaching and student outcomes.

• Uses evidence and analyses student assessment data to evaluate the effectiveness of their teaching practice, trial new practices, monitor student learning and seek feedback to gauge the impact of changed practices through the use of an inquiry process (e.g. the FISO improvement cycle or the VIT inquiry approach).

• Plans and structures learning to reflect the achievements of students against the Victorian Curriculum Standards, stages of learning and students’ backgrounds and needs.

• With the support of the mentor, actively implements new classroom strategies (e.g HITS), to broaden pedagogical repertoire.

• Demonstrates knowledge and understanding of the Practice Principles for Excellence in Teaching and Learning.

• With the support of the mentor identifies strategies to build a supportive and productive learning environment and build quality relationships with students.

• Works with colleagues to design learning programs that are developmental and scaffolded to meet the Victorian Curriculum Standards and students’ needs.

• Engages in professional discussions with mentor or in PLC’s about how to use a range of data to identify learning needs, to track, monitor and report student achievement and inform future teaching.

• With the support of mentor, works through the FISO Improvement Cycle or the VIT inquiry approach to evaluate the effectiveness of teaching and identify areas for improvement.

• The school’s professional learning plan and Annual Implementation Plan (AIP) embeds a continuous focus on teaching and learning.

• Continuous improvement in teaching practice is sustained by systematically collecting, analysing and evaluating teaching practices and student achievement data.

• There are procedures in place for staff

to engage with current pedagogical knowledge (e.g. the PPELT) to

improve professional practice • Staff engage with Learning Specialists,

Literacy Leaders, PLC Instructional Leaders and other relevant specialists to focus on professional practice development.

• There are procedures in place to support the mentor-mentee relationship for classroom observations, feedback and Professional Learning Communities (PLCs).

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Domain 2 Mentor Expectations and Behaviours

Mentee Expectations and Behaviours

School Expectations and Behaviours

Standards, Codes of Conduct & Ethics

• Adheres to the standards around professional knowledge, professional practice, and professional engagement, as set out by APST, Victorian Institute of Teaching (VIT) and Victorian Public Sector Commission (VPSC) or other relevant bodies.

• Demonstrates the highest standards in relation to the DET Values and the VIT Code of Conduct and Code of Ethics, their purpose, and how these should be put into practice, as set out by VIT and DET.

• Co-designs a month by month plan which sets out personalised goals against which the mentee can compile a collection of evidence in line with the VIT inquiry approach.

• Provides timely and targeted feedback, including personalised support and challenge, to mentee, taking account of standards and personalised development goals.

• Adheres to the standards when planning and assessing professional knowledge, professional practice, and professional engagement, as set out by APST, VIT and VPSC or other relevant bodies.

• Compliant with the Code of Conduct and Code of Ethics, their purpose, and how these should be put into practice, as set out by VIT and DET.

• Where possible mentee is pro-actively involved in co-designing their professional development against the VIT, APST standards, the Annual Implementation Plan (AIP) and the School Strategic Plan (SSP).

• Responds to support and challenge, in order to meet registration criteria and improve their teaching and learning.

• Principals and school leaders articulate and evidence the highest professional standards, Codes of Conduct and Ethics, as set out by DET, APST, VIT and VPSC.

• The school ensures staff receive opportunities to work with Learning Specialists, Literacy Leaders and other relevant specialists to improve their professional practice in accordance with the standards as set out by DET, APST, VIT and VPSC.

• Mentoring and professional development opportunities are personalised and targeted to the SSP, AIP and individual career stage linked to APST.

• School staff have a shared understanding of how the professional standards, Code of Conduct and Code of Ethics determine their relationships and conduct on a daily basis. These standards incorporate respect for all key diversity categories and are evidenced in the way students and staff speak and behave in their day to day interactions.

• The principal ensures that all mentors are highly professional and ethical and have no pending or previous conduct, ethics or child safe-guarding infringements.

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Domain 3 Mentor Expectations and Behaviours

Mentee Expectations and Behaviours

School Expectations and Behaviours

Communication & Interpersonal skills

• Demonstrates knowledge and understanding of the principles underpinning adult learning, and the generic principles and responsibilities underpinning mentoring.

• Eager to develop their skills, knowledge and practice as mentors and teacher leaders to effectively engaging with mentees and colleagues.

• Skilled at documenting Professional Development Plans (PDP), including progress against goals and relevant standards and can apply this lens when reviewing evidence of mentees practice for registration purposes.

• Highly developed active listening and questioning skills that prompt reflection, understanding and challenge.

• Highly developed communication skills that meet the mentee’s specific needs.

• Knowledge and understanding of strategies for managing complex and challenging relationships.

• Knowledge and understanding of the Mentoring Capability Framework and how it can support their induction to teaching

• Builds knowledge and understanding of active listening skills

• Observes and critically reflects in a range of formal and informal mentoring and PD contexts in order to improve their teaching and learning.

• Communicates respectfully and professionally to students, staff colleagues, parents/ carers and mentor.

• Uses both verbal and written communication skills to gather evidence and reflect on professional learning through mentoring and other collaborative professional learning opportunities (e.g. PLCs).

