Book review: MENTORING TEACHERS supporting learning, wellbeing and retention

Citation

Saeed Vakani, F. (2024), "Book review: MENTORING TEACHERS supporting learning, wellbeing and retention", International Journal of Mentoring and Coaching in Education, Vol. 13 No. 3, pp. 411-413. https://doi.org/10.1108/IJMCE-09-2024-116

This book, written by an international expert on teacher mentoring, encourages readers to think beyond the conventional support typically provided by traditional supervisors, trainers or assessors in the teaching profession. Usually, this support is given on a one-to-one basis by a mentor to facilitate a novice teacher’s learning and integration into the cultures of the school and the broader profession. However, the book also explores the other roles and forms of support that mentors engage in, prompting readers to consider these often-overlooked aspects.

Dr Malderez’s book, Mentoring Teachers, features an engaging subtitle: Supporting Learning, Wellbeing and Retention. This subtitle encapsulates the essential and impactful roles of a teacher mentor in supporting mentees’ learning to teach, reflective practice, wellbeing and commitment to the profession. The textbook beautifully symbolizes the epic poem “The Odyssey,” where a mentor plays a crucial role in the absence of the hero, Odysseus, by guiding Telemachus (Ramani et al., 2006). In the introduction, Malderez captures the mentor’s responsibility as a “response-ability” to identify the needs of learners, understand learning processes, possess knowledge to respond to practical ideas and develop skills to implement them. Building on earlier work by Malderez and her long-term collaborator Hobson, the book aims to prevent “judgementoring” (Hobson and Malderez, 2013) and promote the offline, non-evaluative, supportive, individualized, developmental and empowering (ONSIDE) mentoring approach (Hobson, 2016, 2020).

The author emphasizes scaffolding as a pedagogical tool to help mentors understand their boundaries and limitations. Throughout the book, she seeks to restore and uphold the concept of mentoring over coaching, referencing Jill Andreanoff’s book, Coaching and Mentoring in Higher Education: A Step-by-Step Guide to Exemplary Practice, which clearly differentiates between the two (Andreanoff, 2016; Vakani, 2017). In her prologue, Malderez presents the image of a successful mentor who embodies five roles: supporter, acculturator, role model, sponsor and educator. Each of these roles is elaborated on in individual chapters, providing comprehensive guidance for mentors in the teaching profession.

In Chapter 1, the author eloquently defines the context of mentoring, encompassing place, people and the notion of time, particularly in relation to the concept of contextual mentoring audit (CMA). Drawing from her extensive experience and expressing dissatisfaction with existing published standards for school-based initial teacher training and qualification, she proposes her own remarkable standards within this book. These standards outline what a mentor should understand and be able to do across all five roles: as a supporter, an acculturator, a role model, a sponsor and an educator.

In Chapter 2, the author delves deeper into the support role of a mentor, breaking down this relationship into stages: starting, maintaining and ending. She identifies mutual self-disclosure as a hallmark and key element in building a strong mentor–mentee relationship. Emphasizing the importance of developing and discussing shared goals and ways of working, she underscores the need to establish and enhance trustworthiness within the mentoring partnership. The support role of a mentor, as described in this chapter, goes beyond being a sounding board or providing a shoulder to cry on. It necessitates strong active listening skills, enabling the mentee to express themselves, reflect and regroup effectively. This holistic approach to support is essential for fostering a productive and meaningful mentoring relationship.

In Chapter 3, the author clearly delineates the mentor’s role as an acculturator, guiding the mentee in acclimating to both the institution and the broader profession. This acculturation is facilitated through active participation in local communities within the institution as well as in national and professional associations. The author distinguishes these communities and associations based on their unique characteristics, which are often reflected in their names. Concluding the chapter, the author delineates the diverse roles a mentor assumes during the initial phase.

In Chapter 4, the discussion revolves around the key aspects of a mentor modeling professionalism. This includes managing one’s own learning and making well-informed decisions and judgments; staying current in the field; engaging with professional organizations and associations; adhering to context-appropriate standards of behavior, speech and attire and maintaining accountability as required by their professional role.

In Chapter 5, Malderez shares her personal job experience regarding the mentor’s role as a sponsor. A sponsor leverages their power, also known as social capital, in the form of knowledge and contacts to benefit the mentee rather than for personal gain. She recounts her initial job experience with her department head, who offered numerous opportunities for staff development and facilitated the building of contacts and relationships that eventually led to her first published books. This chapter highlights the impactful role of a sponsor in advancing a mentee’s career by opening doors and providing valuable connections.

In Chapter 6, the mentor’s role as an educator is defined to help the mentee learn the art of teaching. The chapter outlines a successful format for conducting formal mentor–mentee post-lesson meetings through systematic informed reflective practice (SIRP), utilizing a five-stage model: what happened, how to understand, additional topic knowledge, most likely explanations and next steps. The importance of pre-lesson mentoring sessions and preparing a lesson plan in three stages – planning, concrete preparation and self-preparation are emphasized. Additionally, the author provides a basic format for documenting these mentoring sessions using a mentorship record sheet, ensuring a structured and comprehensive approach to mentorship.

In Chapter 7, the author contrasts fortunate mentors with less fortunate ones concerning their potential role in assessing the teaching of their mentees. She defines less fortunate mentors as those who must perform both mentoring and assessment duties, while the fortunate ones focus solely on mentoring. The chapter further clarifies the distinct roles of a mentor and an assessor and the potential risks when these roles are combined, which are illustrated through a detailed table. The conclusion highlights how fortunate mentors can effectively support their mentees by offering assistance before assessments, role-playing scenarios, engaging in pre-assessment lesson preparation and conducting post-lesson mentor meetings. This dual-support strategy ensures that mentees are well prepared and confident in their teaching practices.

In Chapter 8, the author delves into the mentor’s own learning and development as a professional. This chapter is divided into two sections. The first section focuses on whether individually or collaboratively supporting the mentor’s development. It emphasizes that it is beneficial for mentors to engage in the SIRP process in all cases.

The second section discusses practical theories that mentors should consider, which have proven useful in understanding mentees and building strong relationships. These theories include scaffolding, noticing, reflective practice, stages of teacher development, Claxton’s three modes of mind (fast, default and slow), basic psychological needs, relationships and goals and the significance of flow in achieving contentment in people’s lives. By drawing on these theories, mentors can enhance their effectiveness and foster a more supportive and productive mentoring environment.

In Chapter 9, the author elaborates on mentor development through three powerful stories: “The Boy and the Cocoon,” “Mummy Mouse” and “The Desert Nomads.” These stories enable readers to reflect on the messages they convey, comparing them to their own experiences or shared insights. Each story provides clear illustrations and valuable take-home messages for mentors seeking to enhance their skills.

The final chapter of the book ties together its key themes, leaving readers with a comprehensive and coherent understanding of effective mentoring practices. I highly recommend this new and valuable publication to anyone interested in mentoring, as it features insightful conversations on the topic.