Home' Teacher : August 2011 Contents pro fessio nal d evelo pm ent 17
new to the school can become involved in
the program. The benefit here is that they
are very aware of the school culture and of
problems and barriers faced by new indi-
viduals in it.
Given that mentoring has now involved
first-year, second-year and third-year teach-
ers, different mentors could ru n sessions to
develop skills with new mentors. Eventually
second-year and third-year mentors should
be able to mentor new mentors.
In the long-term, such a mentori ng pro-
gram should incorporate everybody, both
new recruits and existing staff within the
school. It should also be an ongoing pro-
cess, since teachers continue to develop
over many years and their needs will
change as their position within the school
A solid mentoring program embedded in
a school provides staffi ng stability, which in
turn maximises continuity in the quality of
your school’s progra ms.
Any new member of staff arrives with a
wealth of knowledge to be shared, but they
also need to adapt to the culture of their
new school. That’s why there’s a need for a
mentoring program for teachers at any stage
of their career. T
Caroline Cotton is the principal of Cotton
Educational Consulting and an educator,
author and lecturer. She has taught chem-
istry, biology and science for 10 years in
secondary schools throughout Victoria
and still lectures and tutors students and
teachers across Victoria.
Brock, B.L . & Grady, M.L . (2001). From
First Year to First Rate. Thousand Oaks,
CA: Corwin Press.
Gomersall, E.R . & Myers, M.S . (1966).
Breakthrough in on -the-job training.
Harvard Business Review. 44: 62-72 .
Robbins, S .P. (1989). Organisational
Behaviour: Concepts, controversies and
applications. Sydney: Prentice Hall.
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