• Actively seeks feedback from colleagues, students and parents / carers to inform planning and improve practice.

• Provides feedback to mentor and colleagues in a positive and productive manner based on mutual trust and respect.

• The school’s vision and culture promotes respectful communications in all relationships with students, staff, parents / carers and the community and this is evidenced in behaviours.

• The principal, school leaders and staff at every level communicate aspirational goals for students and themselves and these form the basis for the mentoring relationship.

• The principal and school leaders adopt a whole school approach to mentoring such as evidence of curiosity, inquiry, earnest endeavour, shared thinking and collaboration between students and teachers.

• The school has clear systems for communicating with students, teachers, parents / carers and the wider community that promote and support aspirational achievement goals.

• Complaints and differences are resolved respectfully consistent with the Department guidelines.

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Domain 4 Mentor Expectations and Behaviours

Mentee Expectations and Behaviours

School Expectations and Behaviours

Collaborative Partnerships

• Enables and builds partnerships so that the mentee has targeted and personalised professional support and development opportunities from a wider pool of experts (e.g. within the school such as PLCs, Learning Specialists, literacy / maths coordinator and across schools, such as Communities of Practice (CoP)).

• Encourages and supports the mentee to participate in, and possibly co-lead, in-school or network activities.

• In collaboration with the professional learning coordinator and / or Learning Specialists the mentor / mentee identifies professional development opportunities and links these to the school AIP and the mentee’s identified goals.

• Enthusiastic and effective teacher who demonstrates commitment to ongoing professional practice development as an opportunity to improve their own and colleagues’ teaching.

• Actively seeks and responds to professional development and networking opportunities in a timely and personalised way.

• Engages in meaningful networks (within and between school, graduate networks, subject associations) with enthusiasm and commitment to improve own and colleagues’ professional knowledge, skills and abilities.

• Takes maximum advantage of support and professional development offered by colleagues including through PLCs and other DET initiatives such as the Victorian Curriculum, FISO and the Practice Principles for Excellence in Teaching and Learning.

• Proactively seeks out and possibly leads collaborative partnerships within and across schools (e.g. with teachers in similar school settings such as Early Childhood, Special Schools, small rural etc) and / or similar classes, subjects or career stages (e.g. Graduate).

• Provides formal mentoring training (e.g. the Effective Mentoring Program) and opportunities to support staff in line with Education State and school improvement initiatives.

• A whole-school professional learning plan supports the Effective Mentoring Program and is adequately

resourced. • The plan supports collaborative

professional learning to build collective responsibility and accountability for improved student outcomes.

• Initiates and sustains creative partnerships and networks to extend mentoring and leadership development opportunities within and beyond the school (e.g. Learning Specialists, CoPs, PLCs, school to school support and subject networks).

• Provides differential support and challenge to ensure mentoring and professional development opportunities are personalised and tailored to individual needs and career stages.

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Domain 5 Mentor Expectations and Behaviours

Mentee Expectations and Behaviours

School Expectations and Behaviours

Professional Generosity and Empathy

• Participates as a mentor with high level commitment, passion and enthusiasm.

• Schedules regular times for both formal and informal mentoring and support.

• Ensures confidentiality with due regard for VIT registration requirements.

• Shares expertise, resources, networks and time with mentee(s) and colleagues, ensuring that the mentee’s needs are the focus and the professional learning needs are co-constructed with the mentee.

• Recognises that personal and professional needs and responsibilities may overlap and supports the mentee to secure work-life balance and general well-being.

• Empathic listener, providing emotional and instructional support, to enable mentees to manage possibly pressures around teaching.

• Demonstrates behaviours, such as being open to new ideas, accentuating the positive, listening respectfully, acting authentically and transparently and empowering and building up the mentee.

• Willing to reflect on strengths and weaknesses and follow through on co-designed agreed plans and tasks.

• Commits time and effort to ensure that the mentoring support is most effective: attends agreed mentoring sessions and observations on time and fully prepared.

• Provides feedback to their mentor in a respectful way so that the time and efforts redeem maximum impact.

• Maintains confidentiality throughout and following the mentoring support.

• Develops trust- building behaviours, such as being open to new ideas, accentuating the positive, listening respectfully, acting authentically and transparently.

• The principal and school leaders are committed to embedding effective mentoring in their schools.

• The principal and school leaders facilitate quality mentoring relationships within the resources available to the school.

• The principal and school leaders lead with trust, empathy and generosity and recognise and acknowledge the efforts of all staff.

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Domain 6 Mentor Expectations and Behaviours

Mentee Expectations and Behaviours

School Expectations and Behaviours

Professional Culture and Context

• Demonstrates knowledge and understanding of the organisational systems in the school (e.g. assessment, curriculum, behaviour management, pastoral care, collaborative professional learning).

• Demonstrates respect for staff, students and their families, taking account of their diversity and cultural background.

• Displays professional behaviours that demonstrate a commitment to the wellbeing and safe guarding of children and young people.

• Is highly organised and ensures mentee is supported into the organisational systems, cultural norms and professional behaviours expected of teachers and leaders.

