“More experienced teachers would benefit from this course too, during these times of burnout. It can be unclear, especially in middle leadership, what you need to do to progress your career – this has been so clarifying.” – House Leader
“My assumptions have been challenged about what mentoring is. In contrast with coaching – ‘What do I do next?’ – I can see how the mentee is encouraged to come to these conclusions themselves.” – Teacher
“I’m enjoying learning the theory behind mentoring, and to give myself permission not to solve peoples’ problems. I’ve been trying a few approaches in my teaching practice: policy-based mentoring is working especially well as groundwork for challenging conversations.” – Head of Department
“This year I was told I’d be a mentor, but without any additional support offered, so this course filled those gaps.” – Teacher
“I’m loving learning about the mana associated with mentoring, and how we can navigate the procedural elements, with the necessary nurturing involved.” – Across School Lead
“Something that I took away from this course was the concept of intention. I’ve learned how to start the mentoring process by co-constructing a relationship: establishing what the mentor and mentee would like to achieve.” – Teacher
“A key shift to a co-constructive model is letting the mentee hold the mana in this space and direct the conversation. For the mentor, silence, listening and holding back is key.” – Assistant Principal
“Through the readings I’ve been given a strong basis in theory and practice. Speaking as a first-year leader, my experience being mentored is that there’s a lack of consistency, and each of us only has the subjective knowledge of our own mentorship experience.” – Teacher
