Learning and Teaching Scotland/New Teacher Center
Mentoring Project Report
August 2010 – May 2011
Contents
Executive Summary .............................................................................................................. 3
1.
2.
3.
4.
5.
Introduction .................................................................................................................... 7
1.1
Partnership between LTS and the NTC................................................................... 7
1.2
Mentoring research and development pilot project .................................................. 8
1.3
Evaluation aim and objectives ................................................................................. 9
1.4
Structure of the report ............................................................................................. 9
Methodology ................................................................................................................ 11
2.1
Introduction ........................................................................................................... 11
2.2
Research approach............................................................................................... 11
2.3
Sampling and data analysis .................................................................................. 12
2.4
Limitations ............................................................................................................ 14
Mentor reflections: Local Authority A Training Days and Mentor Forums ..................... 15
3.1
Training Day 1 ...................................................................................................... 15
3.2
Training Day 2 ...................................................................................................... 19
3.3
Training Day 3 ...................................................................................................... 22
3.4
Mentor Forum 1 .................................................................................................... 25
3.5
Mentor Forum 2 .................................................................................................... 28
3.6
Local Authority A mentor reflections: key findings ................................................. 31
Mentor reflections: Local Authority B Training Days ..................................................... 33
4.1
Training Day 1 ...................................................................................................... 33
4.2
Training Day 2 ...................................................................................................... 36
4.3
Training Day 3 ...................................................................................................... 39
4.4
Local Authority B mentor reflections: key findings ................................................. 43
Mentor interviews: Local Authority A ............................................................................ 44
5.1
Head teacher interviews........................................................................................ 44
5.2
Mentor interviews .................................................................................................. 48
1
5.3
6.
7.
Probationer interviews .......................................................................................... 53
Interviews: Local Authority B ........................................................................................ 58
6.1
Head teacher interviews........................................................................................ 58
6.2
Mentor interview ................................................................................................... 60
6.3
Probationer interview ............................................................................................ 63
Conclusions ................................................................................................................. 66
2
Executive Summary
1.
Introduction
Learning and Teaching Scotland (LTS) was a non-departmental public body, funded by the
Scottish Government, which was responsible for reviewing the curriculum, developing
assessment to support learning and providing national guidance and advice to the education
system on the use of information and communications technology to support learning and
teaching. The New Teacher Center (NTC) was initially established in 1998 as part of the
University of California at Santa Cruz and, in 2009, it began operating as an independent,
non-profit organisation. Through its research and development work, the NTC has
developed an international reputation for its programme of mentoring new teachers and
school principals. NTC has developed a number of tools to support the mentoring processes.
Following visits to the NTC in 2007, 2008 and 2010 of Scottish local authority officers, Head
teachers and teachers led by LTS, a working group was set up to adapt a selection of the
mentoring tools for use within the Scottish context.
In 2010-2011 LTS and the NTC worked in partnership on a mentoring research and
development pilot project. The pilot project involved two local authorities in Scotland (Local
Authority A and Local Authority B). LTS and NTC working in partnership developed a series
of mentor training sessions for Scottish teachers, head teachers and local authority staff.
The mentor training focused on the development of mentoring knowledge, understanding
and skills and the use of four adapted mentoring tools that guide and support mentoring
processes. It was anticipated that the adapted tools would be used in Scotland by teachers
and Head teachers within the context of Curriculum for Excellence.
2.
Aims and objectives
The aim of the evaluation was:
To evaluate the process of introducing the LTS/NTC mentoring approach and tools to
the mentoring of teaching professionals in two education authorities in Scotland.
The objectives of the evaluation were:


3.
To explore the use of the mentoring approach and tools by education staff; and
To investigate the perceptions of education staff of the actual and potential
impact the mentoring tools had within the context of Curriculum for Excellence.
Methodology and limitations
An exploratory approach was adopted and a range of qualitative research methods were
used for the evaluation. Qualitative methods were considered to be the most appropriate as
these allowed for in-depth data to be gathered.
In Local Authority A, mentor reflections from three training days and two mentor forums were
analysed. In Local Authority B, reflections from three training days were analysed. In total 61
reflections were analysed. To analyse the reflections, the researchers used content analysis
3
to identify themes in the data. The number of instances of each theme was then counted,
and where appropriate, sub themes identified. The researchers worked together to create,
refine and modify the codes to ensure consistency within the analysis process.
In addition, the researchers carried out in-depth interviews in two schools in Local Authority
A and one school in Local Authority B. A total of nine interviews were conducted with each
interview lasting from 20 to 40 minutes. Topic guides tailored to Head teachers, Full Release
Mentors, School Based Mentors and Probationers were developed. Verbatim transcripts
were produced and data was analysed using the content analysis process outlined above.
As the evaluation was carried out in only two local authority areas, the findings may not
necessarily illustrate the likely impact of the LTS/NTC mentoring approach in other areas.
The evaluation does, however, provide detailed evidence of and insight from the perspective
of those involved in using the new mentoring approach and tools.
4.
Key findings
Objective 1: To explore the use of the mentoring approach and tools by education
staff.
Mentors identified a number of elements which were crucial to the development of an
effective mentoring process. These included the following.





There appeared to be a need to differentiate the approach used to take into
consideration each individual probationer’s knowledge, understanding, skills,
personal and professional strengths and weaknesses. Within the Full Release
Mentor model, it was also necessary to be sensitive to the differing contexts of each
school and the wider community.
Mentors highlighted the need for an awareness of the language and forms of
communication used, both with probationers and their schools. It was important to be
sensitive to each individual situation and use diplomatic, non-threatening and nonjudgemental language to guide discussions.
The establishment of positive, open relationships and the development of trust with
probationers and senior management were viewed as crucial if the mentoring
process was to be effective.
Mentors felt it was necessary to use a facilitative approach in mentoring sessions,
where mentors guided discussions and allowed probationers the autonomy to identify
their own solutions and next steps. At times, however, mentors felt it was also
necessary to balance the facilitative nature of the role with the need to provide
instruction, particularly at the start of the relationship.
The quality and personal and professional experience of the mentor themselves was
felt to play a significant role in the development of an effective mentoring relationship.
Successful mentors appeared to be approachable, sensitive and facilitative in their
approach.
A number of points were raised in relation to the two mentoring models used in the pilot
project as outlined below.
4




Probationers working with Full Release Mentors valued the opportunity to work with
one specific mentor independent from their school and felt more able to discuss any
issues openly and seek support or advice without fear of adding to their mentor’s
workload
Full Release Mentors worked with probationers across a cluster of schools which
provided them with an overview of different strategies and practices. Several of the
mentors shared examples of good practice and resources and facilitated the
development of learning communities between probationers and other staff in
different schools.
Mentors working within the Full Release Mentor model indicated that the role could
often be isolating due to the wide geographic distances they operate across.
Opinions regarding the establishment of an online forum for mentors as a potential
solution however, were mixed. While acknowledging the potential value in terms of
providing much needed support from colleagues, some mentors felt that the online
nature of the forum would have a negative impact on the personal dimension of
mentoring and would not have the same impact as face-to-face communications.
Head teachers interviewed had limited awareness of the day-to-day mentoring role
as responsibility for working with the probationers had been devolved to the Depute
Head.
Objective 2: To investigate the perceptions of education staff of the actual and
potential impact the mentoring tools have had within the context of Curriculum for
Excellence.
A wide range of impacts from participation in the pilot project were identified. These included
the following.



Probationers had gained new knowledge and skills which had not only supported
them in improving their current practice but they felt would facilitate lifelong learning
as their career progressed. Additionally, the sense of security provided by the
differentiated mentoring process had increased their confidence, enabled them to
take risks, and provided them with opportunities for increased self-reflection and
autonomy in their learning.
The mentors also indicated that they had experienced a number of positive impacts
as a result of participating in the process. Through the training and the application of
mentoring tools and approaches with their probationers, the mentors felt they had
gained new knowledge and skills, e.g. use of mentoring language, that would
improve not only their current role as mentors but also any future roles. On a
personal level, the mentors had experienced increased confidence, been encouraged
to become more self-reflective and had revived their enthusiasm for teaching.
Head teachers, senior management teams and other teachers in participating
schools also benefited from the process. For instance, an increased range of
opportunities for professional dialogue and collaboration were noted in many schools.
In Full Release Mentor schools, the model had also resulted in a reduced workload
for the senior management team with the mentors assuming the relevant recording
and monitoring responsibilities.
5

Mentors facilitated the development of a number of learning communities between
school clusters, groups of probationers, mentors and teachers across schools. In
School Based Mentor schools, learning communities with internal staff were also
evident.
The mentors appeared to be positive about the systematic approaches and tools used and
felt they had provided structure to the planning and evidence gathering processes. In
particular, mentors were enthusiastic about the use of the Analysing Pupil Learning tool to
enhance awareness of assessment approaches, how results could be used and how pupil
learning could be used to identify next steps for individual pupils.
6
1.
Introduction
1.1
Partnership between LTS1 and the NTC
Learning and Teaching Scotland (LTS) was a non-departmental public body, funded by the
Scottish Government, which was responsible for reviewing the curriculum, developing
assessment to support learning and providing national guidance and advice to the education
system on the use of information and communications technology to support learning and
teaching. The New Teacher Center (NTC) was initially established in 1998 as part of the
University of California at Santa Cruz and, in 2009, it began operating as an independent,
non-profit organisation. Through its research and development work, the NTC has
developed an international reputation for its programme of mentoring new teachers and
school principals. NTC has developed a number of tools to support the mentoring processes.
Following visits to the NTC in 2007, 2008 and 2010 of Scottish local authority officers, Head
teachers and teachers led by LTS, a working group was set up to adapt a selection of the
mentoring tools for use within the Scottish context.
In 2010 - 2011 LTS and the NTC worked in partnership on a mentoring research and
development pilot project. The pilot project involved two local authorities in Scotland (Local
Authority A and Local Authority B). LTS and NTC working in partnership developed a series
of mentor training sessions for Scottish teachers, head teachers and local authority staff.
The mentor training focused on the development of mentoring knowledge, understanding
and skills and the use of four adapted mentoring tools that guide and support mentoring
processes. It was anticipated that the adapted tools would be used in Scotland by teachers
and Head teachers within the context of Curriculum for Excellence. The four adapted NTC
tools used during the pilot project are shown below in Table 1.
Table 1:Adapted NTC mentoring tools used in the context of Curriculum for Excellence
Tool
Collaborative Log
Selective Scripting
Seating Chart
Analysis of Pupil Learning
Description
A structured framework and protocol used to support and
systematically record evidence of mentoring conversations focusing
on the teacher’s reflections on what’s working, current focus;
challenges/ developmental needs and agreed next steps for the
teacher and mentor.
A structured framework and protocol used to focus observation and
record evidence of teacher and pupil use of language and
communication patterns during an agreed observation of a planned
learning and teaching activity.
A structured framework and protocol used to focus observation and
record evidence of teacher and pupil movement, interaction and /or
behaviour patterns through graphic representation.
A structured framework and protocol used to support the analysis of
pupil learning through preparing for assessment, sorting and
analysing evidence of learning, identifying learner needs and
differentiating next steps in learning and teaching.
1
Learning and Teaching Scotland (LTS) is now part of Education Scotland. Since the evaluation was carried out
while LTS was still in existence, the report refers to LTS and not to Education Scotland.
7
1.2
Mentoring research and development pilot project
1.2.1
Education Authority Participation
Two Scottish education authorities participated in the pilot mentoring research and
development project (Local Authority A and Local Authority B). The selection of participants
in each local authority differed because the context for the mentoring training and
implementation of mentoring processes was different. Each authority integrated this
approach and the tools within their own contexts. Local Authority A is operating a hybrid
system with Full Release Mentors, in which a group of primary school staff are seconded to
mentor groups of probationers across different primary schools, and School Based Mentors
in secondary schools. The Full Release Mentors, involved in the pilot project, each worked
with a group of between ten and twelve primary probationers clustered across the authority.
Secondary schools in Local Authority A were still operating a School Based Mentor system;
however the main focus of the pilot project for this authority was on Full Release Mentors.
Local Authority B operates a system of School Based Mentors who are responsible for
mentoring probationer teachers working in their own schools.
1.2.2
Mentor Training
Three LTS staff worked with a NTC Senior Director in tailoring three days of mentor training
for the Scottish context and implementing the training with the staff from both local
authorities. In each of the three days, explicit connection was drawn between the learning
and assessment approaches used within the mentoring process and Curriculum for
Excellence. The research-informed methodology for adult learning in CPD (Joyce and
Showers 1990, 2002) was applied throughout the three days of training with a balance of
presentation, modelling and practice. The participants were encouraged to apply their
learning in practice and share reflections at each subsequent training day. The content of the
three training days is outlined in Table 2 below.
Table 2: Content of LTS/NTC training
Training
Day
1
2
3
Content
The varied roles of a mentor, the importance of trusting relationships and the mentoring
conversation structured by the protocols and processes of the Collaborative Log tool.
Evidence gathering through observation and use of the processes and protocols of the
Selective Scripting and Seating Chart: Movement, Interaction and/or Behaviour pattern
tools to support reflection on professional practice.
The four step process and mentor conversation protocols underpinning the Analysing
Pupil Learning tool.
8
Participation in the full three training days for both local authorities is shown in Table 3
below.
Table 3: Participation in LTS/NTC Training Days
Local Authority A training participants
3 Quality Improvement Officers
8 Full Release Mentors (primary sector)
4 School Based Mentors (1 secondary and 1
primary sector)
Local Authority B training participants
3 Probation Support Officers
7 Head Teachers
6 Depute Head Teachers
4 Principal Teachers
3 Class Teachers
2 School Based Mentors
A Glow2 group was set up providing access to information, good practice and resources for
training day participants whenever they needed. The participants were also given secure
online access (password protected) to the four adapted NTC tools following each day of
training.
For the group of eight Full Release Mentors in Local Authority A, further ongoing
professional development was provided through five LTS-led mentor forums. These provided
an opportunity for the mentors to revisit key concepts and skills and to reflect on their
application in practice with their case load of up to twelve probationers.
1.3
Evaluation aim and objectives
From the outset the pilot project was evaluated in order to identify key successes and
challenges in the introduction of the LTS/NTC mentoring approaches within the Scottish
context. The aim of the evaluation was:
To evaluate the introduction of the LTS/NTC mentoring approach and tools in two
local authorities in Scotland.
The objectives of the research were:


1.4
To explore the use of the mentoring approach and tools by education staff.
To investigate the perceptions of education staff of the actual and potential
impact the mentoring tools have had within the context of Curriculum for
Excellence.
Structure of the report
The following chapters are structured as follows:
Chapter 2 presents the methodology used to carry out the evaluation.
2
Glow is the Scottish Schools’ Intranet. Glow groups enable participants to communicate electronically to
share and discuss ideas and resources.
9
Chapter 3 presents the findings from the analysis of Local Authority A’s mentors’ reflections
in on their training days and mentor forums.
Chapter 4 presents the findings from the analysis of Local Authority B’s mentors’ reflections
on their training days.
Chapter 5 presents the findings from the analysis of the interviews carried out with mentors,
probationers and Head teachers in Local Authority A.
Chapter 6 presents the findings from the analysis of the interviews carried out with mentors,
probationers and Head teachers in Local Authority B.
Chapter 7 presents a set of conclusions based on the findings of the evaluation as a whole.
10
2.
Methodology
2.1
Introduction
This chapter outlines the research methods selected to undertake the evaluation. A
qualitative approach was taken and the research tools chosen to carry out the primary
research are outlined. Information about the sample selected for the evaluation is provided.
The chapter concludes with a number of limitations associated with the research methods.
2.2
Research approach
2.2.1
Selection of research approach
Primary research was carried out which can be classified as exploratory, as it collected data
about a new topic – i.e. the introduction of the LTS/NTC mentoring approach to Scotland –
where there was no existing data and where the potential findings could not be anticipated.
To evaluate the project, it was necessary to carry out qualitative research. Qualitative
research was considered an appropriate approach as it can gather in-depth, rich data on the
mentoring project. A number of different types of qualitative data gathering tools were
selected to carry out the evaluation, including content analysis of mentors’ reflections and indepth interviews with mentors, probationers and Head teachers in the two pilot local
authority areas.
2.2.2
Mentor reflections
The mentors’ reflections were prompted by open ended questions designed by LTS which
followed the training days and, for Local Authority A mentors only, the mentor forums. These
questions explored various aspects of the mentoring process from the mentors’ perspective,
for example the most significant insight gained, the significance to the work of mentoring
within the context of Curriculum for Excellence and the direct impact on self or others. For
their Full Release Mentor model, Local Authority A requested follow-up mentor forums.
2.2.3
In-depth interviews
In-depth interviews were utilised as they can be used in a wide variety of situations to gather
rich data from participants. A relatively informal approach to the in-depth interviews was
adopted, to allow an exploration of participants’ own perceptions of the project. The use of
in-depth interviews also allowed the researchers to highlight differences in opinion between
participants more clearly than would have been possible using alternative qualitative
research tools, such as focus groups. Due to the personal nature of the mentoring approach,
it was also particularly appropriate to use in-depth interviews to explore mentors’ and
probationers’ perceptions of the project. It was also considered important to gather
information from school leaders about their perceptions of the LTS/NTC mentoring approach
in order to benefit from a range of viewpoints.
11
2.3
Sampling and data analysis
2.3.1
Mentor reflections
The prompts within each set of reflections can be found in Appendix 1. Table 4 below
presents the total number of mentor reflections received, and the stages in which they were
received.
Table 4: Mentor reflections received
Local authority
Event
Date
Subject
Number of
participants
Local Authority A
Training Day
1
Mentor Forum
02/11/10
15
8
4
Mentor Forum
31/01/11
8
4
Training Day
2
Training Day
3
Training Day
1
Training Day
2
Training Day
3
03/03/11
Mentoring
process,
Cultural
Diversity &
Managing
Difficult
Conversations
Valuing
diversity,
higher order
thinking skills
& Mentoring
online
community
Mentoring and
observation
Analysing
pupil learning
Mentoring
process,
Mentoring and
observation
Analysing
pupil learning
Number of
mentor
reflections
received
11
14
5
12
7
41
12
20
10
19
8
Local Authority B
07/01/11
06/05/11
04/11/10
01/03/11 &
25/03/11
04/05/11
It was decided to analyse all of the training day mentor reflections received, to ensure that
detailed data about the process of introducing the LTS/NTC mentoring approach to Scotland
could be analysed. Reflections from the additional mentor forums in Local Authority A were
also analysed.
For the purposes of analysis, the researchers followed the definition of a ‘text’ in Krippendorp
(2004, cited in Cohen et al 2007, p.475) as ‘any written communicative materials which are
intended to be read, interpreted and understood by people other than the analysts’. The
mentors’ reflections were intended to be used to inform the ongoing development of the
mentoring project. These texts contained valuable data which could be used by the
researchers as part of the evaluation.
12
To identify themes in the qualitative data collected, the researchers used content analysis, ‘a
process by which the many words of texts are classified into much fewer categories’ (Cohen
et al 2007, p. 475). The number of instances of each theme was then counted. Where
appropriate, sub themes were also identified and counted. This approach allowed the
researchers to simplify and reduce large amounts of data into organised segments
(Silverman 2006). The codes themselves emerged from the data rather than being predetermined. The researchers worked together to create, refine and modify the codes to
ensure consistency within the analysis process.
2.3.2
In-depth interviews
The researchers aimed to carry out in-depth interviews in two schools in each education
authority which had been using the new mentoring approaches. The researchers developed
a set of criteria for the selection of schools:


Mentors with contrasting length of service as a teacher and with contrasting
perspectives on the mentoring role ; and
Probationers with contrasting qualities in relation to professional achievement of the
Standard for Full Registration.
However, it was not possible to arrange a second series of interviews in Local Authority B,
so only one set of interviews was carried out in this education authority. In total, therefore,
the researchers carried out interviews in three schools – two in Local Authority A and one in
Local Authority B. Table 5 below indicates the schools selected for interviews in both
education authorities.
Table 5: Schools selected for interviews
School
School A
School B
School C
School type
State primary
State primary
State primary
Pupil numbers
203
333
229
Teacher numbers (FTE)
12.9
17.4
14.5
Nine in-depth interviews were conducted by the researchers in both local authorities. In
order to ensure participation, the interviews were arranged in advance, taking into account
the schedules of the individuals involved. Those individuals interviewed are shown below in
Table 6.
13
Table 6: In-depth interviews
Local authority
Local Authority A
Local Authority B
School
School A
Date
27 April 2011
School B
27 April 2011
School C
2 June 2011
6 June 2011
Interviewees
Head teacher
Full Release Mentor
Probationer
Head teacher
Full Release Mentor
Probationer
Probationer
Head teacher
School Based Mentor
(Depute Head Teacher)
Each interview lasted between approximately 20 and 40 minutes, which proved to be
sufficient time for the researchers to explore the use of the NTC mentoring model in each
authority. To ensure that all relevant issues were covered, the researchers developed topic
guides tailored to Head teachers, Full Release Mentors, School Based Mentors and
probationers (see Appendix 2). Consent to digitally record all interviews was obtained from
interviewees, and verbatim transcripts of each interview were then produced for analysis
purposes.
To analyse the interview data, the researchers used a similar process to the analysis of the
mentor reflections. The qualitative data were analysed thematically and, where appropriate,
sub themes were also identified. This approach allowed the researchers to simplify and
reduce large amounts of data into organised segments (Silverman 2006). The codes
themselves emerged from the data rather than being pre-determined. The researchers
worked together to create, refine and modify the codes to ensure consistency within the
analysis process.
2.4
Limitations
The scope of the evaluation was small-scale in that it focused on only selected participants
within two education authorities in Scotland, out of a total of 32. In addition, the data
collected and analysed were qualitative in nature. As a result, the findings may not
necessarily illustrate the likely impact of the LTS/NTC mentoring approach in other areas.
The evaluation does, however, provide detailed evidence of and insight from the perspective
of those involved in using the new mentoring approach and tools. Throughout the report, the
researchers have detailed the range of opinions uncovered by the evaluation, and where
possible we have indicated where key themes emerged from the analysis, as well as
providing details of other perspectives, using exemplar quotations to illustrate the range of
opinions.
14
3.
Mentor reflections: Local Authority A Training Days and Mentor Forums
3.1
Training Day 1
3.1.1
Insights gained as a result of the mentoring role
In their reflections, the insights most commonly noted by the Local Authority A mentors, in 10
responses, related to the relationship they had with their probationers. Four of these
responses highlighted the importance of the full release approach to mentoring within Local
Authority A. For instance, all of these responses appeared to link the Full Release Mentoring
approach to a sense of trust which the mentors had succeeded in establishing with their
probationers, as expressed in the following extract.
Being a mentor outwith the school is useful in this in that we are seen by the
probationer as being independent of the school and they may feel freer to be honest.
Mentor
One of the responses highlighting the importance of the full release approach also noted that
this allowed the mentor to be more consistent in her role. This response also noted the
usefulness of the collaborative logs in structuring interaction between the mentor and the
probationer.
The Local Authority A mentors also highlighted, in three responses, that the exchange of
knowledge was part of the insight they had gained into the relationship they had with their
probationers. One mentor emphasised the two-sided nature of this professional learning
exchange, highlighting that, as well as communicating information, she had benefitted from
working with probationers who were enthusiastic and who had new approaches to learning
and teaching. Another mentor noted a related insight, which was the need for mentors to
embrace an active listening approach where the probationer feels that they can bring
something to the mentoring relationship. The importance of trust to this exchange of
knowledge between mentor and probationer, and also between probationers themselves,
was also emphasised by a third mentor.
Another insight related to the relationship between mentor and probationer, mentioned in
three responses, was the need for an individual approach to mentoring. Two of these
responses highlighted the need for mentors to tailor approaches and activities to the needs
of probationers themselves. For instance, two responses noted that probationers required
support with different aspects of learning and teaching at different points in the school year,
such as behaviour management and planning at the beginning of the year. One response
also highlighted other factors, apart from the needs of probationers, which require an
individual approach to mentoring, such as school size, staff numbers within a school and the
size of a school’s senior management team.
Mentors from Local Authority A also highlighted in two responses that they had gained
insights into the importance of the mentoring role. These responses highlighted that mentors
have an important pastoral role in supporting probationers, in addition to the professional
support which they provide.
15
As well as the relationship between mentor and probationer, Local Authority A mentors also
noted, in two responses, insights related to the impact of the mentoring process on their own
practice. One mentor highlighted that, due to her mentoring role, she had a greater
awareness of the importance of self-evaluation to her own practice. Another mentor noted
that she had realised that in the past her approach may have been too directive, however
she had moved away from this approach by using a solution-focused approach and tools
such as conversation prompts.
Local Authority A mentors also mentioned a range of other unique insights in six separate
responses. One of these responses noted that attending the mentor training had shown her
the range of mentoring approaches available, and highlighted that in the past she had been
using a narrower range of approaches to the role. Another response highlighted that the
ethos of a school can have a significant impact on probationers’ motivation and
performance. Another mentor also reflected that she was able to bring together a range of
perspectives, including those of the education authority, the school, the probationer and
parents, which she saw as having strengthened her role.
3.1.2
Significance of insights to mentoring work within Curriculum for Excellence
In the context of Curriculum for Excellence, the area most commonly mentioned by the Local
Authority A mentors, in five responses, related to opportunities for professional dialogue.
These responses highlighted that the mentoring process has allowed mentors and
probationers to discuss Curriculum for Excellence and learn from each other, as shown in
the following extract.
Mentoring allows for in depth discussions with NQT’s regarding the principles and
practice of Curriculum for Excellence to ensure that these are being used in planning,
delivery and self reflection/evaluation. Mentor
Two of these responses also noted that probationers are able to offer a constructive input to
discussions within their schools on Curriculum for Excellence, as well as being able to learn
from more experienced colleagues. In addition, two responses highlighted that probationers
have been able to share ideas with each other through the networks established as part of
the mentoring process.
The Local Authority A mentors also noted, in four responses, that the mentoring process is
important for the development of new teachers within the context of Curriculum for
Excellence. Two of these responses highlighted that being involved in mentoring allows the
probationers to model the four capacities of Curriculum for Excellence, as part of becoming
more effective teachers. Another response noted that, as a result of the insights gained
through the mentoring process, a mentor feels more able to support the implementation of
Curriculum for Excellence in different contexts.
Responses from two of the Local Authority A mentors also indicated that, within the context
of Curriculum for Excellence, the mentoring process had contributed to the development of
interdisciplinary approaches to learning and teaching. These responses highlighted that, due
to their work, the mentors are able to develop insights into approaches to Curriculum for
16
Excellence across different curriculum areas and subject departments. One final response
highlighted a similar point – that a Local Authority A mentor had been able to build up
insights into progression within Curriculum for Excellence due to her work in different primary
schools.
3.1.3
Direct impacts on mentor
The most commonly mentioned direct impact among Local Authority A mentors was a
professional impact, which was noted in 10 responses. Within this category, a total of six
responses highlighted a professional impact related to self-evaluation or self-reflection.
These responses indicated that the mentors felt that their participation in the mentoring
process had made them more aware of their own practice, as highlighted in the extract
below.
As said above, my own teaching practice will be different as a result of having been a
mentor. Self evaluation has become very important if I want to give meaningful
feedback to other teachers. Mentor
Specific aspects of the mentoring process which had led to this increased awareness of
mentors’ own practice were mentioned. The most commonly mentioned aspect, in three
responses, was working with probationers and learning from their practice, although other
responses also highlighted visits to different departments or faculties within schools and
attending mentoring training courses.
A number of other types of professional impact were also highlighted in four additional
responses from the Local Authority A mentors. Two of these responses provided more detail
on the wide range of skills which the mentoring process had allowed a mentor to develop,
including communication, ICT skills, problem solving, listening, counselling and remaining
positive. Another of these responses focused on the extent to which a mentor had developed
insights into the implementation of Curriculum for Excellence. A further additional response
noted the transferrable skills which a mentor felt she had developed, and which she would
be able to use in the classroom when her mentoring role had ended.
The Local Authority A mentors also highlighted a number of personal impacts in six
responses. These impacts also included a number of skills, including problem solving and a
stronger focus on how to interact with others. Another response explained that, for one
mentor, being involved in the mentoring process had led to a renewed sense of confidence
in her abilities. Two of these responses appeared to have interpreted a personal impact as
something which could be negative, and therefore mentioned that the mentoring process is
time consuming and can even take up some of the mentor’s own time.
3.1.4
Direct impact on others
The audience most commonly mentioned in connection with the direct impact of the
mentoring process on others was children and young people, in five responses. These
responses do not specify the nature of this direct impact, but appear to indicate that the
mentors feel that their work does have an impact on learners, as shown in the extract below.
17
Through the impact of mentoring and team teaching with the probationers, the
children should benefit directly from our input. Mentor
Another audience which mentors felt could be directly affected by the mentoring process
were their colleagues, mentioned in four responses. Again, the responses did not highlight
specific examples of how the mentoring process had had an impact. Two of these responses
mentioned work with the wider staff of the schools they were involved with as part of the
mentoring process. This impact was also characterised by one mentor as being achieved
through sharing information when returning to her substantive post for training.
Local Authority A mentors also noted a direct impact on probationers in four responses. This
direct impact was noted as being characterised by increased confidence among
probationers and an increased ability to implement ideas in the classroom in two responses.
In addition, one response noted that, due to the Full Release Mentoring model being used in
Local Authority A, probationers were now able to access a co-ordinated programme of
support in the early stages of their careers.
3.1.5
Indirect impact on others
The most common type of indirect impact on others identified by Local Authority A mentors
was achieved through different kinds of professional interaction, mentioned in nine
responses. Seven of these responses focused more on professional dialogue of various
kinds, for instance a number of mentors report sharing good practice with other staff in the
schools they are working in, not only with probationers. These responses indicated that a
mentor’s presence in a school can have a wider impact on teaching staff, as shown in the
extract below.
In my role as Full Release Mentor, I have found that in informal conversations that
members of staff often ask me to share ideas and insight into how things are being
done in other schools. Mentor
A further two responses focused on professional interaction also highlighted that it could
have an impact on probationers’ knowledge of Curriculum for Excellence. Both these
responses state that, as probationers have been exposed to Curriculum for Excellence
during their training, they are able to bring relevant insights to the schools they are now
working in, which can have a beneficial impact.
3.1.6
Key findings
Training Day 1: Key findings

The mentors’ responses indicated that there had been a wide range of impacts as a result of the
mentoring approach in Local Authority A.

An impact on the wider community within the schools where the mentors had been working
with the probationers, for instance on classroom teachers.

An impact on the probationers themselves, for instance encouragement to develop the skills
needed for lifelong learning. The impact of quality teaching on pupils, and the role of the
18
mentor in ensuring this was in place, was clearly highlighted.

Dual learning – where the mentor learns from the probationer – appeared to be a feature of
the mentoring relationships. For example, opportunities to engage in professional dialogue in
relation to Curriculum for Excellence helped to develop both the mentor and the probationer’s
understanding of the new curriculum.

A range of personal impacts on the mentors themselves, for instance reflection on their own
teaching practice through the mentoring role or an increase in confidence in their own
abilities. The mentors also highlighted that, as a result of their work observing different types
of practice in a range of schools and at a range of stages, they had been able to develop a
wider overview of learning and teaching in their cluster.

The mentors stressed the importance of the full release approach to the development of
relationships with their probationers. They emphasised that these relationships are
characterised by a sense of trust as the mentors are seen as independent, impartial and
committed to the role by their probationers.

The mentors had facilitated the creation and development of different types of learning
communities – among the probationers and between different schools. The probationer
learning communities appeared to have been used to encourage the probationers to work as
a group to solve problems. Learning communities between different schools, facilitated by the
mentors, were noted as an important means of combating a sense of isolation within
individual schools.