• Committed to upholding organisational systems, cultural norms and professional expectations.

• Demonstrates respect for staff, students and their families, taking account of their diversity and cultural background.

• Displays professional behaviours that demonstrate a commitment to the wellbeing and safe guarding of children and young people.

• Voluntarily participates in mentoring relationship with commitment and enthusiasm.

• Organisational systems and cultural norms prioritise continuous improvement and wellbeing of staff and students.

• Staff and student voice are reflected in the organisational systems, cultural norms and professional behaviours.

• Formal mentoring support and resources are an integral part of teachers’ professional development plans which are linked to the school’s Annual Implementation Plan (AIP).

• Principals and leaders recognise the importance of matching mentors and mentees according to specialist teaching areas / year levels, personalities, mentor experience, teaching context, diversity and career stages and these are linked to the organisational systems (e.g. PLCs, PDP and AIP).

• Organisational systems are flexible and contextually appropriate: the principal may initiate or design new organisational systems to respond to specific needs of mentees.

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Appendix 1 – Theoretical Structure

The MCF is based on six guiding principles serving three key purposes (Figure 2):

Follow research and best practice.

Reflect Education State policies, including FISO Continua of Practice and the Practice Principles for Excellence in Teaching and Learning

Be accessible in style and language

Be relevant in all school contexts

Recognises that mentoring is ultimately about improving students’ learning outcomes

Enables mentors and mentees to improve their attributes, knowledge and skills.

Figure 2: Theoretical Structure for MCF

Supported by research and best practice

Reflects Education State

Policies

Accessible in style and

language

Relevant to all school contexts

Improves teaching and learning and

focuses on student outcomes

Encompasses attributes, knowledge,

skills

2. Articulates a common set of selection criteria for mentors

3. Provides expectations and behaviours for mentors and mentees

Mentoring Capability Framework

Universally applicable and accessible for schools, mentors and mentees

1. Supports the embedding of effective mentoring in Victorian schools

Three Key Purposes

Six Guiding Principles

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The three key purposes underpinning the MCF are supported by an extensive literature review (Appendix 3), which draws upon Australian and

International Literature and examples of good practice.

The first key purpose of the MCF is to support the embedding of effective mentoring in Victorian Schools. Six areas emerged from the

literature:

Commitment to mentoring: This was an area that was considered to be fundamental, and included the willingness of the Principal and

other school leaders to establish the mentoring program and support for mentoring activities. It also involved the official appointment of a

mentor, and of required their voluntary participation, as well as commitment and enthusiasm from the mentee.

Time for mentoring: One difficulty around mentorship that was mentioned in several articles was time. Both mentors and mentees felt that

they were limited and frustrated by the lack of time for meeting, discussion, and relationship development. This was also a recurring theme

which came out in the evaluation of the Effective Mentoring Program1.

Matching of mentors and mentees: Research suggested that the choice of mentor was of particular importance to mentees. Some

mentees felt frustrated in their relationship with an assigned mentor. There were some suggestions as to what should be considered in

matching mentors with mentees. These included: the subjects they taught, personalities, mentor experience, teaching context and

proximity. In some cases, the wishes of the beginning teacher taken on board. One study found a link between a ‘good’ mentor match and

beginning teachers’ intentions to stay in the profession.

Expectations of mentoring. This emerged as a consideration in relation to the school, the mentor and the mentee. In particular, the

literature pointed to the need to discuss and clarify expectations, in order to maximise the spent time together. It was suggested that by

developing and agreeing expectations, mentors and mentees reduced the chance of running into potential problems.

Mentoring approaches: Two main types of mentoring approaches were evidenced from the literature. These were face to face and virtual

or e-mentoring. In relation to face to face mentoring, the literature suggests that finding a sufficient number of induction level mentors that

possessed similar or the same teaching credentials, as mentees - and who were also located in the same school or geographical region –

might be a challenge.

The literature suggested that virtual mentoring could offer valuable professional development opportunities from experienced teachers

whose geographic location made on-site and face-to-face mentoring difficult. In addition, virtual mentoring could also provide opportunities

for international and cross-cultural mentoring experiences.

Learning from mentoring: Of particular relevance to the MCF is the importance of capturing and sharing the learning from mentoring, both

within and between schools.

1 Effective Mentoring Program: End of program evaluation report 2017. Victorian Institute of Teaching [internal publication]

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The second key purpose is to articulate a common set of selection criteria for mentors. The literature identified six areas for consideration

in selecting mentors.

The mentoring experience: The literature suggested that supporting beginner teachers as a mentor can be professionally rewarding. It

also provides opportunities to share good practice; to connect with the latest research and developments and to engage in reflective

dialogues. In this regard, mentoring was considered to be a valuable professional opportunity in and of itself.

Professional competence and capability: The literature also suggested that most mentors benefit from training. Mentor training was

found to help mentors better support mentees in their success. It also prompted mentors to reflect on their professional relationships and to

develop empathy for the mentee. In addition to considering competence and capability when selecting mentors, important attributes for

mentors include character, competence and experience.

