Mentoring relationships honour the strengths and attributes of both new and experienced educators. As outlined in Section 3 – Effective Program Implementation, multiple models of mentorship provide a web of personalized support for beginning teachers and directly align with the key goals of NTIP.
Regardless of the mentoring model, one of the most powerful things mentors can do is help their colleagues hold up a mirror to their practice and in this mirror see all their strengths and attributes, not just the flaws and challenges of what isn’t working. Through this deprivatization of practice, the quiet victories and moments of beauty that teaching provides can be surfaced, elevated and celebrated. This is authentic learner-driven collaborative professionalism.
The acrostic below outlines the fundamental aspects essential to any mentoring relationship. For the success of any relationship it is essential for all parties to have voluntarily chosen to engage in mentorship.