The mentors emphasised the importance of a differentiated approach to mentoring which is
responsive to the needs of individual probationers and the ethos of particular schools. In
relation to probationers, the mentors also appeared to be working together to identify and
respond to the support needs of the ‘cohort’ of probationers as they progressed through their
probationary year.
3.2
Training Day 2
3.2.1
Insights gained as a result of the mentoring role
The most commonly expressed insight within the reflections, mentioned in five responses,
related to the use of the observation approaches which had been communicated at the
second training day. Two of these responses identified this as the most important insight in
general. A further two responses focused on the pre-observation discussion, one of which
outlined the likely benefits of this approach on probationers’ confidence when approaching
an observation.
I felt the main, most significant insight was the clever idea of having a pre-observation
meeting, which is a great idea as it gives the probationer a chance to discuss the lesson,
pre-empt the possible problems and allow the probationers that support which I do feel
has been lacking in my support – it is the only time they haven’t felt able to discuss a big
lesson with me, or email me for advice. I think this will have a great impact on theirs and
my own practice and they will feel more comfortable with my presence in the classroom
[...]Mentor
19
One final response also identified the provision of post-observation feedback as the most
important insight, and noted that the training in this area would be useful in improving the
mentor’s practice.
A further three responses identified communication skills as the key insight they had gained
as a result of the second training day. These skills included active listening, being aware of
the language used and using the selective scripting tool to record what is said in a lesson.
In addition, three responses highlighted insights related to the impact or effectiveness of a
mentoring approach, based on research data (Joyce and Showers 1996 and 2002) shared at
the training day.
3.2.2
Significance of insights to mentoring work within Curriculum for Excellence
Six responses highlighted the significance of the second training day to the potential future
use of what they had learned and discussed. Four of these responses reflected on potential
changes to the mentors’ post-observation practice, including use of the selective scripting
tool as a basis for discussion and using meditational questions, non-judgemental responses
and suggestion stems when giving feedback. Two of these responses also discussed
potential changes to the mentors’ pre-observation practice, one of which focused on the
likely increase in a probationer’s confidence in being observed, as a result of holding a preobservation meeting. The other response made a more explicit link to Curriculum for
Excellence, as shown below.
At the moment my observations reflect the standards for full registration but CfE will also
have to be considered. In pre observation conversation CfE outcomes can be discussed
within the observed lesson and clarified. It was very helpful to see how the CfE outcomes
could be checked in the observations. Mentor
Four responses highlighted ways in which the mentors had used what they had learned or
discussed at the training day in practice. The most common way of doing this appeared to
have been setting up meetings with probationers to hold pre-observation discussions, which
was noted in three responses, as shown below.
Since this forum, I have arranged meetings with my group of probationers to discuss
their next observation. I am in the process of these meetings now and I am finding that it
is requiring the teacher to be much more focussed in their thinking when planning a
lesson. So far, these meetings have been productive [...]Mentor
3.2.3
Direct impact on mentor
The six responses from the mentors all focused on the professional impact of the second
day of training. The main professional impact appeared to be in relation to the use of the
new approaches and tools to support observation. The responses emphasised that the
mentors were either planning to make changes to their practice to use these new
approaches and tools, or had already done so. The responses indicate that the mentors felt
that this would allow them to follow a more focused approach to observation.
20
Professionally, I think these observations will be more productive and focussed. With
deeper knowledge of the lesson, I will be able to give more meaningful feedback to the
probationers [...]Mentor
Two of these responses also identified greater self-reflection on their own practice as a
direct impact of the second training day.
One additional response highlighted a mentor’s continuing use of the collaborative log, which
she now felt had been integrated into her probationer meetings. A final additional response
also noted an overall impact linked to the LTS/NTC mentoring approach – that of giving a
mentor a greater insight into learning and teaching, as shown below.
In general it makes me more analytical to the whole process of learning and teaching –
considering the real impact of all lessons and therefore raising the quality of learning and
teaching – an aim of every good teacher [...]Mentor
3.2.4
Direct impact on others
Four responses highlighted a range of direct impacts on the probationer as a result of the
second training day. These included examples of probationers planning their lessons more
carefully as a result of the pre-observation discussion, and of increased probationer
confidence in discussing concerns with other probationers.
In addition, three responses referred to a direct impact on the wider community within the
schools the mentors were working in. Two of these responses related to an impact on the
senior management teams within these schools. For instance, a mentor described a specific
example of how she had been asked to contribute to a school’s monitoring procedures, as
shown below.
After a recent HMI(e) inspection a HT asked me to help her with ideas for sharing next
steps with her teachers in the observation process. Through working with her on the
HGIOS standard and linking this to my knowledge from the course I was able to give her
some worthwhile guidance to develop some ideas. [...]Mentor
A further one response also mentioned professional dialogue with the wider staff within one
of the schools the mentor was working with, where a probationer had worked with their stage
partner to observe practice.
3.2.5
Indirect impact on others
Three responses also noted a range of indirect impacts on the wider community within the
schools the mentors were working in. Of these responses, two focused on indirect impacts
on the wider staff within schools the mentor was working with, for instance one mentor
described how she actively encouraged this kind of collaboration.
[...] In the staffrooms I am in, I encourage the sharing of resources, good practice
with everyone. Handouts for CPD have been made available to all staff if required.
From informal conversations staff would have loved to have had a Full Release
Mentor for support and development both personally and professionally. By the same
21
token, staff can share their expertise and good practice with the mentor. Life long
learning from each other. Mentor
A further one response described how information about the pre-observation meeting had
been shared with the Head teacher of one school by a mentor.
3.2.6 Key findings
Training Day 2: Key findings

The mentors reflected on a range of impacts at their second training day, including:

An impact of the LTS/NTC mentoring tools on their own practice, for instance their use of
time or on improving their observation practice;

An impact on the probationers, for instance on the quality of learning and teaching being
observed; and

An impact on the wider school community, including senior management and other
school staff.

The mentors also reflected on the observation approaches and tools which had been
communicated during their training day. They appeared to be positive towards these approaches
and tools, especially in relation to supporting learner autonomy and planning, and to be willing to
use them within their work.

The mentors again highlighted the importance of relationships to the mentoring process, including
trust and the creation of a supportive, rather than destructive, environment for learning.

Professional learning communities were again emphasised as an important form of support for
the Full Release Mentor team in Local Authority A.
3.3
Training Day 3
3.3.1
Insights gained as a result of the mentoring role
The most commonly mentioned insight in five responses related to the content of the training
day – either the approaches or specific tools which were introduced to the mentors. Three of
these responses specifically focused on the tools which had been communicated at the
training day. These responses indicated that the format of the training day had been helpful
in communicating key messages about the analysis of pupil learning, for example.
[..] It was good to be guided step by step through the APL - the preparation stage where
we watched and analysed the language used in Morag and John’s role play; the second
stage of sorting and analysing evidence of learning using the case study from the NAR. It
was particularly useful to have a case study which we could relate to and move on to
identify the learner’s needs. A significant part of the day was given over to the final
process in the APL, that of differentiating learning and teaching. I found that particularly
useful and will certainly be checking up on the work of Caroline Tomlinson and Gayle
Gregory [...]Mentor
22
Two of these responses focused on the overall approach to analysing pupil learning, and
indicated that some of the mentors had found it particularly valuable. Both these responses
suggested that probationers would find the tool to analyse pupil learning particularly
valuable, as this was an area of practice they found difficult.
Insights within three responses related to the overall LTS/NTC approach to mentoring,
perhaps reflecting the fact that these reflections focused on the third and final training
session introducing this approach. These responses reflected different elements of the
overall approach, for instance a pupil-focused approach and the importance of quality
mentoring conversations.
A further three responses specifically mentioned the timing or length of the third training day.
Two of these responses emphasised that it would have been more useful if it had been
delivered earlier in the school session. Another one response highlighted potential
advantages of the time to embed learning developed by the NTC in America, which follows a
three year mentoring cycle.
3.3.2
Significance of insights to mentoring work within Curriculum for Excellence
Eight responses mentioned potential uses of the approaches and tools for analysing pupil
learning which had been communicated at the third training day. Of these, four responses
commented on the areas of assessment and moderation, which the mentors appeared to
feel were particularly relevant within the context of Curriculum for Excellence.
I feel that this tool can work in a variety of ways. It assists in moderating, assessing and
with next steps in learning….in other words the tool is entirely geared for CfE and the
fact that teachers no longer have specific criteria with which to cling on to. This ensures
the whole lesson is being scrutinised from the beginning of the Aifl/summative
assessment criteria to the end result which highlights patterns and therefore required
next steps for each of the four groups [...]Mentor
A further two responses focused on the potential significance of the training day in relation to
differentiation, placing the individual child at the centre of the learning process. One
additional response noted the potential usefulness of the learning conversation sheets she
had been given within the context of different learning styles. A further one response
highlighted that the APL tool could be matched to individual experiences and outcomes
within Curriculum for Excellence.
One final response described an actual use of the LTS/NTC approach, specifically the
selective scripting tool, which had been useful in identifying a probationer’s lack of
preparation as a key issue during an observation.
3.3.3
Direct impact on mentor
The 12 responses all focused on the professional impact on the mentors of the LTS/NTC
mentoring approach. Six of these responses highlighted the impact of the tools and
approaches communicated during the training sessions on the mentors’ own professional
23
practice. Five responses anticipated that the LTS/NTC tools would have an impact on their
own teaching practice, for example.
Personally, I will use this tool in the classroom to gather a variety of evidence of my
pupils and plan learning accordingly. By engaging the learners themselves they will have
a voice and take responsibility for their learning [...]Mentor
A further one response emphasised that a mentor anticipated being able to function more
effectively as a mentor in general after the training she had received from LTS/NTC.
Four responses specified a professional impact related to the use of new approaches for
analysing pupil learning. Two of these responses indicated that these new approaches had
already been used in practice with probationers, with positive results, for example.
This training was by far the most important day for me. I did not feel at all vulnerable
whilst using this tool with colleagues and because I could see the true value of this, I did
get quite excited by the input. I got the impression that all the trainers felt the same
way…they too, could see how this was a most valuable resource. I enjoyed every minute
of this day and at no time lost my enthusiasm. I just wanted to get out there and trial it
out with one of my group .In fact, I have just signed off the GTCS profile info on the
meeting with my probationer using the tool and it was most positive and well received.
Mentor
A final two responses highlighted that mentors felt that they would have had a greater
opportunity to use the APL tool if the training session had been delivered earlier in the
school session.
3.3.4
Direct impact on others
The most commonly mentioned direct impact on others, mentioned in five responses, related
to children and young people. Four of these responses discussed an impact on the
differentiation of learning and teaching, which indicate a perception that the approach to
analysing pupil learning could have an important impact on children and young people, for
example.
It would definitely impact on pupils in that through the tool you would be much more able
to sample and analyse work to ensure that needs are being met more appropriately –
key feature in quality learning and teaching [...] This tool would help to give concrete
evidence and a clear picture without a great deal of work. It would also help to show
teachers that flexibility is key in groupings as children all learn at different rates and
within different subject areas – how many groups remain fixed for the whole year!!There
is nothing more demoralising for the child always in the bottom group [...]Mentor
An additional one response highlighted that developing the capacity of teachers would have
an indirect impact on children and young people.
Two responses also indicated that there would be an indirect impact on probationers as a
result of using the LTS/NTC tools. One of these responses expressed a hope that
24
probationers would find the tools of value and use them in their own practice, while the other
mentioned the APL tool more specifically and how it could be used to support differentiation.
3.3.5
Indirect impact on others
Nine responses discussed an indirect impact on the wider school community. Of these, five
responses mentioned an indirect impact on the wider school staff, for instance through
sharing what the mentors had learned in the schools they were working with. A further four
responses mentioned an indirect impact on the senior management teams of the schools the
mentors were working with. One overall comment related to impacts on the wider school
community emphasised that the apparent simplicity of the APL tool could lead to it being
shared with staff who did not understand the success criteria which underpin it.
3.3.6
Key findings
Training Day 3: Key Findings

The mentors were positive towards the APL tool and approaches which they had learned about at
their training day. They highlighted the potential impact of the tool within Curriculum for
Excellence to assist with progression, moderation and assessment. Key features of the tool
welcomed by the mentors included a clear format for recording evidence and a strong focus on
pupil learning. It appeared that the mentors felt that training in this tool earlier in the school
session would have been more helpful than receiving the training towards the end of their
secondment.

The mentors also reflected on the impact of the mentoring process, primarily on themselves as
mentors, for instance in increasing their self-reflection and awareness of their own practice.

The mentors again highlighted differentiation as a key element of the mentoring process, and
indicated that the APL tool was useful in allowing for this.
3.4
Mentor Forum 1
3.4.1
Insights gained as a result of the mentoring role
Three responses focused on the importance of differentiation in the mentoring approach in
order to provide effective support. The mentors felt the training had highlighted that each
probationer had individual strengths, weaknesses and backgrounds and this must be taken
into consideration when determining the most appropriate approach to working with them.
The different needs, including the community context each school operates within, and
expectations of each school and their senior management teams were also highlighted.
Following our recent input I have been able to reassure myself that the programme of
mentoring I am delivering is one which is entirely tailored to the needs of each
individual probationer but also allows a standardised input which incorporates a wide
variety of curricular and managerial aspects which can be amiss at these early
stages of professional development. Although each probationer is entirely unique and
carries their own strengths and areas for development, so too does each school in
their individual quest for delivering a CfE [...]Mentor
25
Two responses indicated that the emphasis placed on developing positive working
relationships and the importance of trust were welcome elements of the training and
reinforced their own professional beliefs. They discussed the need to focus on relationships
at every level if the process is to be effective and succeed.
An additional two responses focused on professional dialogue and collaboration and
communication. One mentor highlighted how she had gained an appreciation of the need to
be collaborative when working with probationers, and had encouraged a peer learning
element in their mentoring. Another mentor discussed how the training had reinforced their
appreciation of communication skills and had enabled them to develop their skills in this
area, learn how to use them more effectively with probationers, and had introduced them to
a useful communication tool, in the form of the Collaborative Log.
3.4.2
Significance of insights to mentoring work within Curriculum for Excellence
Three responses highlighted the need to approach their mentoring work with probationers
with sensitivity and a degree of diplomacy. They felt that the training had provided them with
the opportunity and skills to review the language they used with probationers; reflect on the
most appropriate approach to use with probationers either in a one-to-one situation or in a
group work situation, and with the necessary tools to carefully guide conversations with
probationers to maintain positive working relationships with them. One mentor discussed the
need to balance her encouragement of probationers in implementing Curriculum for
Excellence with an appreciation of the current level of understanding of the new curriculum
within their schools. Another response also highlighted the need to take the context of each
school into consideration when working with their probationers.
An additional three responses focused on the impact the training had on their ability to
support probationers with the implementation of Curriculum for Excellence and on their own
knowledge and awareness of the new curriculum. For example, it was highlighted that there
was often a degree of uncertainty and lack of confidence amongst probationers in terms of
implementing the curriculum, and the mentors, through careful use of language and
collaboration, were able to provide effective support in this area. Through reviewing the
necessary information in order to provide this support, they had also gained a greater
awareness of Curriculum for Excellence themselves.
Again, the fact that I am able to support the learning and teaching in the different
schools and consequently, I have a much better knowledge and understanding, not
only of the experiences and outcomes at Early, First and Second Levels, but of the
progression through the school [...]Mentor
3.4.3
Direct impact on mentor
Seven responses focused on the professional impact of the training with three of these
highlighting the impact on their communication skills in particular. Mentors felt the training
had given them a greater awareness of the language they used, including their body
language, and provided them with the skills to become more facilitative in their
26
communication with probationers. Two of these responses also focused on how effective the
Collaborative Log had been in their mentoring sessions.
I have introduced the collaborative conversation log now to all my probationers by
asking them to complete the first two boxes for their reflection of Term 2 for
discussion at our first meeting of 2011. This worked really well and we were able to
discuss and identify next steps for both teacher and mentor. I took the time to inform
my probationers and their Head Teachers of the background to this pilot. I intend
using the log with each of my probationers for part of our weekly meetings. Mentor
Three responses highlighted the impact of the training on their own practice with the mentors
welcoming the opportunity to reflect on their own professional practice. They felt they had
developed a wide range of skills which would not only be of use to them as mentors but
could also be effective for their work when they return to full-time teaching.
Two responses indicated that the skills they had developed had allowed them to develop
positive working relationships with all relevant staff within their probationer’s schools as well
as the probationers themselves. They felt it had also provided them with the opportunity to
widen their professional network and increased their confidence in working with senior
management; both of which would be of value when returning to their substantive post.
An additional response also emphasised the need for differentiation in terms of the approach
used with each probationer, if the approach is to be effective.
3.4.4
Direct impact on others
Professional dialogue and collaboration was highlighted in four responses with mentors
indicating that the training has created opportunities to share resources and relevant
information with colleagues. They also highlighted that positive relationships had been
developed at all levels with colleagues in their probationers’ schools. In addition, it appeared
that senior management had expressed an interest in learning more about the approach and
in sharing certain aspects of the mentor training with their staff.
Again, I feel the partnership between myself and the Head Teachers continues to be
enhanced – they appreciate the mentor being well planned and prepared for the term
ahead and also being well informed about current educational issues. E.g. I decided
to complete a pupil report using the new style reporting format (not necessarily the
final version) as I wanted to experience what it would be like. On seeing my example,
one Head Teacher whom I admire immensely for her dedication and professionalism,
asked if she could share it with her staff at her next staff meeting! Mentor
The opportunity to establish links with other colleagues in other schools was also
emphasised and it was felt this would have a positive impact on pupil learning. Two mentors
also felt that not only would the probationer’s skills be enhanced but their own skills in
working with children would be as well.
27
3.4.5
Indirect impact on others
Three responses indicated that there had been the opportunity to engage in professional
dialogue and collaboration with other colleagues in their probationers’ schools. There had
been increased sharing of resources and information and a willingness to share good
practice amongst all the schools in which mentors were operating. One mentor discussed
the potential opportunities for further professional dialogue and collaboration and expressed
enthusiasm for any opportunities which may arise in the future. However, another mentor
stated that while she had engaged in informal discussions with other colleagues, she was
unsure of the extent to which there had been any impact on their practice.
Two responses also focused on the need to maintain sensitivity and to work diplomatically
with probationers and their schools. They emphasised the importance of appreciating the
context within which each school operates and working flexibly to take the differences into
consideration. It was felt that the training had improved their diplomacy skills which, in turn,
had enhanced their relationships with colleagues.
Mentor Forum 1: Key findings

The mentors reflected on the key impacts of the mentoring relationship – for their probationers
and for themselves. For the probationers, key impacts appeared to be the encouragement of selfreflection and the development of the skills necessary for lifelong learning, as well as teaching
and learning strategies which would benefit pupils. The mentors themselves emphasised the dual
learning which had occurred, in which they had learned from their probationers. In addition, they
noted how their work across different schools and stages, and their insights into different types of
pedagogy, had given them a valuable overview of a range of pedagogical and organisational
strategies.

The mentors also reflected on the importance of relationships at every level to the success of the
mentoring approach. They emphasised the need for highly developed communication and
interpersonal skills to establish trust with their probationers. In addition, they stressed the need to
be open minded as a mentor.