Communication and interpersonal skills: These are at the heart of effective mentoring. In particular, the ability to demonstrate active

listening and questioning enables both the mentor and the mentee to fully understand what is being discussed.

Subject matter and curriculum knowledge: Some research highlighted the importance of mentors and mentees being matched according

to subject matter and curriculum knowledge. This was the preference of some beginning teachers who found it helpful if their mentor had an

understanding of the curriculum they were teaching. However, other research suggested that matching by subject matter and curriculum

knowledge is not necessary because the foundations of teaching remain the same in all subjects and year levels.

Standards, pedagogy, research and registration requirements: One of the roles of the mentor is to enable and encourage the beginning

teacher to excel in their teaching career. At the very basic level, the mentor’s role is to ensure that the mentee meets the expected

registration requirements. Some research highlighted that mentors of beginning teachers need to be able to demonstrate their ability to

advance teaching practice. It was suggested that the criteria for selecting mentors should include a clearly articulated vision of teaching and

learning, knowledge of content, and that the mentor is an accomplished curriculum developer.

Diversity characteristics and school context: There were mixed views around whether mentors and mentees should be matched by age,

gender and other diversity characteristics. In selecting mentors, one study of 220 beginning teachers and 245 supervisors2, observed that

the mentoring relationships were more effective if the choice of mentor and mentee was left to the participants, as distinct from being

assigned to a mentor-mentee relationship. This would suggest that in recruiting mentors, consideration should be given to school contexts

and existing relationships of mentees and mentors.

The third purpose for the MCF is to provide a set of expectations and behaviours for mentors and graduate teachers in schools. These

are captured in the MCF which is structured around the six domains of effective mentoring described above.

2 Long, Julie S.; McKenzie-Robblee, Sue; Schaefer, Lee; Steeves, Pam; Wnuk, Sheri; Pinnegar, Eliza; Clandinin, D. Jean Mentoring & Tutoring: Partnership in Learning, v20 n1 p7-26 2012

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Appendix 2: Literature and sources cross referenced against Domains Domain Sources and literature

Teaching and Learning • Davis, S.A (2016). “A Circular Council of People With Equal Ideas”. The Mentoring Mosaic in a Preservice Teacher Education Program. Journal of Music Teacher Education. Volume: 26 issue: 2, page(s): 25-38. Article first published online: February 18, 2016; Issue published: February 1, 2017.

• Department for Education and Training Teacher Education Centre of Excellence. Queensland. Roles and Responsibilities Teacher Mentors. https://www.griffith.edu.au/__data/assets/pdf_file/0018/411363/Teacher-Mentor-Responsibilities.pdf. Accessed 30.10.2017

• European Mentoring and Coaching Council EMCC Competence Framework Version 2. (2015) http://www.emccouncil.org/webimages/EU/EIA/emcc-competence-framework-v2.pdf (p2, 3). Accessed 30.10.17

• Galvez-Hjornevik, C. (2016). Mentoring among teachers. A review of the literature. Journal of Teacher Education. Volume: 37 issue: 1, page(s): 6-11. Issue published: January 1, 1986. https://doi.org/10.1177/002248718603700102

• Ingersoll, R.M. and Strong, M. (2011). The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research. Review of Educational Research, v81 n2 p201-233.

• Long, Julie S.; McKenzie-Robblee, Sue; Schaefer, Lee; Steeves, Pam; Wnuk, Sheri; Pinnegar, Eliza; and Clandinin, D. Jean. Mentoring & Tutoring: Partnership in Learning, v20 n1 p7-26 2012.

• Nolan, A. (2017): Effective mentoring for the next generation of early childhood teachers in Victoria, Australia, Mentoring & Tutoring: Partnership in Learning, DOI:10.1080/13611267.2017.1364800.

• Sanchez, S.R., Roegman, R., and Lin Goodwin, A. (2016). The multiple roles of mentors. Review Article. Phi Delta Kappan International. Volume: 98. Issue: 2, page(s): 66-71. Article first published online: September 26, 2016; Issue published: October 1, 2016

• Schmidt, R.A., Young, V., Cassidy, L. and Wang, H. (2017). Impact of the New Teacher Center’s New Teacher Induction Model on Teachers and Students https://www.sri.com/work/publications/impact-new-teacher-centers-new-teacher-induction-model-teachers-and-students

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Domain Sources and literature

Standards, Codes of Conduct and Ethics

• Australian Professional Standards for Teachers (2011). Australian Institute for Teaching and School Leadership. https://www.aitsl.edu.au/docs/default-source/general/australian-professional-standands-for-teachers-20171006.pdf?sfvrsn=399ae83c_12

• Mentoring Australia (2000). Mentoring: Benchmarks for Effective and Responsible Mentoring Programs. http://www.mentoring-australia.org/benchmark.htm

• Victorian Institute of Teaching. Australian Professional Standards for Teachers (APST). Standards at the Proficient Teacher Level. https://www.vit.vic.edu.au/registered-teacher/standards

• Victorian Institute of Teaching. Codes of Conduct and Ethics. http://www.vit.vic.edu.au/professional-responsibilities/conduct-and-ethics

• Victorian Institute of Teachers. (Feb 2016). Supporting Provisionally Registered Teachers. A guide to the evidence-based process for full registration.

