Mentoring Research is inconclusive. Some mentoring Face to face, within One-on-one When mentor applies research suggests that the mentor may the classroom the between a coaching practices, Extensive use effective coaching practices to mentee instructs mentee and a mentee practice may experimental and improve mentee practice, particularly learners or during mentor improve. qualitative performance feedback. non-instructional time research from Research suggests: various fields OR mentoring may (e.g., special Virtually (e.g., mentor influence staff education, remotely meets with retention and general the mentee and uses as well as education, and technology to observe reduce feelings of school mentee, provide isolation, psychology; in performance feedback, particularly among teacher-induction and apply beginning teachers research, mentor strategies) teachers work mentor knowledge with preservice OR and satisfaction teachers during with job may A combination of the student improve (more so and virtual teaching phase than mentee meetings (e.g., and may use knowledge and job meeting face to face coaching satisfaction) or virtually to provide practices.) performance feedback Research is and apply inconclusive but strategies) suggests that mentor and mentee convene regularly to discuss teaching practice, mentor provides emotional support to mentee.
Mentoring Extensive experimental and qualitative research from various fields (e.g., special education, general education, and school psychology; in teacher-induction research, mentor teachers work with preservice teachers during the student teaching phase and may use coaching practices.) Research is inconclusive but suggests that mentor and mentee convene regularly to discuss teaching practice, mentor provides emotional support to mentee. Research is inconclusive. Some mentoring research suggests that the mentor may use effective coaching practices to improve mentee practice, particularly performance feedback. Face to face, within the classroom the mentee instructs learners or during non-instructional time OR Virtually (e.g., mentor remotely meets with the mentee and uses technology to observe mentee, provide performance feedback, and apply strategies) OR A combination of and virtual meetings (e.g., meeting face to face or virtually to provide performance feedback and apply strategies) One-on-one between a mentee and a mentor When mentor applies coaching practices, mentee practice may improve. Research suggests: mentoring may influence staff retention and as well as reduce feelings of isolation, particularly among beginning teachers mentor knowledge and satisfaction with job may improve (more so than mentee knowledge and job satisfaction)
models_of_support_-_matric_discuss_guide-final_3.docx