MENTORING CAPABILITY

FRAMEWORK
For Early Childhood Education and Care
©State of Victoria (Department of Education and Training) 2019
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CONTENTS
Section 1: Introduction ................................................................................................................. 4
Section 2: The Domains of Effective Mentoring ............................................................................ 5
Section 3: Using the Mentoring Capability Framework ................................................................. 6
Section 4: Expectations and behaviours for effective mentoring relationships………………….….7
Appendix 1: Theoretical Structure .............................................................................................. 13
Conclusion ................................................................................................................................. 16
SECTION 1: INTRODUCTION
The Mentoring Capability Framework (MCF) for Early Childhood Education and Care is a
comprehensive guide designed to support the effective and ongoing mentoring of beginning
Victorian teachers. It is a key component of the Effective Mentoring Program, developed by the
Department of Education and Training (the Department) in partnership with the Victorian
Institute of Teaching to support the learning and development of provisionally registered
teachers.
There are two versions of the MCF: one contextualised to Victorian schools and one
contextualised for Victorian early childhood education and care settings. The two documents
are essential to building knowledge about effective mentoring practices in both educational
settings.
High quality teaching and effective service leadership play a critical role in the achievement of
learning and development outcomes for all Victorian children and support the vision articulated
in the Victorian Early Years Learning and Development Framework. As practicing teachers and
future leaders, provisionally registered teachers play a prominent role in contributing to the
achievement of this vision. The MCF recognises the importance of the strong foundations for
professional growth and understands that beginning teachers become effective when they can
learn from experienced colleagues in supportive and motivating educational settings. Like
effective teaching, the effective mentoring of provisionally registered teachers is explicit (not
incidental), evidence-based (not anecdotal) and collaborative (not isolated), involving dedicated
time for reflection and feedback.
The MCF is focused on guiding the development of mentoring relationships and aligns with the
expectations of the Victorian Early Years Learning and Development Framework and the
National Quality Framework. The intention of the MCF is to ensure that the development of
effective mentoring relationships is a collective effort and that all beginning teachers have access
to effective mentoring that is consistent and coherent. To support this collective responsibility,
the MCF describes expectations and behaviours of mentors and mentees and the cultural and
structural elements in service settings that create an enabling context for the effective mentoring
of beginning teachers.
The Australian Institute for Teaching and School Leadership (AITSL) Graduate to Proficient:
Australian Guidelines for Teacher Induction into the Profession (the Guidelines), were endorsed
by all state Ministers for Education. The MCF addresses the four key focus areas critical for
effective induction:
· professional practices
· professional identity
· orientation; and
· wellbeing.
The MCF highlights the range of support and strategies, including a strong focus on practice-
focused mentoring, which are particularly powerful in supporting provisionally registered
teachers transition into the teaching profession and towards the proficient career stage.
For the purposes of the MCF for Early Childhood Education and Care, service leaders are
those responsible for the operational and pedagogical leadership of the early childhood
education and care service including approved providers, managers, directors, team leaders,
area managers and educational leaders.

4
SECTION 2: THE DOMAINS OF EFFECTIVE MENTORING
Effective mentoring is a learning relationship that supports effective teaching and learning and
affirms a sense of professional identity.
The MCF communicates the characteristics that create effective mentoring experiences
according to six domains (Figure 1). Each domain identifies the key expectations and behaviours
mentors, mentees and early childhood education and care services will demonstrate to create
highly effective mentoring experiences (as detailed in Section 4). The six domains have been
developed using contemporary Australian and international research investigating how to
prepare confident and skilled early childhood teachers, and setting up a culture conducive to
effective mentoring.