• Victorian Public Sector Commission. Employment Principles and Standards. https://vpsc.vic.gov.au/ethics-behaviours-culture/employment-principles-and-standards/

Communication and Interpersonal Skills

• European and Mentoring Coaching Council (September, 2015). EMCC Competence Framework. Version 2. http://www.emccouncil.org/webimages/EU/EIA/emcc-competence-framework-v2.pdf. Accessed 30.10.17

• Galvez-Hjornevik, C. (2016). Mentoring among teachers. A review of the literature. Journal of Teacher Education. Volume: 37 issue: 1, page(s): 6-11. Issue published: January 1, 1986. https://doi.org/10.1177/002248718603700102

• Jones, M & Straker, K (2006). What informs mentors' practice when working with trainees and newly qualified teachers? An investigation into mentors' professional knowledge base, Journal of Education for Teaching, 32:2, 165-184

• Long, Julie S.; McKenzie-Robblee, Sue; Schaefer, Lee; Steeves, Pam; Wnuk, Sheri; Pinnegar, Eliza; Clandinin, D. Jean. Mentoring & Tutoring: Partnership in Learning, v20 n1 p7-26 2012.

• Nolan, A. (2017): Effective mentoring for the next generation of early childhood teachers in Victoria, Australia, Mentoring & Tutoring: Partnership in Learning, DOI:10.1080/13611267.2017.1364800.

• Oregon Department of Education. Characteristics of a Quality Mentor Teacher. http://www.oregon.gov/ode/schools-and districts/grants/mentoring/Documents/characteristics_of_a_quality_mentor_teacher.pdf. Accessed 30.10.17

• Sanchez, S.R., Roegman, R., and Lin Goodwin, A. (2016). The multiple roles of mentors. Review Article. Phi Delta Kappan International. Volume: 98. Issue: 2, page(s): 66-71. Article first published online: September 26, 2016; Issue published: October 1, 2016

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Domain Sources and literature

• Young, R. W. and Cates, M. C. 2010. Listening, play, and social attraction in the mentoring of new teachers. Mentoring and Tutoring: Partnership in Learning, 18(3): 215–231.

Collaborative Partnerships • Davis, S.A (2016). “A Circular Council of People With Equal Ideas”. The Mentoring Mosaic in a Preservice Teacher Education Program. Journal of Music Teacher Education. Volume: 26 issue: 2, page(s): 25-38. Article first published online: February 18, 2016; Issue published: February 1, 2017

• Dean, S. and Jaquith, A. (2015). Developing Effective Communities of Practice Using the National Board Certification Process https://edpolicy.stanford.edu/sites/default/files/publications/developing-effective-communities-practice-using-national-board-certification-process.pdf

• Hallam, P.R., Po Nien, F.C., Hite, J. M., and Hite, S. (2012). Two Contrasting Models for Mentoring as They Affect Retention of Beginning Teachers. NASSP Bulletin 96(3) 243–278. 2012.

• Nolan, A. (2017). Effective mentoring for the next generation of early childhood teachers in Victoria, Australia, Mentoring & Tutoring: Partnership in Learning, DOI:10.1080/13611267.2017.1364800.

• Oregon Department of Education. Characteristics of a Quality Mentor Teacher. http://www.oregon.gov/ode/schools-and districts/grants/mentoring/Documents/characteristics_of_a_quality_mentor_teacher.pdf. Accessed 30.10.17

• Sanchez, S.R., Roegman, R., and Lin Goodwin, A. (2016). The multiple roles of mentors. Review Article. Phi Delta Kappan International. Volume: 98. Issue: 2, page(s): 66-71. Article first published online: September 26, 2016; Issue published: October 1, 2016

• Teaching School’s Council. (July 2016). UK National Standards for school based initial teacher trainer mentors.https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/536891/Mentor_standards_report_Final.pdf. Accessed 10.11.17

Professional Generosity and Empathy

• California County Superintendents Educational. Services Association. June 2016. Best Practice in Teacher Education Programs. http://ccsesa.org/wp-content/uploads/2016/06/Best-Practices-in-Teacher-and-Administrator-Induction-Programs.pdf. Accessed 10.11.17

• Davis, S.A. (2016). “A Circular Council of People With Equal Ideas”. The Mentoring Mosaic in a Preservice Teacher Education Program. Journal of Music Teacher Education. Volume: 26 issue: 2, page(s): 25-38. Article first published online: February 18, 2016; Issue published: February 1, 2017. http://journals.sagepub.com.ejournals.alumni.ucl.ac.uk/doi/full/10.1177/1057083716631387

19

Domain Sources and literature

• Desimone, L. M., Hochberg, E. D., Porter, A. C.; Polikoff, M. S., Schwartz, R., Johnson, L. J. (2014). Formal and informal mentoring: Complementary, compensatory or consistent? Journal of Teacher Education. Volume: 65, Issue: 2, page(s): 88-110. Article first published online: November 22, 2013; Issue published: March 1, 2014.

