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• W4313372300 abstract "High-quality mentoring by practising teachers is vital to pre-service teachers’ professional learning during placements in schools. The New South Wales Department of Education’s Professional Experience Hub School Program supports a range of schools (Hub Schools) across the state to develop and lead practices such as high-quality mentoring. Hub Schools work collaboratively with university partners to develop sustainable practices for supporting professional practice growth for pre-service and supervising or supervising teachers, then share these practices with other schools in their networks and across the state. Evidence and understanding about how pre-service teachers use constructive feedback and become responsive mentees is varied and contextual (Langdon in Professional Development in Education 40:36–55, 2014; Phillips & Park Rogers in Studying Teacher Education 16:265–285, 2020). A further challenge for universities and schools working together to place pre-service teachers lies in deciding when early-career teachers are ready to take on the role of mentoring, as well as how to ensure that experienced supervising teachers continue to grow as mentors themselves. Another important issue is how pre-service teachers can be suitably prepared to be receptive and open to mentoring feedback, to enable professional growth. With such “problems of practice” in mind, in 2019 this inner-western Sydney Department of Education high school became a Hub School partner with the University of Technology Sydney (UTS). The key emergent research question that guided this collaborative project was: In this chapter, we share the story of the approach taken to establish and grow a model of effective vertical mentoring designed by staff at an inner-western Sydney Department of Education high school in partnership with colleagues from UTS and other local network secondary schools. We include critical examination of the key features for success, as well as analysis of barriers and problems encountered. The chapter concludes with practical suggestions for school-based and initial teacher educators who seek to develop productive mentoring relationships, to promote positive professional experiences across the career continuum through on-going school-university collaboration." @default.
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• W4313372300 date "2023-01-01" @default.
• W4313372300 modified "2023-10-18" @default.
• W4313372300 title "Developing a Model of “Vertical” Professional Mentoring Across the Teaching Continuum" @default.
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• W4313372300 doi "https://doi.org/10.1007/978-981-19-6532-6_16" @default.
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