Learning and Teaching Scotland/New Teacher Center
Mentoring Research Project
Executive Summary
Published October 2012
Introduction
In 2010-2011 Education Scotland (formerly Learning and Teaching Scotland)
explored the use of mentoring approaches and tools in selected local authorities in
Scotland. The project involved working with the New Teacher Center (NTC), Santa
Cruz, to select appropriate mentoring tools from a range developed by the NTC
which were then adapted for the Scottish context. Two local authorities (Local
Authority A and Local Authority B) were chosen by a joint working group to trial the
tools with their probationer teachers and a series of mentor training sessions for
participating teachers, head teachers and local authority staff were developed which
focused on the development of mentoring knowledge, understanding and skills, as
well as the use of the selected tools.
The main aim of the evaluation was to explore the use of the mentoring approach
and tools by education staff in the two authorities and also to investigate the
perceptions of staff regarding the actual and potential impact of the mentoring tools
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. 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. As the
data was qualitative in nature researchers used a systematic process of content
analysis to organise it into codes and categories.
Additionally, researchers carried out in-depth interviews in two schools in Local
Authority A and one school in Local Authority B with mentors, probationers and head
teachers. A total of nine interviews were conducted with each interview lasting from
20 to 40 minutes.
As the evaluation was carried out in only two local authority areas, the findings may
not necessarily illustrate the likely impact of the 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.
Key findings
Overall mentoring process

There appeared to be a need to differentiate the mentoring approach used to
take into consideration each individual probationer’s knowledge, understanding,
skills, strengths and weaknesses.

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 non-judgemental 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 they 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.
Project participation

Probationers gained new knowledge and skills which had not only supported
them in improving their current practice but which they felt would facilitate lifelong
learning as their career progressed. Additionally, the sense of security provided
by the personalised mentoring process had increased their confidence, enabled
them to take risks, and provided them with opportunities for increased selfreflection 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, increased enthusiasm for teaching and had been encouraged to
become more self-reflective in their own practice.

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.

Mentors facilitated the development of a number of learning communities
between school clusters, groups of probationers, mentors and teachers across
schools.

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 a 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.