• Young, R. W. and Cates, M. C. (2010). Listening, play, and social attraction in the mentoring of new teachers. Mentoring and Tutoring: Partnership in Learning, 18(3): 215–231.

• Hudson, P. (2013). Desirable Attributes and Practices for Mentees: Mentor Teachers’ Expectations. European Journal of Educational Research, 2(3), 107-119.

• Nolan, A. (2017). Effective mentoring for the next generation of early childhood teachers in Victoria, Australia, Mentoring & Tutoring: Partnership in Learning, DOI:10.1080/13611267.2017.1364800.

• Rocha, K. (2014). Europe’s Got Talent: Setting the Stage for New Teachers by Educative Mentoring. CEPS Journal. Vol.4. No 4

Professional Culture and Context • Davis, S.A (2016). “A Circular Council of People With Equal Ideas”. The Mentoring Mosaic in a Preservice Teacher Education Program. Journal of Music Teacher Education. Volume: 26 issue: 2, page(s): 25-38. Article first published online: February 18, 2016; Issue published: February 1, 2017. http://journals.sagepub.com.ejournals.alumni.ucl.ac.uk/doi/full/10.1177/1057083716631387

• European and Mentoring Coaching Council (September, 2015). EMCC Competence Framework. Version 2. http://www.emccouncil.org/webimages/EU/EIA/emcc-competence-framework-v2.pdf. Accessed 30.10.17

• Ingersoll, R.M. and Strong, M. (2011). The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research. Review of Educational Research, v81 n2 p201-233.

• Kutsyuruba, B. (2012). Teacher induction and mentorship policies: The Pan-Canadian overview. International Journal of Mentoring and Coaching in Education, 2012, Vol. 1, Issue 3, pp. 235-256 (Abstract)

• Long, Julie S.; McKenzie-Robblee, Sue; Schaefer, Lee; Steeves, Pam; Wnuk, Sheri; Pinnegar, Eliza; Clandinin, D. Jean. Mentoring & Tutoring: Partnership in Learning, v20 n1 p7-26 2012

• Nolan, A. (2017). Effective mentoring for the next generation of early childhood teachers in Victoria, Australia, Mentoring & Tutoring: Partnership in Learning, DOI:10.1080/13611267.2017.1364800.

• Oregon Department of Education. Characteristics of a Quality Mentor Teacher. http://www.oregon.gov/ode/schools-and

20

Domain Sources and literature

districts/grants/mentoring/Documents/characteristics_of_a_quality_mentor_teacher.pdf. Accessed 30.10.17

• Reese, J. (2016). Virtual mentoring of preservice teachers – mentors’ perceptions. Journal of Music Teacher Education. Volume: 25 issue: 3, page(s): 39-52. Article first published online: April 29, 2015; Issue published: June 1, 2016. https://doi.org/10.1177/1057083715577793

• Rocha, K. (2014). Europe’s Got Talent: Setting the Stage for New Teachers by Educative Mentoring. CEPS Journal. Vol.4. No 4

• Victorian Institute of Teaching. Australian Professional Standards for Teachers (APST). Standards at the Proficient Teacher Level. https://www.vit.vic.edu.au/registered-teacher/standards

• Victorian Institute of Teaching. Codes of Conduct and Ethics. http://www.vit.vic.edu.au/professional-responsibilities/conduct-and-ethics

• Victorian Public Sector Commission. Employment Principles and Standards. https://vpsc.vic.gov.au/ethics-behaviours-culture/employment-principles-and-standards/

21

Appendix 3 All References: Review of Literature. Mentoring Capability Framework

Australian Professional Standards for Teachers (2011). Australian Institute for Teaching and School Leadership.

https://www.aitsl.edu.au/docs/default-source/general/australian-professional-standands-for-teachers-20171006.pdf?sfvrsn=399ae83c_12

Beutel, D. and Spooner-Lane, R. (2009). Building mentoring capacities in experienced teachers. International Journal of Learning, 16(4): 351–

360.

Brown, K. (2001). Mentoring and the retention of newly qualified language teachers. Cambridge Journal of Education, 31(1): 69–88.

California County Superintendents Educational. Services Association. June 2016. Best Practice in Teacher Education Programs.

http://ccsesa.org/wp-content/uploads/2016/06/Best-Practices-in-Teacher-and-Administrator-Induction-Programs.pdf. Accessed 10.11.17

Carter, M. and Francis, R. (2001). Mentoring and beginning teachers’ workplace learning. Asia-Pacific Journal of Teacher Education, 29(3):

249–262.

Davis, S.A (2016). A Circular Council of People With Equal Ideas. The Mentoring Mosaic in a Preservice Teacher Education Program. Journal

of Music Teacher Education. Volume: 26 issue: 2, page(s): 25-38. Article first published online: February 18, 2016; Issue published: February 1,

2017. http://journals.sagepub.com.ejournals.alumni.ucl.ac.uk/doi/full/10.1177/1057083716631387

Dean, S. and Jaquith, A. (2015). Developing Effective Communities of Practice Using the National Board Certification Process

https://edpolicy.stanford.edu/sites/default/files/publications/developing-effective-communities-practice-using-national-board-certification-

process.pdf

Department of Education and Training (2017). FISO Continua of practice for school improvement.

http://www.education.vic.gov.au/school/teachers/management/improvement/Pages/FISO.aspx. Accessed 30.10.17

Department of Education and Training (2017). Practice principles for Excellence in Teaching and Learning. Draft Version 1. Accessed 12.2.18

Department of Education and Training (2017). High impact teaching strategies: Excellence in Teaching and Learning.