Figure 1 - The Domains of Effective Mentoring

5
SECTION 3: USING THE MENTORING CAPABILITY FRAMEWORK
The MCF directly supports the effective mentoring of beginning teachers identifying
expectations and behaviours within each of the six domains for mentors, mentees, approved
providers and service leaders. Grounded in research, these expectations and behaviours
predict effective mentoring relationships and reinforce a practical focus on the ongoing
improvement of teacher practice and children’s learning and development outcomes. Rather
than a checklist, the MCF guides beginning teachers, mentors and services to continue to
develop professional learning processes, structures and practice and reinforce the professional
growth of beginning teachers as a service wide priority.
The MCF provides a common language that early childhood education and care services can
use to embed a consistent approach to mentoring in their setting. The MCF can be used by
services to inform the development and continuous improvement of a comprehensive
mentoring process.
Mentors and aspiring mentors can use the MCF to:
· increase their understanding of mentoring before applying for and commencing the role
· agree and develop norms and simple protocols to guide each new mentoring relationship
· identify priorities for developing their mentoring capability and relevant support for this.
Provisionally registered teachers can use the MCF to:
· increase their understanding of mentoring and how it supports their induction to teaching
· personalise their learning to continually develop their teaching and professional practice
· proactively influence the focus of their mentoring conversations to maximise their learning.
Service leaders can use the MCF to:
· develop criteria for selecting mentor teachers
· develop/refine shared norms and protocols for mentoring relationships within their service
and across the wider community
· identify areas for professional learning to increase mentoring capacity
· consider the role of mentoring of beginning teachers in the quality improvement process.
Approved Providers and Early Years Managers can use the MCF to:
· allocate resources and support structures for the mentoring program
· develop/refine strategic approaches to shared norms and protocols for mentoring
relationships
· identify areas for professional learning to increase mentoring capacity
· consider the roles of mentoring of beginning teachers in the quality improvement process.

6
Domain 1. Teaching and Learning

Facilitating improvement in teaching and learning is the objective of an effective mentoring relationship. The mentor and mentee engage in ongoing reflective
practice, which includes evaluating data, prioritising and setting goals, developing actions and plans, implementing strategies, monitoring progress and adjusting
teaching to support every child to maximise their learning and development.

Mentor Expectations and Behaviours Mentee Expectations and Behaviours Service Expectations and Behaviours

• Is an experienced early childhood practitioner as classified by • With the support of the mentor, implements and • The service has a strategic plan, a Quality Improvement
the Australian Professional Standards for Teachers service. reflects on the effectiveness of program planning, Plan a professional learning plan and each educator has
• Is open to learning from collaborative mentoring relationships teaching, assessment and behavior guidance an Individual Development Plan (as per National Quality
that involve sharing children’s learning and development strategies. Standard Quality Area 7) that reinforces a clear focus on
experiences with mentees, reflecting on their own teaching • With the support of the mentor, identifies strategies to increasing the effectiveness of teaching and learning and
experiences and identifying sources of support for developing build a constructive learning environment and quality the use of specific strategies and structures to achieve
more effective teaching and learning practices. relationships with children and their families. continuous improvement.

• Maintains high expectations for teaching and learning for all • Informed by the Victorian Early Years Learning and • Time and resources are prioritised and processes are in
children by demonstrating a deep understanding and modeling Development Framework and the National Quality place to facilitate the systematic collection, analysis and
the implementation of current pedagogical and educational Framework, designs learning programs that respond to evaluation of teaching practices using observation and
program knowledge; including the Victorian Early Years individual children and scaffold their learning. feedback procedures, so teachers can monitor the
Learning and Development Framework and the National Quality effectiveness of their teaching and the trajectory of each
• With the support of the mentor, the Educational child’s learning and development outcomes they achieve
Framework. Leader, colleagues and guided by the Victorian Early as part of their day to day practice.
• Uses approved frameworks and has a thorough understanding Years Learning and Development Framework and the
of children’s individual learning and development and uses this National Quality Framework, engages in discussions • The leadership of a professional learning culture is a
information to scaffold their learning. using data to identify children’s learning needs, select collective responsibility and procedures are in place to
and evaluate the effectiveness of teaching responses support educators to collaboratively deepen their
• Uses evidence for assessment and monitoring of children’s pedagogical knowledge and set specific goals to improve
learning and development and seeks collegial feedback to identify further areas for development in line with the
graduate standards. professional practice (e.g. aligning implementation with the
engage in an ongoing cycle of improvement (aligning with the expectation of the National Quality Framework).
early years planning cycle, page 5 in the Victorian Early Years • Builds a clear understanding of effective teaching
Learning and Development Framework). practices by progressively increasing their knowledge
and implementation of The Education and Care
Services National Regulations, the Victorian Early
Years Learning and Development Framework and the
National Quality Framework.