The mentors also highlighted the need for a differentiated approach to mentoring which takes
account of the needs of individual probationers and the contexts of different schools.

The creation and development of learning communities, for instance among a mentor’s ‘cohort’ of
probationers or within a school more generally, also emerged as an effective mentoring strategy
to promote professional dialogue and collaboration.
3.5
Mentor Forum 2
3.5.1
Insights gained from mentor forum
Two responses focused on the development of their own practice, in particular, the
opportunity to reflect on and improve their higher order thinking skills, which the mentor
forum provided. The training had given them a greater awareness of their skill level in this
area and indicated the need for further revision and practical experience.
28
[...] the reference to higher order thinking made me realise how rusty I was, the need
to review and revise my knowledge was apparent. Practice is definitely required!
These meetings are invaluable – I wish they had happened last year. Mentor
Two additional responses focused on the need to differentiate the mentoring approach to
meet the needs of each probationer and school; and the opportunities for professional
dialogue and collaboration available at the mentor forum. The mentor forum allowed mentors
to share any challenges or resources with colleagues and the training had enabled the
mentor to develop communications between cluster schools. Building positive relationships
with SMT teams in each school had encouraged the sharing of resources.
3.5.2
Impact of insight on mentor
Three of the mentors indicated that this insight had influenced the mentoring approach they
used with their probationers. The tools had proven effective in guiding mentoring
conversations and the training had encouraged one of the mentors to adopt a more
facilitative approach to working with their probationer; encouraging them to identify their own
solutions. Two mentors felt their language had changed and through asking meditational
questions, for example, they had become more effective listeners in their mentoring
sessions. The training appeared to have positively impacted not only the mentors but also
the probationers.
The revisiting of the question stems also helped me to refocus some of my
discussions within mentor meetings. I found the collaborative log and the question
stems really helped develop far more quality meetings last week. For the majority of
my probationers last week we worked on a training session on “developing effective
display”. Throughout the training and at the end, each probationer and myself
developed an action plan within their context in order to help them develop more
effective and interactive display in their learning environments. All commented on the
worthwhile nature of the training and the impact it was going to have on their learning
and teaching. Mentor
Two mentors again highlighted the need to differentiate the mentoring approach in order to
best meet the needs of each probationer. They felt it was important to be aware that each
probationer was unique and therefore the support they require would vary. In order to
provide tailored support, one mentor emphasised the need to build positive relationships with
Head teachers.
3.5.3
Perceptions of engagement with online community
Three of the mentors expressed uncertainty with regards to engaging with an online
community; two of these did not seem to be clear how such a community would work in
practice, for example in terms of what it would involve and who would constitute the
membership.
Does this mean timed contact, video conferencing and planned online meetings? I
would love to say yes to this idea, but would be unsure how it would work, in that I
don’t have much time available at the moment, and rarely have a work space
29
suitable. I would have to work from home and this has problems of its own – evening
time would be best but limited peace before 8.30... With e-mail, you can respond
when you have time. Mentor
One of this group did not see the value in establishing an online community and felt that the
personal connection that was established in face-to-face communication would be lost. They
felt that they would not be able to gain the same level of insight from online interaction.
I personally am very reticent about this. In principle it is a good idea given the
geographical nature of Local Authority A and the logistics of meeting face to face.
However, being a people person and recognising this role as very much people
orientated I feel face to face contact is essential. You can tell so much more through
body language and tone of voice in a face to face meeting [...]Mentor
Two mentors saw the value in engaging with an online community however and saw it as a
valuable means of support for their mentoring role. They welcomed the opportunity to share
any issues or concerns with other mentors and participate in discussions or Glow Meets.
3.5.4
Likely professional impact of active engagement with online community
Three responses focused on the opportunities for professional dialogue and collaboration
which would be provided by engagement with an online community. In particular they
welcomed the opportunities to discuss mentoring issues with colleagues in different
authorities, to widen their professional network and to develop a national overview. The
ability to share resources with colleagues out with their own authority was also highlighted as
a benefit of the online community.
I assume an online community would have benefits – larger group of mentors over a
number of authorities, different experiences, good to see how they do things, and
always interesting to hear what is going on elsewhere. Resource sharing already
happens between Local Authority A mentors, but it would be great to share across
Scotland. [...]Mentor
However, three responses also focused on their uncertainty regarding an online community.
One mentor indicated there was a need for further clarification on the purpose of the online
community, while another felt that it could be difficult to achieve full participation in the
community as some teachers are perhaps reluctant to share with colleagues. One mentor
re-emphasised their point that the benefit of participation in an online community would be
limited as the personal connection gained through face-to-face interaction would be lost.
They indicated that effective relationships could not be developed in the same way through
an online community.
3.5.5
Likely personal impact of active engagement with online community
Three mentors focused on the impact which engagement with an online community would
have in terms of support for their role as Full Release Mentors. They indicated that as a Full
Release Mentor there were not the same opportunities to discuss challenges with other
mentors and this could lead them to feeling isolated.
30
I always benefit from talking with fellow mentors, it makes me feel less like a oneman-band, it sometimes helps me if I have a small difficulty or problem and it is
supportive to know that others have issues too. I assume an online community would
have that benefit. Resource sharing already happens, but it would be centralised.
Mentor, Local Authority A
One mentor also saw the online forum as a welcome and innovative way to improve their
own skills and knowledge. An additional response however again focused on the impersonal
nature of the online community and indicated that lack of confidence in their ICT skills had
already prevented them from sharing resources through Glow.
3.5.6
Key findings
Mentor Forum 2: Key Findings

In relation to the use of an online community to support the Full Release Mentors, opinion was
mixed. There was some uncertainty about the benefits of an online community, for instance in
relation to its impact on the ‘human dimension’ of mentoring e.g. on the quality of communication
undertaken or on relationships. In addition, there were some practical questions around
membership and the IT skills of some mentors. However, there also appeared to be some support
to the idea of an online mentor community, which it was felt could act as a support forum, a
professional development forum, provide opportunities for professional dialogue and
collaboration, and act as a catalyst for establishing wider teaching and learning communities.

The mentors also reflected on the nature of the relationships they had developed with their
probationers. They highlighted the need for balance between the facilitative and instructional
mentor roles, and stressed the importance of shared goals in the development of a trusting
relationship between mentor and probationer.

The mentors indicated that the training had impacted upon the approach used with their
probationers; for example adopting a more facilitative approach and making more use of
meditational questions.

The mentors again reflected on the need for a differentiated approach to their mentoring role, to
take account of individual needs and organisational contexts.
3.6
Local Authority A mentor reflections: key findings
The key findings from the Local Authority A mentor reflections are as follows.
Local Authority A mentor reflections: key findings

Local Authority A mentors’ reflections particularly focused on the impact for them of both the Full
Release Mentor mentoring model and the LTS/NTC mentoring approaches and tools. They
reported a range of impacts, for instance on their own practice as mentors and as teachers
including increased reflection and use of self-evaluation. They also acknowledged that, as a result
of the Full Release Mentor mentoring model, that they had developed a more strategic overview
of schools, stages and pedagogy. As well as these professional impacts, the mentors highlighted
a range of significant personal impacts, for instance on their confidence or communication skills.
Mentors also acknowledged the impact of the LTS/NTC mentoring approaches and tools on the
probationers they had worked with. The key impact on probationers appeared to be on their
31
professional practice, underpinned by an understanding among the mentors of the impact of
quality teaching on pupil learning.

The mentors also reflected on the mentoring tools and strategies they had been using. In
particular, they appeared to particularly welcome the APL tool due to its reliance on evidence, its
simplicity and its relevance to assessment and moderation within the context of CfE. The mentors
also appeared to have valued the LTS/NTC tools and approaches to observation, which they felt
were a useful aid and focus for planning.

The mentors also acknowledged the importance of positive and collaborative relationships and
the development of trust to the success of the mentoring approach. They reflected on the
personal and professional support they had been able to provide to their probationers. The
components of this role appeared to be the identification of probationer support needs and the
tailoring of support and mentoring strategies to these. The mentors also highlighted the need for
effective communication and interpersonal skills to all elements of the mentor role, for instance
probationers, Head teachers, other school staff and mentor colleagues.

The Local Authority A mentors, working within the Full Release Mentor model, appeared to have
worked more widely within the schools and clusters where their probationers were based, by
stimulating and encouraging the development of learning communities. These learning
communities were diverse, including a mentor’s group of probationers, staff within a school or
staff within a cluster and provided opportunities for professional dialogue and collaboration.

The mentors emphasised the importance of differentiating their support to the unique contexts of
each school and each probationer to the overall success of the mentoring role.
32
4.
Mentor reflections: Local Authority B Training Days
4.1
Training Day 1
4.1.1
Insights gained as a result of the mentoring role
The most frequently expressed view was in relation to the importance of the relationship
between the mentor and the probationer. Four responses highlighted the need to build trust
and to develop a collaborative approach to working with the probationer, acknowledging
each probationer as an individual with different issues and ways of working. For example,
one mentor indicated that:
It’s not a case of telling probationer how to do things, it’s helping them to arrive at
their own conclusions. Different things work for different people, so the probationer
should be viewed as the individual they are [...]Mentor
Regular and effective communication between the mentor and probationer was also viewed
as a crucial component of the mentoring process and was mentioned by three of the
respondents. Responses indicated that outcomes and methods should be clearly
communicated to the probationers and close attention should be paid to the language used
in any communication.
Three responses also highlighted that as a mentor they have played an important role in
supporting practitioners with the implementation of Curriculum for Excellence and as such it
was crucial for them, as individuals, to stay informed about the latest developments in the
curriculum as it moved forward.
How important it is for me to keep up to date with current thinking and the
implementation of Curriculum for Excellence. As a mentor you cannot simply “opt
out” of the new guidelines. You are there to support and encourage new teachers
and it is important that you try to remain positive about the changes – even if you do
find then challenging! Mentor
A further two responses reflected on the more general impact of mentoring on their own
practice including learning about different approaches and new ways of thinking.
4.1.2
Significance of insights to mentoring work within Curriculum for Excellence
Six responses focused specifically on the impact of the mentoring role on Curriculum for
Excellence within respondents’ schools. Of these responses three discussed the focus of
their mentoring role in relation to Curriculum for Excellence, highlighting specific curriculum
areas within their school where they would be able to support their probationers, how this
may change as more information about the senior phase becomes available, and how they
can support probationers to focus on providing quality learning experiences for their pupils
as illustrated by the point below:
33
CfE is about building on firm foundations, not just creating from scratch. Therefore,
probationers should benefit from the experience of mentors who can help them to
focus in on a quality learning experience for pupils, rather than spreading themselves
too far. Mentor
Another three responses commented more generally on the positive impact of supporting
their probationers/school to take the new curriculum forward, while three other respondents
focused more on what mentoring had provided them as individuals. This included additional
insight into the implementation of Curriculum for Excellence and opportunities for
professional dialogue with colleagues regarding the new curriculum.
4.1.3
Direct impact on mentor
Fourteen responses focused on the impact of the mentoring work on the mentor as an
individual with five responses focusing specifically on the professional impact experienced
by the mentor. For example, respondents indicated that as a result of participating in the
mentoring process they had gained a greater understanding of new developments and their
own teaching practice had benefited from discovering new ideas and approaches through
collaboration with colleagues as illustrated by the comment below:
The impact currently on mentors and school leaders is in terms of developing own
knowledge and awareness of developments in order to advise effectively [...]On a
professional level mentors are also benefiting from the professional discussion and
collaboration between themselves and the probationer. Mentor
In a related point, four responses focused specifically on the opportunities for professional
dialogue which the mentoring process had afforded them, particularly welcoming the chance
to support professionalism within their schools, encourage reflective practice and create
opportunities to strengthen and develop positive working relationships with colleagues. One
respondent appreciated the opportunity:
To provide informed feedback to support professionalism and encourage reflective
approaches amongst colleagues. Mentor
Three responses focused more on the personal impact for mentors, indicating that there was
some stress on the mentors to ensure that they provided the correct guidance to their
probationers who were unsure about their teaching practice in relation to Curriculum for
Excellence.
4.1.4
Direct impact on others
Nine responses were received which explored the direct impact on others including
colleagues, children and young people. Of these responses, six focused on the impact of the
mentoring process on colleagues and indicated that they felt the greatest direct impact was
that it provided colleagues with the necessary support to reflect on their teaching practice,
work through their concerns in relation to Curriculum for Excellence, and to develop
solutions which are effectively tailored to their individual circumstances. This point is
particularly illustrated by the following mentor’s view:
34
It provides a vehicle for analysis, reflection and action that will improve our core
business of teaching and learning. It is a personal development and empowerment
tool which will allow me to assist staff in thinking through their options and
formulating their own plans for growth. Mentor
Seven additional responses were received which focused on a variety of areas including
improving the depth and quality of children and young people’s education as their teachers,
through participating in the mentoring process, develop new teaching approaches and
become more familiar with the principles of the new curriculum.
4.1.5
Indirect impact on others
A total of nine responses were received which focused on the indirect impact of the
mentoring process on others and six of these focused on the opportunities for informal
professional interaction. Respondents indicated that the skills they developed as part of their
mentoring training had improved their professional interactions with the language and
approaches used in mentoring sessions filtering into their informal interactions with
colleagues, and allowing them to provide more effective support. Some of these responses
also highlighted the hope that the same would also be true for the probationers in their
professional interactions:
Staff being mentored will automatically begin to discuss successes and
developments, in terms of the curriculum, with colleagues. This then creates informal
professional dialogue and sharing of good practice among all staff. This then
develops the collaborative working ethos within the school. Mentor
Two responses focused on a more general impact on colleagues including learning more
about how other mentor trainees intend to put their new skills and knowledge into practice.
An additional three responses were received which focused on a range of different topics in
relation to mentoring. For example, two responses focused on the challenge of using this
mentoring approach in schools, particularly for those colleagues who were, perhaps, used to
operating in a top-down environment, and they believed that there should be ‘more thought
given to what is said and how it is said’ Mentor.
4.1.6
Key findings
Training Day 1: Key findings

The mentors identified a number of key elements which contributed towards the effectiveness of
the mentoring approach. These included the following:

Developing a facilitative approach to mentoring which allowed the probationers to identify
their own solutions and next steps was viewed as important to the process. This allowed
probationers to take ownership of their own professional development.

Developing trusting relationships which encouraged greater opportunities for professional
dialogue and collaboration.
35

The training had provided the mentors with a greater awareness of the language used
with probationers and an appreciation of the need to use sensitive, non-judgemental
language in mentoring conversations.

Mentors indicated that the approach used should be differentiated according to the needs
of each individual probationer and their different strengths and weaknesses.

The mentoring process appeared to have impacted not only upon the probationer but also the
mentor themselves. The training had provided them with a greater awareness of new curriculum
developments, opportunities for reflection on their own practice and new ideas to try in the
classroom.