Department of Education and Training. Professional Learning Communities

http://www.education.vic.gov.au/school/teachers/management/improvement/Pages/proflearncommunities.aspx Accessed 13.2.18

22

Desimone, L. M., Hochberg, E. D., Porter, A. C.; Polikoff, M. S., Schwartz, R., and Johnson, L. J. (2014). Formal and informal mentoring:

Complementary, compensatory or consistent? Journal of Teacher Education. Volume: 65, Issue: 2, page(s): 88-110. Article first published

online: November 22, 2013; Issue published: March 1, 2014.

Education Council New Zealand. Guidelines for Induction and Mentoring and Mentor Teachers.

https://educationcouncil.org.nz/content/guidelines-induction-and-mentoring-and-mentor-teachers. Accessed 30.10.17

European Mentoring and Coaching Council (2015). EMCC Competence Framework V2. http://www.emccouncil.org/webimages/EU/EIA/emcc-

competence-framework-v2.pdf. Accessed 30.10.17.

Evertson, C. M. and Smithey, M. W. 2000. Mentoring effects on protégés’ classroom practice: An experimental field study. Journal of

Educational Research, 93(5): 294.

Galvez-Hjornevik, C. (1986). Mentoring among Teachers. A Review of the Literature. Journal of Teacher Education. Volume: 37, Issue: 1,

page(s): 6-11. Issue published: January 1, 1986.

Graduate to Proficient: Australian guidelines for teacher induction into the profession (2016). Australian Institute for Teaching and School

Leadership. https://www.aitsl.edu.au/tools-resources/resource/graduate-to-proficient-australian-guidelines-for-teacher-induction-into-the-

profession. Accessed 30.10.17

Hallam, P.R., Po Nien, F.C., Hite, J. M., and Hite, S. (2012). Two Contrasting Models for Mentoring as They Affect Retention of Beginning

Teachers. NASSP Bulletin 96(3) 243–278. 2012.

Hudson, P. (2013). Desirable Attributes and Practices for Mentees: Mentor Teachers’ Expectations. European Journal of Educational

Research, 2(3), 107-119.

Hunt, J.H., Powell, S., Little, M. E., and Mike, A. (2013). The Effects of E-Mentoring on Beginning Teacher Competencies and Perceptions.

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children. Volume: 36

issue: 4, page(s): 286-297. Article first published online: October 11, 2013; Issue published: November 1, 2013.

Ingersoll, R.M. and Strong, M. (2011). The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research. Review of Educational Research, v81 n2 p201-233. Iriniga-Bistolas, C., Schalock, M., Marvin, R. and Beck, L. (2007). Bridges to success: A developmental induction model for rural early career

special educators. Rural Special Education Quarterly, 26(1): 13–22.

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Jones, M and Straker, K (2006). What informs mentors' practice when working with trainees and newly qualified teachers? An investigation into

mentors' professional knowledge base, Journal of Education for Teaching, 32:2, 165-184.

Kutsyuruba B. (2012). Teacher induction and mentorship policies: The Pan-Canadian overview. International Journal of Mentoring and

Coaching in Education, 2012, Vol. 1, Issue 3, pp. 235-256.

Langdon, F. J. (2007). Beginning teacher learning and professional development: An analysis of induction programmes. Hamilton: University of

Waikato.

Long, Julie S.; McKenzie-Robblee, Sue; Schaefer, Lee; Steeves, Pam; Wnuk, Sheri; Pinnegar, Eliza; and Clandinin, D. Jean. Mentoring &

Tutoring: Partnership in Learning, v20 n1 p7-26 2012.

European Schools Net Academy. Mentoring in Schools. http://www.europeanschoolnetacademy.eu/web/mentoring-in-schools. Accessed

10.11.17

Mentoring Australia (2000). Mentoring: Benchmarks for Effective and Responsible Mentoring Programs. http://www.mentoring-

australia.org/benchmark.htm

Nasser-Abu Alhijaa, and F. & Freskob, B. (2010). Mentoring of new teachers: Correlates of activities and mentors’ attitudes. Procedia - Social

and Behavioral Sciences. Volume 2, Issue 2, 2010, Pages 2497-2500.

New York City Department for Education. (2011). Mentoring Guide for Principals. http://schools.nyc.gov/NR/rdonlyres/4C542998-96E3-45FE-

B7AC-83D38C3CD3D1/0/PrincipalsMentoringGuide20112012.pdf . Accessed 30.10.17

Nielsen, D. C., Barry, A. L. and Addison, A. B. (2006). A model of a new-teacher induction program and teacher perceptions of beneficial

components. Action in Teacher Education, 28(4): 14–24.

