On Overview of CSL Mentor Training and the Mentoring Relationship

Collated from Feedback to the CSL Primary Cairde

The Positives

  • Self-reflection
  • Quality training
  • Useful skills for leaders-listening, questioning and feedback
  • Professional dialogue
  • Reciprocal learning
  • Networking and collegiality
  • Acknowledgement of the need for bespoke support for school leaders
  • Shared learning
  • Opportunities for personal development
  • Positivity and enthusiasm
  • Focus on well-being
  • Protocols and procedures which scaffold the service and clarify the mentor’s role
  • Affirmation for both mentors and mentees in their own roles as school leaders
  • Participation in a learning community
  • The mentoring relationships ensures time to talk, and this is a privilege in our busy lives
  • The opportunity to discuss the work of another school provides great learning for the mentor
  • The non-judgemental approach builds trust and rapport
  • The Cara support for mentors is invaluable
  • Working with likeminded colleagues is a real privilege
  • There is a discernible positive impact on the mentee
  • The pragmatic approach of CSL is very much appreciated

The Challenges

  • The difficulty in finding time to meet and the challenge of two very busy people finding a mutually suitable time for their meetings
  • Weekly contact can be somewhat onerous
  • Getting the balance between formality at the first meeting and building a relationship of trust
  • The timing of the introduction of the Development Plan
  • The mentees’ perception of the role of the mentor, this needs review by CSL
  • The need for a mentor. The mentoring relationship needs to be normalised and be seen as a real and essential element of induction for newly appointed principals
  • Insufficient expenses
  • Difficulty in accessing substitute cover
  • The challenge of introducing teaching and learning into the conversation
  • Ensuring the well-being of the mentor
  • Uncertainty around the length of the relationship and closure
  • Distance is a challenge for some
  • Mentors who did not have the opportunity to mentor this year

Other Responses

  • The formal structure facilitates professional distance
  • The relationship allows the mentee to lead which is the way it should be
  • The relationship provides a safe place to risk assess
  • The learning for the mentor is limitless
  • Mentoring proves that the “fast fix” is useless
  • It truly is a very rewarding experience for mentors
  • Mentoring diminishes isolation for both mentor and mentee
  • The matching has worked very well
  • The mentees’ enthusiasm for the leadership role restores the mentors’ faith in the profession
  • Although structured and formal, the mentoring relationship can be a challenging learning curve for both mentor and mentee
  • Mentors should receive a certificate at the end of training
  • A structured visit to the mentee’s school using the NIPT Model of Observation would work very well
  • The value of regular meetings with the Cairde cannot be over-emphasised
  • More collaboration with post-primary colleagues would very much add to the experience
  • A meeting between mentor and mentee in advance of the mentee beginning in their new role would be very beneficial
  • The mentoring relationship should start later and go on for longer
  • The mentee needs a clearer vision of the role
  • Could the training facilitate more time for difficult conversations?
  • In-put from both a primary and post-primary mentor would be very useful
  • Continued support, guidance and professional development for mentors into the future is essential