The process had also positively impacted upon the mentor’s school and had lead to new
opportunities for collaborative working between colleagues and the development of learning
communities where ideas and resources were increasingly shared.
4.2
Training Day 2
4.2.1
Insights gained as a result of the mentoring role
Four responses indicated that the training had provided them with a greater insight into the
importance of engaging in professional dialogue and collaboration. They felt that they had
gained an appreciation of the need to more actively participate in open and honest
discussions and the value of such dialogue for professional development. Two of these
responses focused on how what they had learned would be used in their sessions with
probationers.
To encourage collaboration and work through issues/challenges together rather than
trying to “fix” these. Mentor
Two of these responses also focused on the importance of engaging in professional
dialogue with other colleagues in the school, and not only with their probationers. They
highlighted the benefits, in terms of professional development, of engaging in this type of
opportunity.
This view was also highlighted by another response with one mentor emphasising that all
school staff would require this level of support and training when new initiatives such as
Curriculum for Excellence were introduced.
Three responses focused on the new skills they had developed and how they had influenced
their mentoring sessions. In discussing some of the potential challenges faced in these
sessions, it had provided them with new ideas for how to overcome these challenges and
engage in more effective discussions with their probationers.
To remain positive, supportive and yet be able to give constructive and useful
feedback to staff in order they benefit from the information provided. I also appreciate
how difficult it can be to observe, take notes and give appropriate, constructive
feedback - these are skills for me which will continue to develop and improve with
36
every experience. As mentor it is important to allocate time to staff and have in place
planned strategies for meeting prior, during the class visit and feedback after the
event in a non threatening manner. Mentor
A joint response was received from two mentors which indicated that the training had raised
the awareness of the impact of the mentoring process. In particular, they felt that the process
benefited not only the probationer but also the mentor themselves and had lead to them
making changes to their own practice.
4.2.2
Significance of insights to mentoring work within Curriculum for Excellence
The impact on the probationers was highlighted by four responses as being a significant
element of the training. The mentors felt that the approach and the collaborative nature of
the work with probationers had provided them with the skills and understanding to cope with
the changes in education as a result of Curriculum for Excellence.
I firmly believe this will support staff through the changes which are ongoing in
Scottish education at the present time. This works well in that staff will have access
to information relating to their practice through mentoring sessions and through a
collegiate approach look at ways of improving teaching and learning within the class
and a school as a whole. Mentor
An additional three responses focused on the changes they had made to their mentoring
approach, as a result of the training, in an effort to provide their probationers with the
necessary skills to work within Curriculum for Excellence. In particular, the need for careful
consideration and thoughtful planning in the mentoring sessions, using a facilitative
approach, was emphasised as important to support staff as they move the new curriculum
forward. Two of these responses also highlighted that they had introduced a wider, more
collaborative approach to the sessions.
We have introduced peer learning visits. I would see the greatest significance as
working with staff so that they could mentor each other as they implement Curriculum
for Excellence. Mentor
In a joint response from two mentors, they highlighted that the mentoring process fits well
with Curriculum for Excellence and provided a greater clarification as probationers and
mentors moved forward with the new curriculum.
4.2.3
Direct impact on mentor
Seven responses focused on the professional impact which the training had had on them
and three of these emphasised how it had impacted upon their relationship with their
probationer. In particular the mentors felt that their training had enabled them to move away
from leading the probationer in their sessions towards a more facilitative approach where the
probationer was encouraged to identify their own solutions to challenges. The tools and
focus on the mentoring language used with probationers were seen as particularly helpful in
this regard.
37
I have enjoyed the course immensely and have been able to use many of the tools in
different aspects of my work. The effective listening strategies have been useful both
professionally and personally. I think it has allowed me to take a new approach.
Previously I felt as if I had to solve everyone’s problems. Now I see myself as more a
facilitator to help them solve their own problems. Mentor
An additional two responses highlighted that the training had impacted not only upon the
probationers but also on the mentors themselves. For example, mentors indicated that the
training would influence their future professional development as well as giving them
increased confidence in their role as a mentor. One of this group also stated that the training
they received would influence how the senior management team in their school provided
feedback and monitored progress. One other response focused on the impacts of
participating in professional dialogue and collaboration such as improvements in time
management the training had supported, the ability to more clearly identify next steps for
them as mentors and for their probationers, and the time for both to reflect on their practice.
In a joint response from two mentors, it was highlighted that the mentoring process had
allowed for positive relationships to develop between the mentors and staff which made it
easier for them to approach sensitive topics such as areas for improvement and identifying
next steps.
4.2.4
Direct impact on others
The impact on colleagues was highlighted in six responses with three of these focusing on
the need to establish effective working relationships with colleagues in order to provide a
clearer idea of what was possible and encourage the willingness to implement new ideas. It
was also felt that this relationship should be facilitative in nature with colleagues assuming
ownership of their own professional development.
Class teachers will have more ownership of the direction of their learning journey and
how this impacts on the children they teach. Mentor
Two responses indicated that having a clearer idea of what was needed allowed for more
focused lesson planning where the various aspects of learning could be incorporated. The
opportunities to involve colleagues across the school through professional dialogue and
collaboration were highlighted as beneficial for the school as a whole as it was felt this would
also encourage staff to assume a greater ownership of the learning process. One mentor
highlighted that this would in turn have an effect on pupils as teachers would be more able to
identify next steps in their learning.
A joint response from two mentors indicated that as staff were aware that the mentors had
participated in the mentoring training, they were more willing to discuss issues with them and
had greater confidence in the non-judgemental nature of the conversation.
38
4.2.5
Indirect impact on others
Three mentors indicated that they had witnessed informal and indirect impacts on other staff
in their schools. For example, other teachers had become interested in the mentoring
approach and were keen to participate or learn more about the process. There appeared to
be a greater willingness to discuss their experiences with colleagues and more positive
attitudes towards observation had been developed.
Might start to chip away at old entrenched suspicions regarding observational visits
… experienced teachers may become more open to them if they see the benefits
elsewhere. Mentor
An additional response focused on the wider impact they would like the mentoring approach
to have on the wider education community, including students and parents, in order to
encourage more collaborative relationships. A joint response also indicated that the
mentoring process had been beneficial to them when participating in staff meetings in their
schools.
4.2.6
Key findings
Training Day 2: Key findings

The mentors indicated that it had been important to adopt a more facilitative, constructive
approach to guide probationers through the process. Supporting probationers to lead their own
learning contributed to increased confidence in their ability.

The mentoring process appeared to support the probationers in conducting more independent
learning but also had a positive impact on the professional practice of the mentors themselves.
Mentors developed new skills which they felt would be beneficial in both their mentoring role with
probationers but also in work with other colleagues.

The mentor training impacted upon the wider school and created opportunities for increased
professional dialogue and collaboration between colleagues. Learning communities are being
developed with colleagues supporting each other’s professional development and sharing
information. Mentors also reported changes to colleagues’ practice and an increased use of selfevaluation.
4.3
Training Day 3
4.3.1
Insights gained as a result of the mentoring role
Four responses indicated that they had gained a greater awareness of the need to focus on
pupil learning in their mentoring sessions with probationers. In particular, mentors indicated
that they recognised the need to explore the assessment and analysis of pupil work in order
to identify next steps, both in terms of pupil learning and the probationer’s own development
as a professional. Assessing pupil learning appeared to be a difficulty with some
probationers and the mentor training allowed them to identify the type of support mentors
39
could offer in this area. Responses focused on the value of the APL tool in this process and
emphasised the benefits of using this with their probationer.
Confirmation that when assessing pupil learning it is essential to set agreed contexts,
learning intentions and success criteria to meaningfully analyse learning in relation to
experiences and outcomes. The assessment tool provides a workable format for
recording the assessment processes I have used as a mentor with my probationer.
We will discuss and use the tool to assess pupil learning and to assist in identifying
next steps in learning for pupils and to inform planning for differentiation to raise
achievement. Mentor
Three responses focused on the need to develop a differentiated approach for working with
probationers and to identify specific strategies which will best meet the needs of individual
probationers. All three responses focused on the importance of collaboration between the
mentor and probationer with two of these specifying that the relationship should be a
facilitative one, with the probationer encouraged to identify solutions independently.
A joint response from two mentors highlighted the impact of the mentor training not only on
the probationer but also on the mentor themselves, and indirectly on the pupils. As mentors,
they had gained an appreciation of the importance of trust in all relationships.
4.3.2
Significance of insights to mentoring work within Curriculum for Excellence
Three responses highlighted the value of the APL tool for assessing pupil learning and
working with probationers in the mentoring sessions. In particular, the mentors felt that the
tool provided guidance on the most appropriate times to assess pupil learning, how to
assess and how to use assessments to take learning forward. The opportunity to use pupil
learning to identify strengths and weaknesses, and support teachers in effectively
implementing Curriculum for Excellence were also identified as benefits in these responses.
The importance of preparing to use the APL tool in collaboration with probationers
using mentoring language will support the probationer to make decisions and think
about what to assess, when to assess, how to assess and what to do with the results
of the assessment. This focussed approach should support the probationer in
becoming more confident in relating planning for differentiated learning and teaching
to relate to experiences and outcomes of CfE and in particular to be able to identify
the level of attainment and expectation for learners. Mentor
An additional two responses emphasised the need for differentiation when identifying the
most appropriate mentoring approach for each probationer. The training had provided the
mentors with a greater appreciation of the need to tailor the approach to meet the needs of
individual probationers in order to develop effective solutions to any issues.
I will need to focus on the fact that my conversations are structured and planned ,
and really listen for what the probationer needs, not just applying what I would do
personally , but what works for them. Mentor
40
Two additional responses focused on the impact of training on the mentor themselves.
These responses highlighted that by working with the probationers they gained a greater
awareness of the latest curriculum developments as part of Curriculum for Excellence, and
had the opportunity to reflect more closely on their own practice and role as a mentor.
A joint response from two mentors highlighted how opportunities for professional dialogue
and collaboration with colleagues had been enhanced by the mentoring training.
Conversations were now more focused which allowed them to develop more effective
solutions to any issues.
4.3.3
Direct impact on mentor
Four responses focused on the professional impact; three of these highlighting the impact on
their own professional development and practice. The mentors felt that the training had
increased their confidence in their role as a mentor and supported them in developing new
skills and approaches to implement in their work with probationers. It had allowed them to
make more effective use out of their time working with probationers so that both parties
benefited from the exchange. One of these mentors also highlighted that in order to support
a probationer, mentors must be up-to-date with their own learning and committed to
professional development.
As I have previously indicated, it is vital that as a mentor you are knowledgeable
about current initiatives. How can you expect to support probationers and for them to
learn from you if you are unwilling to continue your own professional development?
Mentor
An additional response highlighted how the approach had allowed a mentor to be more
facilitative in her approach to mentoring her probationer and she was now supporting her to
identify her own solutions.
Two responses also discussed how the training had lead to an evaluation of the current
mentor training programme in their area. The content and direction of the mentor training
was being reviewed in order to take aspects of the NTC mentoring approach into
consideration.
A joint response from two mentors highlighted how it had improved collaboration with SMT
colleagues within their school. The training had allowed them to effectively guide any
discussions at this level and supported them in implementing new approaches and ways of
working with others.
4.3.4
Direct impact on others
Four responses highlighted the impact of the mentor training on pupil learning. Mentors felt
that by developing more effective teachers, with a greater understanding of how to assess
and use pupil work to take learning forward, this would have a positive impact on the
learning pupils received. Pupils would be more able to have their own individual needs met.
41
The impact on learners is that by encouraging probationers to use effective
assessment tools, probationers will be able to support learners in identifying their
next steps in learning. Mentor
An additional two responses focused on the impact of the training on other colleagues in
their school and highlighted that it had provided them, as teaching professionals, with a
greater awareness of the importance of language and providing support in their relationships
with other colleagues. A further response also indicated that the training would influence
future in-service training days for colleagues.
A joint response from two mentors highlighted how the training had provided them with an
appreciation of the importance of developing trust in order for effective collaborative working
to take place. It had allowed them to evaluate their own practice and improve the quality of
pupil learning.
4.3.5
Indirect impact on others
Six responses indicated that the training had an indirect impact on other colleagues in their
school as they had also gained an appreciation of how to use some of the mentoring tools,
how to assess pupil learning and use this to inform their work. Some mentors highlighted
that other colleagues had expressed an interest in learning more about the approach and
were keen to identify how the training could be used within their school. Two of these
mentors, discussed the interest of their Head teacher in particular, in working with them to
identify how they could use certain aspects of the mentor training to benefit all staff and
influence pupil learning.
I have discussed this with my Head teacher, who is keen to use the ideas around pre
and post observation discussions with all staff. Again, this would make observational
visits not merely something that has to be ticked off, but a process that truly supports
teachers and hence the children’s learning. Mentor
A joint response from two mentors indicated that the course content has been used for
collaboration with other colleagues within their school and would influence future all-staff
events.
4.3.6
Key findings
Training Day 3: Key findings

Mentors indicated that the APL tool and focus on pupil learning had provided a greater awareness
of assessment approaches and of how to use the results to identify next steps, differentiated for
each pupil. Probationers had a clearer focus on how pupil learning could be used to support
Curriculum for Excellence. It also appeared that the APL tool had been considered useful, and
was being adopted, by other colleagues.

The need to differentiate the mentoring approach to best meet the needs of individual
probationers was again highlighted as was the need to develop facilitative and collaborative
working relationships between the mentor and their probationer. Careful consideration of
language and strategy had lead to more effective and focused mentoring.
42

The mentors highlighted that although the probationers had benefited from mentoring, they had
also experienced positive professional and personal benefits. The training had encouraged them
to reflect and improve upon their practice, provided them with opportunities to gain new
knowledge and awareness of curriculum developments, and had increased their confidence in
their mentoring role.

Schools experienced greater opportunities for professional dialogue and collaboration with
mentors reporting interest in the mentoring approach from other colleagues, increased levels of
discussion and reflection amongst school staff.
4.4
Local Authority B mentor reflections: key findings
Mentor reflections: Key findings

The training provided mentors with a greater awareness of the key components of effective
mentoring which included the need to employ a facilitative rather than leading approach; the need
to use appropriate mentoring language and the need to allow probationers to take control over
their own professional development. Mentors felt that it was crucial that the approach be tailored
to match individual probationers’ own strengths and weaknesses, and to best meet their needs.

There were a number of benefits for probationers however; the mentoring process also appeared
to benefit the mentors themselves. Training supported the development of new skills and
knowledge, and through working closely with the probationers, mentors had gained an awareness
of new approaches to employ in their own practice.

The mentoring process appeared to have benefitted the wider school community in addition to the
mentor and probationer. Increased opportunities for professional dialogue and collaboration were
evident as was the sharing of information and resources amongst colleagues within the school.

The APL tool was felt to be particularly useful in supporting probationers to make more use of
pupil learning. It provided them with a greater awareness of assessment approaches and how the
results of assessments could be used to identify next steps. A smaller number of responses also
indicated that there appeared to have been an appreciation of the tool’s value among other
colleagues and school leaders.
43
5.
Mentor interviews: Local Authority A
5.1
Head teacher interviews
Head teacher A and Head teacher B are both Head teachers in primary schools in Local
Authority A.
5.1.1
Differences noticed as a result of Full Release Mentoring approach
Both Head teachers highlighted the significant impact which the Full Release Mentor
approach to probationer support had had on the probationers. For example, the
opportunities for them to share their learning and experience with each other, through
mentor-facilitated learning communities, were welcomed, as were the opportunities to learn
from the mentor’s experience working with probationers in other schools. Head teacher A
stressed the wide range of areas where the probationers received support including quality
assurance, confidence boosting and practical support when conducting tasks both within and
outside the school.
There were a range of benefits identified for the school as well. The Head teachers felt that
they had benefitted from the mentor’s experience and that there had been a significant
impact on them in terms of a reduced workload. The formal work, such as completing the
relevant paperwork involved in supporting practitioners, and the significant time required to
complete it, has become the responsibility of the mentor rather than the school, which has
removed a significant pressure on the senior management team.
A huge impact for us too. The pressure of having the profiles all ready and recording
all the meetings, organising visits and so on, that has all been lifted off our shoulders
completely and yes of course we still do observations and we still talk to them,
informally. But the formal side of it, the paper work side of it, has really almost all
been removed, which is fantastic. Previously I had worked myself worked with six
probationers a number of years ago now so I am aware of the workload that has kind
of disappeared, you know what I mean? I feel I think it has been absolutely fantastic.
The system now is really working so well. Head teacher B
5.1.2
Impacts of Full Release Mentoring approach
Head teacher B highlighted that the probationers had benefited from the more informal and
personalised approach to mentoring. She felt that the old system was perhaps a bit ‘clinical’
and while the support was helpful; those providing the support were removed from the
situation. They did not have the personal relationship with the probationers which the
mentors under the new system had developed. She felt that the ability to interact with the
probationers as individuals, in the classroom and with the pupils was a more effective means
of support.
Both Head teachers again highlighted the opportunities for professional dialogue and
collaboration which were viewed as greatly beneficial for the probationers. Head teacher A
44
felt that the system was particularly supportive as it provided the probationers with a critical
friend.
To me it’s like having a critical friend isn’t it? That you can share your concerns,
share your successes, just talk about things. [...] it is regular, it is sustained and just
having a critical friend to say, do you think I should do this or what do you think might
happen if I did that or I have got this l wee boy who is really struggling with such and
such and I’m not sure which way to go [...] Head teacher A
The benefits for others in the school in terms of professional dialogue and collaboration were
also mentioned as was the benefit of a reduced workload for senior managers. Both Head
teachers highlighted that the probationer’s collection and use of evidence had been
positively impacted by working with the Full Release Mentors. The mentors worked closely
with their probationers in that respect and provided a great deal of support with the personal
and practical aspects of completing their profiles, for example. Similarly, they provided
support for probationers when organising and planning the curriculum.
Again the support at the beginning of the year, the practical support even working out
your weekly timetables, daily plans and keeping notes and writing forward plans for
the school, she helps with all of that if they are struggling because it is a huge
learning curve right at the beginning, there is no doubt about that and there is nothing
that can make it much easier other than having somebody with experience there to
kind of talk you through it, guide you, give you examples and again she is very good
at sharing examples, sharing resources if she spots really good resources she will do
that too that’s always a bonus. Head teacher B
Head teacher B also stressed the importance of the mentor’s own years of experience as a
classroom teacher and her commitment towards keeping her knowledge of educational
developments up-to-date. This had enabled the mentor to relate to their probationer’s
experiences in the classroom, provide effective support based on their own knowledge and
experience, and help to ensure that their probationer was aware of all the latest
developments.
5.1.3
Main successes and challenges of Full Release Mentoring approach
Both Head teachers stressed the successes of the full release approach to mentoring and
highlighted a range of benefits. For example, mentors in both schools had taken the
opportunity to work closely with their probationers and identify their skills, strengths and
areas where they might require further support. This then enabled the mentors to develop
personalised support for each of their probationers. This support was regularly available to
practitioners and there was a view that the schools, in addition to the probationers, benefited
from the positive and sustained relationship with mentors.
In a related point, both Head teachers also stressed that a potential challenge could arise if
there was not the same rapport established between mentor and probationer as had
occurred in their schools. The personality of the mentor, for example, their willingness to
take time to understand each probationer’s experiences, was viewed as extremely important
to the success of the approach. Additionally, Head teacher B indicated that the mentor had
45
to be willing to work closely with the school as well as the probationer and understand the
unique situation of each establishment.
I could envisage if there was a more intense character or a less a flexible person.
There could be a wee challenge there with not meeting the school’s ‘all season’
procedures and having too many different ideas but [...] doesn’t work that way. She
very much came to find out what our policies were, how we worked and she has
worked alongside us and she does that, I know, with all her other schools too. Head
teacher B
Head teacher A highlighted that the success of the approach also depended on the
personality of the probationer. They had to be willing to share their experiences openly and
honestly, both in terms of their successes and challenges, and be prepared to accept advice
from their mentor on how to improve their practice. She highlighted that by not asking for
advice if they encountered difficulties, the probationers could indirectly have a negative
impact on their pupils.
The challenges for the probationer are again the relationship, the confidence, you
know, to know that it is okay to be struggling, to be finding things challenging to have
the good days and the dashed awful days, and to be open about that. I think that is
always the main thing that people are open about how things are going and also to
be willing to take advice. [...] Head teacher A
5.1.4
Awareness of impact of LTS/NTC mentoring approach on mentor practice
Neither Head teacher had been aware of any changes in approach, training or in the
relationships with the mentors since November 2010. Head teacher B indicated that as the
system had been running so smoothly and the mentor was so effective in her role she had
not noticed any specific differences. Head teacher A however, indicated that her lack of
awareness may have been partly the result of her not taking an opportunity to discuss the
tools with the mentor.
5.1.5
Support requirements
Both Head teachers focused on changes they would like to see in terms of the support they
received from the Local Authority, particularly in terms of information and guidance. Head
teacher A believed that although the move towards more mentoring support in schools in the
last two years had been beneficial, that authority training on certain areas e.g. Child
Protection policies, from experts working in that field had decreased, and as a result
probationers missed out. In a similar point, Head teacher B believed that, as a school, they
only received the full benefit of authority training and guidance if the probationer chose to
share it. They felt that it would be more beneficial if authority personnel recommended that
probationers share the information with others in their school.
5.1.6
Additional insights
Head teacher B provided additional information and highlighted again the importance of the
experience and quality of the mentor in the success of the Full Release Mentoring approach.
46
They highlighted that for the approach to be effective; it required someone who was willing to
develop positive relationships with all relevant parties and who worked hard to identify each
individual’s strengths, weaknesses and areas for further support.
I think the quality of the mentor is important and I have to be totally honest that I think
some probationers have a better deal, if you like, because of the quality of their
mentor, and that’s why I’ve got this little niggle at the back of my mind that I think it’s
important that good practice is shared with the full-time mentors so that they are
aware of their duties and it’s not a case of ticking the boxes and completing forms
and doing the paper work. It’s the building up the relationships, it’s the getting to
know people really well, knowing where their skills are and sharing their skills [...]
Head teacher B
She identified a number of factors which would be important in the success of the mentoring
approach including regular and effective communication, the ability to provide practical and
personal support to probationers, and for the mentor to work closely not only with the
probationer but also the school and senior managers as well.
5.1.7
Key findings
Key findings: Head teacher interviews