Evidence Base
• Davis, S.A (2016). “A Circular Council of People With Equal Ideas”. The Mentoring Mosaic in a Preservice Teacher Education Program. Journal of Music Teacher Education. Volume: 26 issue: 2, page(s): 25-38.
Article first published online: February 18, 2016; Issue published: February 1, 2017.
• Department for Education and Training Teacher Education Centre of Excellence. Queensland. Roles and Responsibilities Teacher Mentors. https://www.griffith.edu.au/__data/assets/pdf_file/0018/411363/Teacher-
Mentor-Responsibilities.pdf Accessed 30.10.2017
• European Mentoring and Coaching Council EMCC Competence Framework Version 2. (2015) http://www.emccouncil.org/webimages/EU/EIA/emcc-competence-framework-v2.pdf (p2, 3). Accessed 30.10.17
• Galvez-Hjornevik, C. (2016). Mentoring among teachers. A review of the literature. Journal of Teacher Education. Volume: 37 issue: 1, page(s): 6-11. Issue published: January 1, 1986.
https://doi.org/10.1177/002248718603700102
7
• Ingersoll, R.M. and Strong, M. (2011). The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research. Review of Educational Research, v81 n2 p201-233.
• Long, Julie S.; McKenzie-Robblee, Sue; Schaefer, Lee; Steeves, Pam; Wnuk, Sheri; Pinnegar, Eliza; and Clandinin, D. Jean. Mentoring & Tutoring: Partnership in Learning, v20 n1 p7-26 2012.
• Nolan, A. (2017): Effective mentoring for the next generation of early childhood teachers in Victoria, Australia, Mentoring & Tutoring: Partnership in Learning, DOI:10.1080/13611267.2017.1364800
• Sanchez, S.R., Roegman, R., and Lin Goodwin, A. (2016). The multiple roles of mentors. Review Article. Phi Delta Kappan International. Volume: 98. Issue: 2, page(s): 66-71. Article first published online:
Domain 2. Professional Identity

Professional identity describes how teachers see themselves in the profession and how they communicate that view of self to others. Professional identity
encompasses knowledge, skills, dispositions and behaviours of a teacher. Mentors and service leaders support mentees to understand the expectations set
out through professional standards, code of conducts, ethics and professional bodies. Mentors and service leaders support mentees to develop their
professional identities through role modelling, explicit coaching, recognition and involvement in professional networks.

Mentor Expectations and Behaviours Mentee Expectations and Behaviours Service Expectations and Behaviours

• Articulates, models and supports the mentee to demonstrate • Is aware of and demonstrates the standards for • Service leaders lead a culture in which professional
the standards of professional knowledge, professional professional practice set out by Australian standards for behaviour are understood, role modeled
practice, and professional engagement, as set out by Professional Standards for Teachers, Victorian and reinforced as a way the service community learns
Australian Professional Standards for Teachers, the Victorian Institute of Teaching, the Victorian Early Years together. The culture is guided by the Australian
Institute of Teaching, Victorian Early Years Learning and Learning and Development Framework and the Professional Standards for Teachers, Victorian Institute
Development Framework and the National Quality Framework National Quality Framework or other relevant of Teaching, the Victorian Early Years Learning and
or other relevant bodies. bodies. Development Framework and the National Quality
Framework.
• Raises the mentee’s awareness of the National Quality • Pro-actively collaborates with their mentor and
Framework Guiding Principles, service philosophy and values other colleagues to design their professional • The service’s professional learning plan and beginning
and supports the mentee to put these into practice by learning. teachers’ Individual Development Plans include simple
explicitly reflecting on their purpose and relevance to practice protocols for creating opportunities to access support
and professional growth. • Uses the Victorian Institute of Teaching and from relevant specialists and support organisations to
Australian Professional Standards for Teachers, in improve, attain and exceed standards for professional
• Supports the mentee to implement the Victorian Institute of conjunction with the service’s Quality Improvement practice.
Teaching inquiry approach for professional learning by co- Plan to guide the identification and development of
designing monthly goals and methods for collecting evidence priorities, set measurable goals and affirm their • Simple protocols and actions are implemented to
and data that are personalised to the mentee’s development own professional growth. support the personalisation of professional learning and
priorities. its alignment to career stages, the service’s strategic
• Fulfills the Victorian Institute of Teaching plan and Quality Improvement Plan.
• Uses the Australian Professional Standards for Teachers to registration requirements and responds to support
affirm the mentee’s progress towards the attainment of and challenge for continually improving the • The service leadership ensures that all mentors are
standards for professional practice. effectiveness of their teaching and children’s highly professional and ethical and have no pending or
learning and development. previous conduct, ethics or child safe-guarding
• Observes the mentee’s practice and provides timely and infringements.
targeted feedback and identifies sources of support for the
achievement of developmental goals.

