Teacher, journalist and experienced mentor Haili Hughes explains why mentoring is important at all career stages – with benefits for the mentee, mentor, and students. 

Mentoring matters. It can be instrumental in winning the battle with teacher retention that we have been fighting in this country for the last decade, as the support that a mentor can offer to an early career teacher is invaluable. With the nationwide roll out of the Department for Education’s ‘Early Career Framework’ in September 2021, it seems that the government have finally realised this, as for the first time in my 15-year teaching career, the importance of mentoring is being recognised and celebrated. Millions of pounds have been earmarked for mentor training and their skills and expertise will be rewarded with many national qualifications that are being launched up and down the UK.

However, mentoring is not just a great support to teachers who are at the start of their career; it also benefits those who have been in the profession for a while longer – I know because I was one of them. Six years ago, I was not far off a decade into my career and after reaching a leadership position in a school, I realised that I wasn’t happy. I felt adrift. There was no support from anyone above me in the capacity I needed; of course, they helped me to fulfil school and department priorities but I missed the nurturing and guiding voice from an expert colleague that I so desperately craved to choose my next steps. 

Not just for early career teachers

No matter what stage of your career you are at, being mentored can have fantastic results and can re-vitalise and re-energise your focus. Research from Hargreaves (2005) asserted that mid-career teachers who have been in the classroom for between 8 and 15 years can be more comfortable in their jobs, yet “still enthusiastic and flexible enough to respond to change in a broadly positive way” (Hargreaves, 2005: 979). However, there are some teachers at this stage of their careers who feel “disillusioned, overworked and unappreciated” (Hargreaves, 2005: 979). Experienced teachers are worth their weight in gold in a school and having a mentor to talk things through with, who offers advice but supports them with finding their own way forward, could be so important in the fight to keep these teachers in the classroom. 

The relationship between a mentor and their mentee is a dynamic collegiate process, which fosters a sharing of professional and personal experiences and expertise between practitioners. It can accelerate the learning and development process, while not depriving the mentee of their own independence, autonomy or responsibility. But not only is mentoring beneficial for those who are being mentored, it can be extremely rewarding for mentors too. 

What is in it for me?

In the decade I have been mentoring, I have had so many positive experiences, learning opportunities and development from my role as a mentor. These include:

• Improving my communication and interpersonal skills;
• Demonstrating and developing my leadership capacity;
• Being challenged by new experiences;
• Getting the chance to reflect on my own pedagogy and experience;
• Learning new approaches and perspectives which may impact on my own approach.

Perhaps the greatest reward is the personal satisfaction that can be gained from developing another colleague and witnessing their personal growth. You can really make a difference!

How does mentoring improve provision for students?

Research indicates that the biggest impact on student attainment is access to quality-first teaching in the classroom (EEF, 2017). Part of this is based on students being given high levels of challenge on a daily basis so that they are engaged and motivated in a secure learning environment with high expectations. To be able to do this, teachers need a deep understanding of their subject and the science behind the way students learn. If this is an area they lack confidence in, a mentor to help them develop this is invaluable. In addition, an extensive literature review on teacher job satisfaction has shown teachers who are satisfied with their jobs perform better (Nojani et al., 2012), so supporting colleagues through mentoring relationships and support systems will have a positive impact on student outcomes. The dialogue between mentor and mentee will also have a positive impact, as teachers become more confident to use a wider pedagogic range of techniques, so mentoring will impact on planning, monitoring and improving teaching quality (Lofthouse et al., 2010).

How can I create a mentoring culture in my school?

Having a mentoring programme in schools, which is available to all teachers – regardless of the stage of their career – clearly demonstrates a school’s commitment to developing their staff and shows they have strong values on continuous learning. Not only this, but it also emphasises the importance they place on having a supportive and collegiate community. 

To create a mentoring culture in your school, it is imperative that effective mentoring practices are part of your organisation’s culture. Part of this is seeing mentoring as the vital job it is and mentors receiving the support and profiles they deserve in school, where excellent mentors are celebrated. It is also important to periodically review teachers’ mentoring needs and mentors’ expertise, so that colleagues can be matched in their area of expertise. If there is a gap in expertise present, then mentor training is crucial in the success of any mentoring program. Finally, it is key that mentors are provided with the time, support and encouragement that they need to be able to do their job well. Many mentors are expertise-rich and time-poor, so giving them some extra support and free time to develop themselves fully as an excellent mentor will really be worth it.

References

• EEF (2018) ‘Attainment Gap Report.’ Available online at: https://educationendowmentfoundation.org.uk/public/files/Annual_Reports/EEF_Attainment_Gap_Report_2018.pdf
• Hargreaves, A. (2005) 'Educational change takes ages: Life, career and generational factors in teachers' emotional responses to educational change', Teaching and Teacher Education, 21(8), pp. 967-983.
• Lofthouse, R., Leat, D. and Towler, C. (2010) Coaching tor Teaching and Learning: A Practical Guide for Schools. Reading: CfBT Education Trust. Available from: https://www.ncl.ac.uk/media/wwwnclacuk/cflat/files/coaching-for-teaching.pdf
• Nojani, M. I., Arjmandnia, A. A., Afrooz, G. A., Rajabi, M. (2012) ‘The study on relationship between organizational justice and job satisfaction in teachers working in general, special and gifted education systems.’ Procedia - Social and Behavioral Sciences, 46, pp. 2900 – 2905.

Haili Hughes is an English teacher, journalist and speaker who has mentored teachers and ITT students for over ten years. She has written three education books. Her latest for Crown House is called Mentoring in Schools and is available to purchase now. 

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