Both Head teachers highlighted the impact they had observed on the probationers working in their
school which they attributed to the mentoring process. They highlighted the differentiated support
which the mentors had provided to the probationers, along with the situated learning which they
had been able to facilitate. The Head teachers also reflected on the importance of the Full
Release Mentor model in Local Authority A in providing probationers with a member of staff who
had dedicated time to spend with them.
The Head teachers also stressed the importance of professionals with high quality personal and
professional skills working as mentors, particularly interpersonal and communication skills.
Particularly within the Full Release Mentor model, the Head teachers also focused on the need for
mentors to be sensitive to their position as head of the school by maintaining effective
communication with them.
The Head teachers also emphasised that the mentors had had a wider impact on their schools, in
part through reducing the workload which was formerly associated with a School Based
Mentoring model.
47
5.2
Mentor interviews
Mentors A and B were both Full Release Mentors working in Local Authority A. Both had
been seconded from primary schools.
5.2.1
Mentoring approach being used
To open the discussion, both mentors were asked to briefly describe the mentoring approach
that they had been using. Both mentors briefly mentioned aspects of the mentoring approach
format they had been using. Mentor A focused on the weekly meetings and once- or twiceweekly drop-in sessions she held with probationers, which were tailored to their specific
needs. Mentor B discussed the collaborative approach she had developed with another of
the Full Release Mentors, which involved the development of shared tools and resources.
They also chose to focus on different aspects of the approach. Mentor B appeared to have
had greater training and experience in mentoring within her substantive post, prior to the
beginning of her secondment as a Full Release Mentor, which she outlined. Mentor A
discussed the mentoring tools from the NTC which she had been using, including the
collaborative conversational log. She also highlighted that it has been important to establish
a relationship of trust with the Head teachers and probationers she is working with.
5.2.2
Changes to mentoring approach since LTS/NTC training
In their responses, both mentors highlighted that the training they had received had come at
a point when they had already been working as Full Release Mentors. As a result, they both
felt that they had had limited time to use the NTC tools within their own mentoring practice,
as illustrated in the following response.
The training has been absolutely fantastic. I just wished I had [it] at the beginning and
it’s only now beginning, I would say, now I am beginning to feel comfortable about
[...] the tools because, like everything else, practice makes better. Mentor A
In addition, in her responses Mentor B continued to emphasise that she felt the training and
use of the NTC tools had in many ways verified the mentoring practice she had developed
both in her substantive post, and in her time as a Full Release Mentor before receiving the
training. Despite these points, both mentors discussed changes they had made to their
mentoring approach since receiving the training in the NTC tools in November 2010.
Both mentors reported that the training they had received had led to changes in the
language they used with their probationers. Mentor A appeared to have moved away from
using mainly instructional language towards adopting a more facilitative approach, which
involved encouraging probationers to reflect on their practice and find solutions for
themselves. Mentor B discussed how, despite being familiar with Bloom’s Taxonomy and
effective questioning, she had still adapted her use of language considerably since receiving
the training. Initially she found this difficult as she had to think more carefully about the
language she used, which could feel “staged”.
48
Another area where both mentors reported they had made changes since receiving the
training was to their professional relationships. Mentor A described how she had made use
of the pre-observation discussion which had been part of the training she received from LTS
and the NTC. She highlighted how she had used this tool before observing her probationers’
practice, for instance by encouraging some of them to spend time observing writing lessons
delivered by others within the school. These approaches to observation, for Mentor A, had
allowed her to develop a more supportive relationship with her probationers. Mentor B drew
attention to her mentoring experience before becoming a Full Release Mentor, and noted
that she felt that the new approach to mentoring had enhanced what she felt were already
good relationships with her probationers.
Both mentors also discussed the changes they had made to the collection and use of
evidence as a result of the new mentoring approach, in particular in relation to observation.
Mentor A highlighted that the mentoring tools had allowed her to develop an approach to
observation of learning which was more clearly evidence-based, and which allowed her, and
the probationer, to focus on specific elements of learning and teaching in a collaborative
way.
[...] well again with selective script you can do that in noting how many children are
interacting, or if all children are listening or if it is just two, so it’s more evidence-based
than saying most children listened [...] but you’ve actually got the evidence there, but
again it’s not being critical [...] Mentor A
Both mentors discussed their use of the pre-observation tools and pre-observation
discussions, which they felt had led to a greater degree of professional reflection among
their probationers.
In relation to the consistency and use of the systematic approach to mentoring, Mentor B
noted that she felt that the collaborative log had allowed significant issues to be addressed in
more detail with the probationers. Mentor A reflected that the full-release approach to
mentoring had contributed to the systematic nature of the mentoring process across Local
Authority A, as it had allowed the mentors to address important issues at around the same
time of the year, for instance focusing on behaviour management and classroom
organisation in the first term.
Both mentors agreed that the training they had received from LTS/NTC had had an impact
on the quality of feedback they were able to give. Mentor A highlighted that she felt the
training had made her more aware of the type of language she used with probationers,
although she also mentioned that she felt her feedback had already been well developed, as
a result of her involvement with Assessment is for Learning. Mentor B also felt that the
training has allowed her to make her feedback more specific, although she also highlighted
that, since her secondment as a Full Release Mentor began, she had already been focused
on improving the quality of her feedback.
The mentors were also asked to outline what they felt were the key components of the
different approach to mentoring they had been using since receiving training from LTS/NTC.
Mentor A emphasised that a trusting relationship with her probationers was the most
important element of the overall mentoring approach. She also discussed the value of the
49
professional dialogue and collaboration that the mentoring approach had encouraged, in
particular the fact that, in Local Authority A, the probationers were encouraged to seek
solutions to problems from each other. Mentor A contrasted this with the situation when she
entered the teaching profession, which she described as being “thrown in at the deep end”.
Mentor B noted that she felt the Full Release Mentors had successfully integrated the
training they had received into the approaches to mentoring they had developed during their
secondments. She highlighted that the training had come too late in the school session for
her to be able to incorporate all of the new approaches and tools, which was also mentioned
by Mentor A. Nonetheless, the elements of the new approach Mentor B had been able to
integrate and had worked with most regularly were the collaborative conversation logs and
the use of probationer self-evaluation as part of observation.
5.2.3
Impact of LTS/NTC mentoring approach
The mentors were asked whether, as a result of the mentoring approach, they had noticed
any impacts on a range of areas, including learning and teaching, the probationers, the
sense of school community, their perspective on schools, policies or leadership and on any
other areas.
In relation to learning and teaching, both mentors felt that there had been an impact. Mentor
A described how mentoring probationers had led her to reflect on her own teaching practice.
It’s definitely had an impact on me because it has made me reflect in my teaching
practice, and it has been great CPD for me, because, okay, I feel I’ve shared my
expertise with them, but they are also sharing their new ideas, enthusiasm and skills [...]
with me [...] Mentor A
Mentor A also emphasised how valuable she had found it to be able to see a range of
teaching styles, some of which were very different from her own. Mentor B described how
she had been able to share good practice in learning and teaching from a range of settings,
and how this had complemented her own professional experience.
Both mentors also thought that the mentoring approach had had an impact on the
probationers they had worked with. Mentor A mentioned the examples of behaviour
management and differentiation, where she had seen probationers trying new approaches
which had been successful. As a result she felt there had been a clear impact on the
learning of the children these probationers were responsible for. Mentor B spoke more
generally about the significant shift in professional practice she had observed in probationers
from the beginning of their probationary year to the end. She also highlighted that the
mentoring approach, within the full-release model, had allowed her to bring groups of
probationers together and to allow each one to share his or her strengths with the rest of the
group.
I just feel that you have to take every probationer as an individual, and albeit you are
preparing a structure for them but everyone has to be, it has to be dealt with very
similarly to how you would treat a class of children, in that everyone has strengths,
and what I like to do is bring out the strengths and use those strengths to the benefit
of the whole group. Mentor B
50
In addition, both mentors described wider impacts on the schools they had been working
with. Mentor A noted how the wider teaching staff, as well as sharing resources with the
probationers, have been able to benefit from elements of the mentoring approach, for
instance CPD material on inclusion and behaviour management, and the skills which the
probationers have. Mentor B described how the Head teachers in some schools she had
worked with had benefitted from the insights she could bring as a result of the mentoring
approach. She also mentioned a curriculum development project in writing which four of her
probationers had been involved in, which would be shared with the whole school, and also
potentially with the authority.
Mentor A also felt that the mentoring approach, within the full-release model, had had an
impact on her perspective on schools, policies and leadership. She reflected that she now
had a greater insight into the different expectations and standards in different schools.
I mean I have had a conversation with a Head teacher worried about their probationer,
that the standard of work was maybe was not challenging enough, yet when I compare it
with the same stage at a different school it’s more actually [...] it’s [...] making them
realise, yes you have very high standards at this school but, on par with lots of other
schools it’s a way ahead [...] Mentor A
Finally, both mentors described the personal impact that the mentoring approach had given
them. Both described the leadership and management skills that they felt they had gained.
Mentor A also noted that she felt she was more able to tailor these skills to different types of
people. Mentor B also highlighted that being a mentor had made her more enthusiastic
about her profession.
I think it’s sort of, how can I put it, it’s revived my enthusiasm for teaching, for my passion
[...] I was at the stage where I was loving my mentoring and not loving my teaching quite
so much, and then when the opportunity arose that I could be a full-time mentor I went
for it big style, and I haven’t let the mentoring process down at all, because I have
worked really, really hard, and it has revived the passion in quality learning and teaching
[...] Mentor B
5.2.4
Successes and challenges of LTS/NTC mentoring approach
Mentor B reflected that the main successes of the new mentoring approach had been the
impact it has achieved on the probationers, and the successful collaboration among the
team of Full Release Mentors.
When discussing challenges, both mentors referred to the geography of the area, as both
were responsible for schools within a wide area. Mentor B also specifically mentioned the
bad weather during the winter of 2010 as having made it more difficult to carry out her role.
Each mentor also mentioned some additional challenges they had each experienced. Mentor
B emphasised the need for the model of mentoring developed in America to be tailored to
the Scottish context, in particular to the different type of students within the Scottish
education system. She also highlighted that establishing a relationship with each of the
schools she was working in had been an initial challenge, as she was sometimes perceived
51
as an outsider. Mentor A noted that differentiating the mentoring approach to each
probationer’s needs had been a challenge.
5.2.5
Support received as a mentor
Both mentors highlighted support from the wider Full Release Mentor team as having been
important. Mentor A described how the mentor team is a resource for finding solutions, for
instance as a new mentor she had found support from the team useful when planning
observations. Mentor B also described how she had found support from the mentor team
useful in using technology to develop resources. She noted that email had been a useful tool
for the mentors in sharing information.
Both mentors also mentioned having accessed support from LTS – Mentor A specifically
from the staff working on the LTS/NTC project and Mentor B more generally from the LTS
website. Mentor A also highlighted that she had been using Glow to access mentoring tools.
Another type of support mentioned by both mentors was the reading of research, as well as
wider reading of sources such as the TESS and educational resources shared by
probationers.
5.2.6
Likely future use of LTS/NTC mentoring approach
Both mentors highlighted that they would have liked to have continued as Full Release
Mentors however they felt it was unlikely that this would happen. They expressed some
uncertainty about how they would specifically use what they had learned in the future.
Mentor A highlighted that this would depend on the Head teacher in her school and Mentor B
noted that she was unsure if she would have the opportunity to be a mentor within her
school. Despite this, both mentors were clear that they could use the skills and insights they
had developed as mentors within their own schools in the future.
I have loved being a mentor. I don’t know if they are going to go back to having School
Based Mentors and if I would have the opportunity to be a mentor in my school when I
go back, but all the mentoring ideology is really based on quality learning and quality
teaching anyway, so I can use that in my classroom as a [...] teacher [...] Mentor B
Mentor A also highlighted that she felt it would be valuable for Scottish education if the
mentoring approach could be used more widely.
[...] but ideally I think every school needs a mentor just for supporting any member of
staff because I think the profession at the moment feels a bit under-valued, and pressure
with the Curriculum for Excellence and everything, and change, and I think that is really
important because I think that if you have a happy staff you have a happy school. Mentor
A
5.2.7
Additional insights
Mentor A felt that it was valuable that the mentoring approach had been recognised in the
Review of Teacher Education in Scotland, and re-emphasised its value to Scottish education
as a whole. Mentor B took the opportunity to illustrate in more detail the mentoring tools she
52
had been using with one probationer, which illustrated elements of the mentoring approach
she had been using.
5.2.8
Key findings
Key findings: Mentor interviews






