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Mentoring as a retention strategy

Mentoring as a retention strategy

Mentoring can play a key role in the development of teachers, especially during times of change. This might include early career teachers, those taking on a leadership role for the first time, or those becoming a principal.

When mentoring is done well, it allows both mentors and mentees to flourish and achieve their professional and personal goals.

Support systems such as mentorship by senior colleagues, school-wide discipline approaches, and cultures of collegiality are shown to be the most effective in retaining teachers.

So, what are some helpful things to keep in mind to either be a great mentor, or to ensure your school has a great mentoring culture?

The Role of the Mentor

Trust should be at the heart of mentorship and requires mentors to possess empathy and good communication skills. They should be collaborative, use non-controlling language and be aware of their mentees’ perspectives.

It is important for mentors to provide a balance of feedback and support, according to their mentee’s needs.

Effective mentors schedule time for discussion, preferably at the end of the school day when teachers are less distracted by other school needs.

School Context

Mentoring relationships work best within a supportive community. Schools can assist mentors in their roles and help reduce teacher turnover by:

  • Creating a formal structure for mentoring with clear role descriptions.
  • Providing leadership support for the process.
  • Matching mentors and mentees from similar fields.
  • Releasing mentors from some teaching time to work one-on-one with their mentee.

Mentors as Leaders

Schools can demonstrate the value of mentorship by viewing it as a leadership role or a step towards leadership. When mentors reflect on and pass on their teaching practices, they gain greater awareness of their expertise, which can help build confidence in their leadership abilities.

Classroom Practice

Mentors play an integral role in connecting theory to classroom practice. The following approaches assist mentees in developing their knowledge, understanding, and skills in classroom practice:

  • Purposeful and frequent meetings to recognise improvement.
  • Observations of effective teaching by mentees.
  • Problem solving through reflective practice.
  • Guiding mentee reflection through questioning.
  • Sharing (not prescribing) strategies according to the mentee’s needs.

Emotional Support

Clear and frequent communication that incorporates active listening is key to creating a nurturing and supportive mentoring partnership.

Mentors can consider learning counselling techniques and finding ways to help their mentees connect with others in the school community. This can enhance social relatedness and a sense of belonging at the school, ultimately providing greater job satisfaction.

Is Mentoring for Me?

If you’re considering becoming a mentor in your school, here is what some current mentors had to say about their experience so far:

“I’ve loved being a mentor… it’s been really rewarding for myself as well. It’s great to practice bringing in new staff to our kindergarten, but also to sharpen my tools as a mentor. I’ve loved to really connect with my mentee on a personal level and talk to her about what inspires me as a teacher. I’ve found through that we inspire each other.” - Kat, Kindergarten Teacher, Shearwater, The Mullumbimby Steiner School
“It’s had a very positive impact. It’s made me reflect a whole lot more on what I do in the classroom and where I can make improvements and drive interaction and participation even further. It’s been really good.” – Daniel, Hospitality Teacher, Bishop Druitt College

Reference

Wyatt-Smith, C., Holloway, J., Alexander, C., Harris, L., Day, C., & Marcy, A. (2022). Reviewing the Evidence Base: Attraction, Pathways and Retention – A Focus on Teacher Retention. Sydney, Australia. Association of Independent Schools New South Wales and Australian Catholic University.

 

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