Evidence base
· Australian Professional Standards for Teachers (2011). Australian Institute for Teaching and School Leadership. https://www.aitsl.edu.au/docs/default-source/general/australian-professional-standands-for-
teachers-20171006.pdf?sfvrsn=399ae83c_12
· Mentoring Australia (2000). Mentoring: Benchmarks for Effective and Responsible Mentoring Programs. http://www.mentoring-australia.org/benchmark.htm
· Victorian Institute of Teaching. Australian Professional Standards for Teachers. Standards at the Proficient Teacher Level. https://www.vit.vic.edu.au/registered-teacher/standards
· Victorian Institute of Teaching. Codes of Conduct and Ethics. http://www.vit.vic.edu.au/professional-responsibilities/conduct-and-ethics
· Victorian Institute of Teachers. (Feb 2016). Supporting Provisionally Registered Teachers. A guide to the evidence-based process for full registration.
· Victorian Public Sector Commission. Employment Principles and Standards. https://vpsc.vic.gov.au/ethics-behaviours-culture/employment-principles-and-standards/

8
Domain 3. Communication and Interpersonal Skills

Effective listening, questioning and feedback, underpinned by empathy and mutual respect, characterise professional learning conversations. Supported by a
culture in which high expectations for teaching and learning are continually reinforced, the mentor and mentee co-construct opportunities for development and
professional growth.

Mentor Expectations and Behaviours Mentee Expectations and Behaviours Service Expectations and Behaviours

• Uses their knowledge and understanding of the MCF to • Uses their knowledge and understanding of the • The service reinforces a culture of constructive
support and focus discussions with their mentee. MCF to support their induction and focus communication and mutual respect that is evident in
discussions with their mentor. relationships between children, staff, families and the
• Encourages the mentee to share reflections and viewpoints
community.
by asking questions, listening effectively, building on ideas • Observes, critically reflects and proactively
and observations, offering feedback and insights and helping seeks the perspectives of others to test their • The service leaders and educators at every level
the mentee to articulate connections to professional learning understanding in a range of formal and informal communicate goals that reflect high expectations for teaching
goals. mentoring and professional learning contexts. and learning and maintain a focus on these goals during
professional learning conversations, including mentoring
• Is eager to develop their emotional intelligence, professional • Reinforces a culture of respectful conversations.
knowledge and practice to effectively engage mentees and communication and builds their skills for
other colleagues in professional growth and a cycle of communicating in complex situations by • The service leaders adopt a whole of service approach to
ongoing quality improvement and support resilience and observing others and proactively seeking mentoring that is characterised by curiosity, inquiry, earnest
wellbeing. support. endeavor, shared thinking and professional collaboration and
is reflective of the expectations of the Victorian Early Years
• Is skilled at facilitating reflective and constructive • Utilises a range of verbal and written Learning and Development Framework and the National
conversations throughout the Victorian Institute of Teaching communication skills to gather evidence and Quality Framework.
provisional to full teacher registration process adapting the reflect on professional learning through
approach they take to the mentee’s specific needs and mentoring and other collaborative professional • The service builds trust and promotes achievement and
supporting mentees and colleagues to complete learning opportunities. growth by communicating clear protocols for guiding
documentation, including the maintenance of records for communication between mentors and mentees, including
registration purposes. • Actively seeks feedback from colleagues, protocols that clarify confidentiality and privacy and the use of
children and families to develop their service policies and procedures for respectfully resolving
• Is skilled at implementing strategies for managing complex communication skills, inform planning and concerns and complaints.
situations, having difficult conversations and seeking support improve practice.
and guidance.
• Maintains an openness to different teaching
ideas and reinforces a culture of trust and
mutual respect by receiving and providing
feedback constructively.