Nolan, A. (2017). Effective mentoring for the next generation of early childhood teachers in Victoria, Australia, Mentoring & Tutoring:

Partnership in Learning, DOI:10.1080/13611267.2017.1364800.

OECD. (2015). Teaching in Focus. Supporting New Teachers. http://www.keepeek.com/Digital-Asset-Management/oecd/education/supporting-

new-teachers_5js1p1r88lg5-en#.WlQKdahl82y. Accessed 10.11.17

Oregon Department of Education. Characteristics of a Quality Mentor Teacher. http://www.oregon.gov/ode/schools-and

districts/grants/mentoring/Documents/characteristics_of_a_quality_mentor_teacher.pdf. Accessed 30.10.17

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Paine, L. W., and Schwille, J. R. (2010). Teacher Induction in International Contexts. In J. Wang, S. Odell, & K. T. Clift (Eds.), Past, Present,

and Future Research on Teacher Induction. An Anthology for Researchers, Policy Makers, and Practitioners (pp. 31–44). Langham, Maryland:

Rowman and Littlefield Education.

Parker, M. A., Ndoye, A. and Imig, S. (2009). Keeping our teachers! Investigating mentoring practices to support and retain more novice

teachers. Mentoring & Tutoring: Partnership in Learning, 17(4): 329–341.

Piggot-Irvine, E., Aitken, H., Ritchie, J., Ferguson, P. B. and McGrath, F. (2009) Induction of newly qualified teachers in New Zealand. Asia-

Pacific Journal of Teacher Education, 37(2): 175–198.

Queensland Department of Education and Training. Every student succeeding. State Schools Strategy 2014–2018 Mentoring Beginning

Teachers program. Beginning teacher handbook. http://education.qld.gov.au/staff/development/pdfs/mbt-beginning-teacher-handbook.pdf.

Accessed 30.10.17.

Reese, J. (2015). Virtual Mentoring of Preservice Teachers Mentors’ Perceptions. Journal of Music Teacher Education. Volume: 25 issue: 3, page(s): 39-52. Article first published online: April 29, 2015; Issue published: June 1, 2016. https://doi.org/10.1177/1057083715577793 Rice, R. Paper presented at the British Educational Research Association Annual Conference, University of Warwick, 6-9 September 2006. The Theory and Practice of Mentoring in Initial Teacher Training: is there a dichotomy in the role of learning theories? University of Nottingham. Rikard, G. L. and Banville, D. (2010). Effective mentoring: Critical to the professional development of first year physical educators. Journal of

Teaching in Physical Education, 29(3): 245–261.

Rocha, K. (2014). Europe’s Got Talent: Setting the Stage for New Teachers by Educative Mentoring. CEPS Journal, Vol.4, No.4.

Sanchez, S.R., Roegman, R., and Lin Goodwin, A. (2016). The multiple roles of mentors. Review Article. Phi Delta Kappan International.

Volume: 98. Issue: 2, page(s): 66-71. Article first published online: September 26, 2016; Issue published: October 1, 2016.

Schmidt, R.A., Young, V., Cassidy, L. and Wang, H. (2017). Impact of the New Teacher Center’s New Teacher Induction Model on Teachers

and Students https://www.sri.com/work/publications/impact-new-teacher-centers-new-teacher-induction-model-teachers-and-students

Teaching School’s Council. (July 2016). UK National Standards for school based initial teacher trainer mentors.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/536891/Mentor_standards_report_Final.pdf. Accessed 10.11.17

The University of Auckland. A Guide to Mentoring (2014). https://cdn.auckland.ac.nz/assets/business/for/alumni-and-friends/womens-

mentoring-programme/MentoringGuide-final.pdf. Accessed 30.10.17.

UNESCO (2015). Teacher Policy Development Guide. http://unesdoc.unesco.org/images/0023/002352/235272e.pdf Accessed 10.11.17.

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Victorian Institute of Teaching. Australian Professional Standards for Teachers (APST). Standards at the Proficient Teacher Level. https://www.vit.vic.edu.au/registered-teacher/standards Victorian Institute of Teaching. Codes of Conduct and Ethics. http://www.vit.vic.edu.au/professional-responsibilities/conduct-and-ethics Victorian Institute of Teaching. (Feb 2018). Supporting Provisionally Registered Teachers. A guide to the (full) registration. https://www.vit.vic.edu.au/__data/assets/pdf_file/0020/15419/PRT-guide-to-full-registration-2018.pdf Accessed 13.2.18 Victorian Public Sector Commission. Employment Principles and Standards. https://vpsc.vic.gov.au/ethics-behaviours-culture/employment-principles-and-standards/

Victorian State Government. Mentor Training for Experienced Teachers. Effective Mentoring Program.

http://www.education.vic.gov.au/school/teachers/profdev/Pages/mentor.aspx. Accessed 10.11.17.

Whitaker, S. (2000). What do first year special education teachers need? Teaching Exceptional Children, 33(1): 28–37.

Young, R. W. and Cates, M. C. (2010). Listening, play, and social attraction in the mentoring of new teachers. Mentoring and Tutoring:

Partnership in Learning, 18(3): 215–231.