The mentors appeared to be using a wide range of mentoring tools, including the CAL and the
LTS/NTC observation approaches and tools. They highlighted the need to contextualise the tools
developed in America for the Scottish context, for instance to align with the GTCS Standard for
Full Registration. As well as providing targeted CPD, the mentors also appeared to be using a mix
of directive and facilitative mentoring strategies.
An important element of the mentoring role within the Full Release Mentor model appeared to be
the development of professional learning communities of various kinds. The importance of a
learning community for the mentors themselves, in the context of a potentially isolating role, was
highlighted. In addition, the mentors appeared to have been proactive in developing learning
communities among their probationers, teachers and school clusters.
The mentors appeared to have developed a range of insights into the relationships they had
developed with their probationers. They highlighted the importance of a differentiated approach,
which took account of the needs and characteristics of their probationers – both as individuals
and as members of a cohort which has specific support needs at certain key points during the
induction year. The mentors also reiterated the importance of empathy and trust to the
development of a supportive relationship with their probationers.
The mentors reflected on the professional impact of their role as Full Release Mentors. Aspects of
this included their development of a wider perspective as a result of their work with different
probationers, schools and stages. In addition, use of the LTS/NTC approaches and tools
appeared to have resulted in a more evidence-based, structured and systematic approach to
mentoring, and the use of enhanced feedback to probationers. The mentors also highlighted that
the mentoring role had revived their enthusiasm for teaching and learning.
The mentors highlighted that the development of a positive relationship with their schools had
been fundamental to the success of their mentoring role. Once this relationship had been
established, it appeared that the mentors were offering professional advice to school leaders, and
were also at times moderating the expectations of individual schools in relation to their
probationers.
Taking on the mentoring role also appeared to have had a personal impact on the mentors, for
instance through a sense of personal satisfaction in having supported the development of their
probationers.
5.3
Probationer interviews
Probationers A and B were in their post qualifying induction year with Local Authority A. Both
were teaching in primary schools. Probationer A qualified through the one year Professional
Graduate Diploma in Education route. Probationer B qualified through the four year B.Ed
(Hons) Primary Degree route.
5.3.1
Mentoring approach being used
When describing the Full Release Mentor approach being used to support their professional
development both probationers identified the importance of the positive relationship
established with their mentor, and the mentor’s qualities which have enabled this.
53
Probationer B identified the mentor’s interest in her as an individual, both professionally and
personally, as significant to the establishment of their relationship. Probationer A noted her
mentor’s relaxed approach as important in developing a trusting relationship where she felt
comfortable to share openly. Both probationers described the level of autonomy they had
experienced as the mentors responded to their needs as individuals in varying contexts, as
shown below.
We would look very closely at what was needed to be done for myself. Probationer B
Probationer A reflected on the changes in her mentor’s approach over the year in response
to her own development. She highlighted her mentor’s shift from informative, directional
strategies to a greater use of collaborative and facilitative roles.
I think her role’s changed as the year’s gone on. Initially she would have given us a
lot more direction. But I would say that has, that has changed, she was bringing the
information to us. But then we would discuss it, so she maybe had to sort of elicit it
more, pull it out more then, whereas now it’s an open discussion I would have.
Probationer A
The use of professional dialogue in the mentoring approach was described by both
probationers, and a range of communication styles was identified, from the weekly agenda
for discussion through to the structured discussion framed by use of the Collaborative Log.
Probationer B also shared her experience of professional dialogue following her mentor’s
observation of her practice. Both probationers also shared their experiences of mentorfacilitated twilight group sessions which had included opportunities to share and discuss
practice in learning communities of probationers, mentors and other invited professionals.
Both probationers also identified mentor-led sessions where the mentors’ experience and
resources were shared, as shown below.
She brings all her personal experience in all the different things, she’s able to share
and say this has worked for me, this hasn’t worked for me, maybe you can try that.
Probationer A
Both probationers also identified the use of dedicated time as significant to the Full Release
Mentor approach.
5.3.2
Impact of Full Release Mentoring
Both probationers identified a positive impact on their professional development and growth
over the year as a result of the Full Release Mentor approach. They stated that their
professional knowledge had increased as a result of their experiences, which included
professional dialogue with, and observation of, a wide range of experienced practitioners,
including the mentor. Visits to other schools facilitated by the mentor also provided insights
into different primary school contexts and stages. Both probationers also highlighted that the
relevance of these experiences had had an impact on their professional practice.
Both probationers also suggested that the mentoring approach had supported their growth
and progression. Probationer A linked this to the Standard for Full Registration (SFR), as
54
dialogue with her mentor had highlighted the importance and relevance of the required
evidence portfolio. Probationer B also noted that dialogue within the mentoring approach
had supported continuous professional development by helping her focus on specific areas..
Probationer B also identified the significant impact of collaboration on her practice as a result
of mentor-facilitated probationer group meetings. Using these as a stimulus, two
probationers with similar primary classes in schools within a six mile radius of each other
worked closely together to plan jointly and share project ideas. Mutual learning and support
as a result of this collaborative partnership were acknowledged.
Both probationers also shared the impact of the mentoring approach on their personal
development, specifically on their confidence. Probationer B attributed this to being given the
opportunity by her mentor to present at a group twilight session. The mentoring system was
also perceived to have had a positive impact on the relationship between mentor and
probationer. Both probationers conveyed the emotional support provided by their mentor
when they faced a particular challenge or sought reassurance in their teaching. In matters
relating to sensitive issues the Full Release Mentors’ independence from the school was
also identified by both probationers as beneficial in establishing trust in their objectivity and
discretion.
5.3.3
Successes and challenges of LTS/NTC mentoring approach
Both probationers reflected positively on the ease of communication with their mentor
beyond the weekly meetings, for instance through telephone, text or e-mail. Again for both
probationers the supportive relationship with their mentor had worked well. Probationer A
reflected on the importance of this in her own relationship with the children in her class, as
shown below.
I always say to the kids that you know, there’s nothing worth worrying about, come
and speak to me please. And for me the mentoring system has been great for that.
Probationer B identified being part of a group as beneficial, especially as it had provided a
sense of security, as well as the learning provided through professional dialogue.
As indicated above, both probationers were very positive about the Full Release Mentor
system and found it difficult to identify aspects that had not worked well for them.
Probationer A identified that she would have benefitted from more support in planning the
use of her 0.3 professional development time effectively in the first few weeks of her
probationary year.
5.3.4
Wider support received as a probationer
Both probationers identified that they had received additional support from their local
authority in the form of professional development events focusing on different topics such as
child protection, games based learning and job applications and interviews. Probationer A
suggested that these events related to her day-to-day practice but at the same time but
provided an overview of the ‘bigger picture’.
55
Both probationers also stated that they had experienced a range of support within their own
school settings. Probationer A reflected on the importance of the inclusive ethos and school
leadership in the provision of this support. She acknowledged that she had not received the
same level of support during her student teacher placement, and suggested that this support
may not be experienced by all probationers, as shown below.
[...] The feeling that everybody’s learning ...and if you’ve got a question it’s never
silly. And because it relates to what the children are doing in class, nothing’s silly,
you shouldn’t ever feel that you can’t ask any questions, whereas previously I didn’t
particularly feel like that. Probationer A
Probationer B also highlighted the collegial working approach within her school. Both
probationers identified the support given by their colleagues, including stage partners, their
0.3 teacher and those with particular expertise e.g. support for learning or Glow. This
support appeared to focus on individual children and how best to respond to their needs.
Probationer A described regular meetings with a support for learning teacher, which had
focused of all children in the class. Both probationers also indicated the support available
from members of the Senior Management Team.
Probationer A also identified access to support from previously established networks
including other probationers who had also completed their teaching qualification with her.
She also indicated that, while she had not had to seek this support, she knew that she could
contact her university tutor.
5.3.5
Likely future use of learning from the NTC/LTS mentoring approach
Looking forward to their second year of employment both probationers identified their
intention to continue the practice of professional dialogue with others. Probationer A shared
her preference for ongoing mentoring support after her induction year; however at the same
time she acknowledged her own responsibility for forming relationships with others in order
to seek advice. Probationer B shared her intention to continue making use of the
Collaborative Log to support professional dialogue, preferably with others but if necessary as
a tool supporting self-reflection.
Probationer A emphasised the importance of lifelong learning throughout her career and
acknowledged that even experienced teachers are still learning. Probationer B suggested
that the increased confidence she had gained through the Full Release Mentor approach
would benefit her in her future career. She also indicated that she would remain in contact
with her mentor, who she felt was willing to provide support if necessary. In addition,
Probationer B stated that the knowledge and resources she had gained through the year
would also be useful in the future.
5.3.6
Additional insights
Probationer A identified the importance of the mentor’s personal qualities for successful
mentoring, in particular their commitment to the role. She also identified the significance of
the committed time given to probationers through the Full Release Mentor model. She also
highlighted the benefits of having a mentor who was independent of the school, including
56
their ability to: provide an external perspective; give positive feedback, which might not be
part of the school culture, and offer support with internal school relationships.
Probationer B highlighted that the Full Release Mentor model allowed the mentors to share
their wider perspective of different schools with their ‘cohort’ of probationers working as a
learning community. This community also allowed the probationers to meet a wide range of
professionals. Probationer B reflected that this collaborative working was a natural transition
from the approach she had experienced through her Scottish Teachers for a New Era B.Ed.
Degree programme.
Finally both probationers highlighted the value of professional dialogue, particularly when
faced with challenges, as shown below.
If you have a problem I think it’s really important that you’re able to sit down, sit down
with somebody. Probationer B
5.3.7
Key findings
Key findings: Probationer interviews

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The probationers reflected on the significance of the mentoring relationship to their development
as practitioners. Aspects of the relationship which they appeared to particularly value included the
mentor having dedicated time for them, the practical and emotional support the mentor had
provided, the effective communication they had had with their mentor, the trust that had been
established, and the differentiated support the mentor had been able to provide.
The probationers also reflected on their mentor’s role, including the different mentoring strategies
they had used. A mix of directive and facilitative approaches appeared to have been used by the
mentors, in response to their perceptions of the probationers’ needs. The probationers also
appeared to have valued the wider perspective that the mentors were able to offer within the Full
Release Mentor model.
The probationers highlighted their perception that the mentoring support they had received had
had an impact on their professional practice. This impact included improved teaching and learning
and greater awareness of the use of evidence to support ongoing professional development.
There also appeared to have been a personal impact on the probationers’ confidence.
The probationers also signalled their appreciation for the learning communities with the rest of the
probationer cohort which their mentors had facilitated.
The probationers also highlighted the importance of a supportive school ethos, and support from
the education authority, to their overall development as professionals.
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6.
Interviews: Local Authority B
6.1
Head teacher interviews
Head teacher C led a primary school in Local Authority B.
6.1.1
Differences noticed as a result of School Based Mentoring approach
Head teacher C noted that she had not been involved with the probationer to any significant
extent; this was the delegated responsibility of the depute head as the school’s mentor, and
therefore she had limited awareness of any differences in the school as a result of the
mentoring approach. However, she did feel that the mentor training had been of value to the
depute head who had been enthusiastic in sharing what she had learned with colleagues. In
particular, she felt that some of the information which had been shared could be of use to the
school in reviewing their monitoring procedures.
6.1.2
Impacts of the School Based Mentoring approach
Head teacher C again stressed that as mentoring was the responsibility of the depute head,
she had limited awareness of the impacts of the School Based Mentoring approach. She
indicated that although she was unsure whether colleagues had implemented any of the new
ideas, there had been discussion of the approach in staff meetings as it is common practice
in the school to share any learning from professional development opportunities. It was
again discussed that the school’s monitoring procedures would be reviewed as a result of
these discussions. In terms of the impact on the probationer, she felt that she had been on
‘quite a journey over her year in school’ and she did appear to have benefitted from learning
about new approaches from her mentor.
But I think I can see, as time has gone on, she has benefitted from the input that
she’s had. And she does, to her credit come back and try out ...new ideas, you know,
different approaches, and she does that.
6.1.3
Successes and challenges of the School Based Mentoring approach
The positive difference in the probationer’s behaviour and classroom management was
again highlighted, although it was stressed that Head teacher C was unclear of the extent to
which any differences were due to the mentoring approach as opposed to other aspects
such as gaining confidence from her time in school. Similarly, the challenges discussed
appeared to be related more to the general learning curve for probationer teachers and the
difficulties they experienced in terms of planning, classroom management and in coming to
terms with the demands of the job.
6.1.4
Awareness of impact of LTS/NTC mentoring approach on mentor practice
Head teacher C indicated that she was unsure if there had been any changes to the
mentor’s practice since the implementation of the training, as she felt that the mentor’s
practice had always been thorough and effective. The differences in the probationer’s
58
awareness and approach over the year were again noted as was the increased confidence
and maturity she had displayed in her work.
The positive relationship which the mentor had developed with the probationer was
highlighted, as was the relationship which Head teacher C had developed with the
probationer. It was felt that this relationship had supported the probationer in making
changes to her approach and identifying areas to work on herself. There appeared to be a
great deal of informal communication both between the probationer and mentor, and with
other colleagues in the school as well as opportunities to share learning from professional
development opportunities. For example, the potential influence of information the mentor
had received as part of her training to influence school monitoring procedures was again
highlighted. However, it was stressed that the school was not yet at the stage where they
would be able to undertake the review of their monitoring procedures or make any changes.
6.1.5
Support requirements
Head teacher C focused primarily on changes she felt were necessary to class contact time
for probationers. She believed that the time which probationers currently spend in
classrooms was insufficient to prepare them for the realities of teaching and indicated that
many new teachers were overwhelmed when they gained permanent positions. While
acknowledging that class contact time was being increased, Head teacher C indicated that
this time may still be inadequate and could perhaps be increased further. She felt that the
time probationers spend in class should be gradually increased to provide them with a more
realistic experience and ease them into full-time teaching.
Yes, but more so that it is built up gradually over the year rather than maybe the two
extremes. Because even, although it is going to be a half a day more this year, but I
still think there should be some sort of balance over the year. To increase it over the
year. And help, I think it would help them more so that by, you know, even, I know
they have got to have that, they have got to get their final profile in, but whether that
should be brought forward I don’t know, so that they get the whole of June. I know it’s
certainly, it’s the 3rd of June the profile goes in, but so maybe they would get the
whole of June, bring it forward.
It was also indicated that further support for the mentor in dealing with the paperwork
involved would be useful as it can be particularly time-consuming. The mentor is currently
required to complete a wide range of paperwork as part of the process including recording
and preparation materials for meetings with probationers.
6.1.6
Additional insights
Head teacher C indicated that she could see the value in the mentor training as it provided
opportunities to explore new ideas and approaches to teaching and learning. The mentor
had appeared to be enthusiastic about the training she had received and had discussed
many of the ideas with senior management and other colleagues. It was however noted that
given current time constraints experienced by the school, they had not yet had the
opportunity to implement any of the new ideas. The senior management team did intend to
review the information in the future to identify how they could put the new ideas into practice.
59
It was also noted that the NTC mentoring approach appeared to be a useful complement to
the existing mentoring training provided by the Local Authority.
6.1.6
Key findings
Key findings: Head teacher interview



The Head teacher acknowledged the professional journey which had been taken by the
probationer over the school session, for instance becoming more solution-focused and showing
greater depth in the planning of learning and teaching. Due to her lack of day to day involvement
in the mentoring process, which had been delegated to another member of staff, she was unable
to identify whether the training in the LTS/NTC approaches and tools had had an impact on this
improvement. However, she acknowledged the potential impact of the approaches and tools.
The Head teacher also highlighted the openness within the school to professional learning, for
instance would support the probationer to share their learning with other members of staff.
Additionally the Head teacher indicated that the SMT intended to explore the possibility of making
use of certain NTC tools in a review of the school’s monitoring procedures.
6.2
Mentor interview
Mentor C was a School Based Mentor within a primary school in Local Authority B. Her role
within the school was Depute Head teacher.
6.2.1
Mentoring approach being used
To open the discussion, Mentor C was asked to briefly describe the mentoring approach that
she had been using. Mentor C began by emphasising that, until she attended the training
from LTS/NTC in November 2010, her approach to mentoring had been based on the model
which has been used within Local Authority B for several years. She noted that, for her, this
model had a number of similarities to the LTS/NTC approach, for instance both approaches
included collaborative approaches to planning and recording. However, it became clear in
Mentor C’s later responses that she had made some changes to her mentoring approach
since receiving the training from LTS/NTC in November 2010.
6.2.2
Changes to mentoring approach since LTS/NTC training
The key change which Mentor C discussed in relation to her mentoring approach was in
relation to the language she used with the probationer she was responsible for. She
highlighted that she now thought more about the type of language she used with the
probationer, and felt that she was now more focused in the questions and prompts she was
using. Mentor C also felt that the tools she was now using with her probationer allowed for a
more structured discussion on learning and teaching, which the probationer could use to
inform her planning for learning and teaching. In a related point, Mentor C also highlighted
that she felt the quality of the feedback she offered had changed, becoming more focused
and more clearly linked to learning and teaching.
60
As well as this change, Mentor C also discussed a number of changes which she felt had led
to a more collaborative relationship with her probationer. She directly linked the training she
had received to this new approach.
I think it has been, it has been different. I think she has enjoyed coming on board with
something that’s different. And she has been more than willing to give it a try. I think
that’s inspired her, and then she said, I can see that it’s all falling into place now [...]
So really it is just that togetherness, and taking things forward together.
Related to this, she indicated that the mentoring approach she was now using had allowed
her to adopt a more collaborative approach to planning to collect evidence with her
probationer, for instance in planning observations.
Mentor C also described a number of other changes she felt she had made, including
changes to the way she collected and used evidence. She indicated that the tools she was
now using had allowed her to collect evidence in a more focused and structured way, which
also allowed her and her probationer to track evidence in a consistent way.
6.2.3
Impact of LTS/NTC mentoring approach
Mentor C was asked whether, as a result of the mentoring approach, she had noticed any
impacts on a range of areas, including learning and teaching, the probationer, the sense of
school community, her perspective on schools, policies or leadership or on any other areas.
Mentor C felt that the new mentoring approach had had an impact on her knowledge and
understanding of learning and teaching. By watching the probationer ‘learning from her
learning’, she felt that she had gained a greater insight into learning and teaching processes.
In addition, by focusing on the research which underpins the LTS/NTC mentoring approach,
Mentor C had increased her understanding of different learning styles, which in turn had
reinforced the importance of differentiation for her.
In addition, Mentor C discussed the impacts she had noticed on the probationer she had
been working with. She felt that, through her enthusiastic use of the mentoring tools, the
probationer had been able to confirm that much of her practice was already effective.
Working with Mentor C, the probationer had also been able to identify those areas where
more development was required, for instance ensuring participation from all pupils in her
class.
Moving on, Mentor C also discussed the potential impact which she felt the LTS/NTC
mentoring approach could have on the wider staff of her school. She explained that the
school was hoping to use the approach more widely, and that it would require more time to
integrate it.
Mentor C also emphasised that the LTS/NTC approach to mentoring had made her enjoy
taking on the role of mentor again, and led her to reflect on her mentoring practice, as shown
below.
61
Apart from giving them, me reassurances it is, it has kind of given me, it has
invigorated me again, because I have been doing this for a wee while, and, and I will
try to take on anything that’s new. But this hasn’t only just made me revisit what I am
doing. It has made me revisit why I am doing it, and, and how to do it better. I think
that’s, you know, and I feel that I am doing it in a better way. And it’s always nice to
have new approaches to things.
6.2.4
Successes and challenges of LTS/NTC mentoring approach
Mentor C emphasised that the main challenge of the LTS/NTC mentoring approach had
been remembering to use the appropriate language. This had involved her ‘holding herself
back’ on some occasions with the probationer, and considering the most appropriate way to
frame facilitative questions to support allow the probationer to develop. Mentor C identified
that the main success of the LTS/NTC mentoring approach had been in reviving her interest
in acting as a mentor. She added that, if she was acting as a Mentor in the next school
session, she would welcome the opportunity to plan using all of the new tools from the
outset.
6.2.5
Support received as a mentor
Mentor C noted that, as well as the training from LTS/NTC, she had received support from
Local Authority B in developing as a mentor, through informal visits and telephone
conversations. In addition, she had found it useful to reflect on the research evidence that
was included in the training materials.
6.2.6
Likely future use of LTS/NTC mentoring approach/tools
Mentor C emphasised that, particularly due to her management role within the school, she
felt she would be able to use aspects of what she had learned in the future, even if she was
not officially acting as a mentor. This learning included the mentoring language and skills in
observing teaching practice, and the collaborative log tool in particular, as shown below.
There is a professional dialogue inbuilt with that structure and it is identifying next
steps; what can we do, what will you do? And I really like that. And I think that is a
good way to go ahead for mentoring.
6.2.7
Key findings
Key findings: Mentor interview


The mentor highlighted the professional impact of the LTS/NTC tools – in particular their
usefulness in structuring professional dialogue and evidence gathering, in ensuring depth in
planning and for the systematic approach to learning that they promote. She also praised the
tools for the affirmation of good practice in mentoring that Local Authority B had provided. As with
the mentors in Local Authority A, she also noted that her involvement with the training had
promoted her to reflect on the purpose of teaching, which had in turn increased her enthusiasm
for the mentoring role.
The key change to the mentor’s practice as a result of the training appeared to be in relation to
her use of language and questioning to support probationer development, although she also
62
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

emphasised her use of both facilitative and directional mentoring strategies. The mentor
emphasised that the LTS/NTC approaches and tools had been used within the context of the
overall mentoring approach used in Local Authority B.
The key impact of the LTS/NTC approaches and tools on the probationer appeared to be in
prompting her to become an autonomous learner who was equipped to identify solutions to issues
she was experiencing.
Although the mentoring approaches and tools had been used within the context of mentoring a
probationer, it appeared that there was openness to considering their use more widely within the
school in the future as part of a review of monitoring procedures.
Again, the mentor emphasised the mutual learning which had been facilitated through the
mentoring relationship.
The mentor also emphasised the personal impact of the mentoring role, which had given her a
sense of satisfaction in supporting the development of the probationer.
6.3
Probationer interview
Probationer C was in her post qualifying induction year with Local Authority B. She was
teaching in a primary school. Probationer C qualified through the one year programme for
entry to teaching. The probationer’s mentor was the Depute Head Teacher within her school.
6.3.1
Mentoring approach being used
The probationer viewed the school-based approach very positively, noting that she saw her
mentor regularly due to the proximity of the probationer’s classroom and the mentor’s office.
The relationship established between the probationer and her mentor was described as very
close and honest. The probationer attributed the success of the mentoring relationship to her
mentor’s approachability and her own willingness to learn. At the same time, the probationer
also suggested that not all probationers may have such an accommodating School Based
Mentor due to time constraints.
Mentor and probationer made use of journaling for effective communication, which involved
the probationer writing in a journal and leaving it for the mentor to write a response. This
strategy facilitated effective communication when either the mentor or probationer was
unable to meet in person. The probationer also described her mentor’s use of two licensed
tools to structure discussion and feedback; firstly a tool where the mentor recorded the
probationer’s questions and the children’s responses gathered during learning and teaching
(selective scripting observation tool) and secondly a tool used for assessment purposes
(APL tool). The APL tool in particular was felt to be particularly valuable.
6.3.2
Impact of Full Release Mentoring
The probationer highlighted that the School Based Mentor approach had had an impact on
her knowledge and skills. For instance, the probationer discussed the impact on her
knowledge of assessment, as shown below.
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So it’s made me more aware, and made me focussed on what I want the children to
learn and what I’m assessing the children on rather than assessing the final product
which I think I had previously being doing.
The probationer also noted an impact on her self-evaluation skills as the result of mentoring.
In addition, the selective scripting observation tool appeared to have had an impact on the
probationer’s classroom interaction, as shown below.
It was fascinating to see how much I had actually asked the children and the
responses and who they were coming back from, so it tended to be a lot of the same
children answering the same questions.
The probationer also noted that mentoring had had a positive impact on her personal
development.
She then described how she had then adopted strategies to include more children in
answering questions, after discussion with her mentor. She also described how discussion
with her mentor around the APL tool had assisted in the identification of individual learning
needs e.g. handwriting, and the differentiation of learning and teaching. It appeared that this
had provided her with more reliable evidence of children’s achievements which in turn had
lead to an increase in confidence in managing their progression in writing. The probationer
also identified how a reflective conversation with her mentor using the APL tool had had an
impact on an individual child’s learning. Through using the tool, the probationer had modified
her view of how well the pupil had achieved a set of learning outcomes in writing.
The probationer also indicated that the mentoring approach could have an impact more
widely across the school. It appeared that, drawing on an existing ethos of collaboration
within the school, discussions had been held about the use of a modified version of the APL
tool for assessment.
6.3.3
Main successes and challenges of Full Release Mentoring approach
The probationer could not identify anything about the mentoring approach which had not
worked for her. She did however recognise that the mentoring approach had had an impact
on her professional development and relationships. She noted that after attending training
courses her mentor came back to school and asked if they should try out new strategies
together. The probationer indicated that all strategies had worked well for her. She also
highlighted that the school’s approach to implementing new strategies was to try them out
and evaluate their impact on practice before adopting them.
You have to constantly keep the training and researching because things change,
policies change, curriculum changes, so you’re constantly changing to adapt to that. I
think having that approach within a school makes all the things that are thrown at you
on a daily basis makes them easier to deal with.
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6.3.4
Support received as a probationer
In addition to mentoring support the probationer detailed support she had received from
Local Authority B and the school. The local authority support for probationers was described
as ‘extraordinary’ for a number of reasons. These included the ease of access to and
immediate response from the Probationer Support Officers and the provision of a
programme of professional development which encouraged engagement with active
learning. She also detailed the support she had received from within the school, which
helped her feel part of the school community, rather than an individual teacher. She also
acknowledged the value of the peer observations she had carried out of experienced
teachers across the school, for instance in highlighting different learning strategies.
6.3.5
Likely future use of learning from the NTC/LTS mentoring approach
The probationer described her commitment to learning more about and applying the process
of APL in her own practice. She identified the benefits of the tool including its simplicity and
relevance to Curriculum for Excellence. She also shared her intention to use self-evaluation
approaches and reflect on international good practice.
6.3.6
Additional insights
The probationer reiterated her belief in the importance of mentor qualities including a
positive attitude, commitment and the provision of support. She reflected on the
differentiated quality of mentor support provided as evidenced through discussions at
courses with other probationers.
6.3.7
Key findings
Key findings: Probationer interview

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

The probationer noted the importance of trusting relationships to the success of the mentoring
relationship. She emphasised that this relies upon the interpersonal and communication skills of
the mentor. In addition, the probationer highlighted the dual commitment to the mentoring process
which had been required.
The LTS/NTC approaches and tools appeared to have had a clear impact on the development of
the probationer’s professional practice, for instance in developing specific teaching and learning
strategies differentiated to individual pupils’ needs. The approaches and tools also appeared to
have had an impact on the probationer’s development of the skills of self-reflection.
The probationer had used a number of the LTS/NTC approaches and tools. The journaling tool
appeared to have worked well in the School Based Mentor context, where the mentor had other
responsibilities within the school. The APL tool was also considered useful within the context of
Curriculum for Excellence.
The overall ethos of the school – in promoting a culture of lifelong learning within a learning
community – appeared to have been important in the probationer’s development during the
induction year.
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Conclusions
7.
The evaluation of the mentoring research and development pilot project highlighted a
number of key points in relation to the perceptions of education staff of the mentoring
training and the different mentoring approaches used. Additionally, through consultation with
the Head teachers, mentors and probationers, it was possible to identify a range of impacts
of the mentoring approaches and tools on their probationers and the wider education
community. The following section outlines key findings from the pilot project in relation to the
research objectives.
Objective 1: To explore the use of the mentoring approach and tools by education
staff.
Mentors identified a number of elements which were crucial to the development of an
effective mentoring process. These included the following.
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There appeared to be a need to differentiate the approach used to take into
consideration each individual probationer’s knowledge, understanding, skills,
personal and professional strengths and weaknesses. Within the Full Release
Mentor model, it was also necessary to be sensitive to the differing contexts of each
school and the wider community.
Mentors highlighted the need for an awareness of the language and forms of
communication used, both with probationers and their schools. It was important to be
sensitive to each individual situation and use diplomatic, non-threatening and nonjudgemental language to guide discussions.
The establishment of positive, open relationships and the development of trust with
probationers and senior management were viewed as crucial if the mentoring
process was to be effective.
Mentors felt it was necessary to use a facilitative approach in mentoring sessions,
where mentors guided discussions and allowed probationers the autonomy to identify
their own solutions and next steps. At times, however, it was also necessary to
balance the facilitative nature of the role with the need to provide instruction,
particularly at the start of the relationship.
The quality and personal and professional experience of the mentor themselves was
felt to play a significant role in the development of an effective mentoring relationship.
Successful mentors appeared to be approachable, sensitive and facilitative in their
approach.
A number of points were raised in relation to the two mentoring models used in the pilot
project as outlined below.

Probationers working with Full Release Mentors valued the opportunity to work with
one specific mentor independent from their school and felt more able to discuss any
issues openly and seek support or advice without fear of adding to their mentor’s
workload
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

Full Release Mentors worked with probationers across a cluster of schools which
provided them with an overview of different strategies and practices. Several of the
mentors shared examples of good practice and resources and facilitated the
development of learning communities between probationers and other staff in
different schools.
Mentors working within the Full Release Mentor model indicated that the role could
often be isolating due to the wide geographic distances they operate across.
Opinions regarding the establishment of an online forum for mentors as a potential
solution however, were mixed. While acknowledging the potential value in terms of
providing much needed support from colleagues, some mentors felt that the online
nature of the forum would have a negative impact on the personal dimension of
mentoring and would not have the same impact as face-to-face communications.
Head teachers interviewed had limited awareness of the day-to-day mentoring role
as responsibility for working with the probationers had been devolved to the Depute
Head.
Some mentors indicated that it was necessary to contextualise the American tools for
the Scottish context.
Objective 2: To investigate the perceptions of education staff of the actual and
potential impact the mentoring tools have had within the context of Curriculum for
Excellence.
A wide range of impacts from participation in the pilot project were identified. These included
the following.
 Probationers had gained new knowledge and skills which had not only supported
them in improving their current practice but they felt would facilitate lifelong learning
as their career progressed. Additionally, the sense of security provided by the
differentiated mentoring process had increased their confidence, enabled them to
take risks, and provided them with opportunities for increased self-reflection and
autonomy in their learning.
 The mentors also indicated that they had experienced a number of positive impacts
as a result of participating in the process. Through the training and the application of
mentoring tools and approaches with their probationers, the mentors felt they had
gained new knowledge and skills, e.g. use of mentoring language, that would
improve not only their current role as mentors but also any future roles. On a
personal level, the mentors had experienced increased confidence, been encouraged
to become more self-reflective and had revived their enthusiasm for teaching.
 Head teachers, senior management teams and other teachers in participating
schools also benefited from the project. For instance, an increased range of
opportunities for professional dialogue and collaboration were noted in many schools.
In Full Release Mentor schools, the model had also resulted in a reduced workload
for the senior management team with the mentors assuming the relevant recording
and monitoring responsibilities.
 Mentors facilitated the development of a number of learning communities between
school clusters, groups of probationers, mentors and teachers in Full Release Mentor
schools. In School Based Mentor schools, learning communities with internal staff
were also evident.
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The mentors appeared to be positive about the systematic approaches and tools used and
felt they had provided structure to the planning and evidence gathering processes which are
required within Curriculum for Excellence. In particular, mentors were enthusiastic about the
use of the APL tool to enhance awareness of assessment approaches, how results could be
used and how pupil learning could be used to identify next steps for individual pupils.
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Appendix 1: Reflection prompts used (sample)
Reflective Prompts
1. What is the most important insight you have gained regarding your role as mentor?
2. What is its significance to you and your mentoring work within the context of Curriculum
for Excellence?
3. How does this impact directly on you? (i.e. personally, professionally)
4. How does this impact directly on others? (i.e. colleagues, children and young people)
5. How does this impact indirectly on others? (i.e. as a result of informal conversations in the
staffroom)
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Appendix 2: Interview Topic Guides
Head teachers
1. This is the second year of Local Authority A’s Full Release mentor approach to
probationer support? What differences have you noticed with this full release
mentoring approach?
2. Are you aware of any impacts this full release mentoring approach has had on:
 the probationers?
 yourself / the senior management team?
 others in the school?
 Learning and teaching? Including the quality of learning and teaching.
 Collection and use of evidence?
3. For you what have been the successes and challenges of this approach to
mentoring?
4. Since November 2010 the Full Release Mentors have been trained to use a
systematic set of tools to support each probationer as an individual – are you aware
of any changes to the mentor’s practice since implementation of this training?
Change in mentor’s approach
Change in use of mentor time
i.e. individual meetings with each probationer
systematic gathering of evidence, goal setting and follow up
Change in relationship/s
5. What other support would you like from the Local Authority / your mentor?
6. Before we finish, do you have anything else you would like to add that you think is
important?
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Mentors
1. Could you briefly describe to me what mentoring approach you are using?
2. Since receiving training from LTS/NTC in November 2010, have you made any
changes to your mentoring approach?
Changes in language used
Changes in relationships
Changes in collection and use of evidence
Changes in the consistency of use of the systematic approach to mentoring
Changes in quality of feedback given
What are the key components of this different approach?
How has this helped you to be a better mentor?
3. Have you noticed any impact on the following as a result of the mentoring approach:
Your knowledge and understanding of learning and teaching
Your judgment / definition of quality learning and teaching
Changes in probationer behaviour
Sense of school community
Your perspective on schools, policies, leadership
Any other areas i.e. personal impact
4. For you, what have been the main successes and challenges of the new mentoring
approach?
5. What support have you received in developing as a mentor?
e-mail / Glow
Reading research
Forums
Meetings
Anything else?
6. Having been trained in the LTS/NTC mentoring approach, how will you use what you
have learned in the future?
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Any support required?
7. Before we finish, do you have anything else you would like to add that you think is
important?
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Probationers
1. Could you briefly describe to me the mentoring approach being used?
What strategies does your mentor use?
What roles does your mentor take?
(Directs your learning [tells you what to do]; Facilitates your learning [helps
you problem solve and come up with your own solutions and making ideas by
supporting your own reflections]; Collaborates with you in learning [works with you as
an equal together, alternating leadership])
2. Not all Local Authorities operate a system of Full Release Mentoring; how does this
system impact on your learning and teaching?
Your knowledge and understanding of learning and teaching
Your teaching skills
Changes to your practice
Gathering and use of evidence – to support pupil learning / your own
professional development toward Standard for Full Registration
Any other areas i.e. personal impact
3. Reflecting on this Full Release Mentor approach what has worked well for you? What
has not worked well for you?
4. In addition to mentor support what other support have you received?
School – Local Authority - other
5. Having experienced this approach to mentoring how will you use what you have
learned in the future?
Any support required with next steps?
6. Before we finish, do you have anything else you would like to add that you think is
important?
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References
Cohen L, Manion L and Morrison K (2007); Research Methods in Education 6th ed.;
Abingdon: Routledge.
Silverman D (2006); Interpreting Qualitative Data 3rd ed.; London: Sage.
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