Evidence base
• European and Mentoring Coaching Council (September, 2015). EMCC Competence Framework. Version 2. http://www.emccouncil.org/webimages/EU/EIA/emcc-competence-framework-v2.pdf. Accessed
30.10.17
• Galvez-Hjornevik, C. (2016). Mentoring among teachers. A review of the literature. Journal of Teacher Education. Volume: 37 issue: 1, page(s): 6-11. Issue published: January 1, 1986
https://doi.org/10.1177/002248718603700102
• Jones, M & Straker, K (2006). What informs mentors' practice when working with trainees and newly qualified teachers? An investigation into mentors' professional knowledge base, Journal of Education for
Teaching, 32:2, 165-184
• Long, Julie S.; McKenzie-Robblee, Sue; Schaefer, Lee; Steeves, Pam; Wnuk, Sheri; Pinnegar, Eliza; Clandinin, D. Jean. Mentoring & Tutoring: Partnership in Learning, v20 n1 p7-26 2012.
• Nolan, A. (2017): Effective mentoring for the next generation of early childhood teachers in Victoria, Australia, Mentoring & Tutoring: Partnership in Learning, DOI:10.1080/13611267.2017.1364800
• Oregon Department of Education. Characteristics of a Quality Mentor Teacher. http://www.oregon.gov/ode/schools-and districts/grants/mentoring/Documents/characteristics_of_a_quality_mentor_teacher.pdf.
Accessed 30.10.17
9
• Sanchez, S.R., Roegman, R., and Lin Goodwin, A. (2016). The multiple roles of mentors. Review Article. Phi Delta Kappan International. Volume: 98. Issue: 2, page(s): 66-71. Article first published online:
September 26, 2016; Issue published: October 1, 2016
• Young, R. W. and Cates, M. C. 2010. Listening, play, and social attraction in the mentoring of new teachers. Mentoring and Tutoring: Partnership in Learning, 18(3): 215–231
Domain 4. Collaborative Partnerships

Mentoring is a collaborative learning relationship. Effective mentoring involves partnerships within early childhood education and care services and broader
professional networks. To develop and sustain these partnerships, services prioritise resourcing, establish clear protocols for collaboration and support the
culture of openness to learning.

Mentor Expectations and Behaviours Mentee Expectations and Behaviours Service Expectations and Behaviours

• Is an enthusiastic and effective collaborator who • Seeks out and responds to opportunities for engaging • Provides formal mentoring training (e.g. participation in the
demonstrates an ongoing commitment to developing in professional learning conversations and Effective Mentoring Program), time and resources to
professional practice to improve their own and colleagues’ participating in other development and networking develop mentoring practice and increase the opportunities
teaching. opportunities to facilitate timely and personalised for collaboration that supports educators to develop their
improvements in professional practice (e.g. transition practice in line with the Victorian Early Years Learning and
• Supports the mentee to access and build partnerships so networks). Development Framework and the service’s Quality
that the mentee has targeted and personalised Improvement Plan.
professional support and development opportunities from a • Actively learns from colleagues through formal and
wider pool of experts (e.g. within the service such as the informal opportunities to share and compare • Ensures Individual Development Plans are adequately
Educational Leader or externally from Local Council, experiences and develop own practice and support resourced and support participation in the Effective
communities of practice, support organisations and colleagues to develop theirs; as guided by the Mentoring Program, to build collective responsibility and
agencies). Victorian Institute of Teaching, the Victorian Early accountability for quality improvement and outcomes for
Years Learning and Development Framework and the children learning and development.
• Facilitates collaboration with the Educational Leader and National Quality Framework or other relevant bodies.
other service leaders, to identify professional learning • Initiates and sustains partnerships and networks to
opportunities for the mentee that are aligned with the • Enthusiastically engages in and potentially leads reinforce a culture of collaboration by extending mentoring
service’s Quality Improvement Plan and the mentee’s meaningful collaborative partnerships; including peer and other development opportunities within and beyond
identified goals. observations, reflective practice meetings, the service (e.g. transition networks).
professional learning conversations within and across
• Encourages and supports the mentee to participate in, and services (involving teachers in similar service settings; • Clarifies the support that, in addition to mentoring,
possibly co-lead, service and other network activities. such as schools, special schools, maternal child and mentees can access to meet their individual needs and
health services or early childhood intervention challenge their practice, in line with their career stage and
services); networks and other associations. the service’s strategic plan and Quality Improvement Plan.

Evidence base
• Davis, S.A (2016). “A Circular Council of People With Equal Ideas”. The Mentoring Mosaic in a Preservice Teacher Education Program. Journal of Music Teacher Education. Volume: 26 issue: 2, page(s): 25-38.
Article first published online: February 18, 2016; Issue published: February 1, 2017
• Dean, S. and Jaquith, A. (2015). Developing Effective Communities of Practice Using the National Board Certification Process https://edpolicy.stanford.edu/sites/default/files/publications/developing-effective-
communities-practice-using-national-board-certification-process.pdf
• Hallam, P.R., Po Nien, F.C., Hite, J. M., and Hite, S. (2012). Two Contrasting Models for Mentoring as They Affect Retention of Beginning Teachers. NASSP Bulletin 96(3) 243–278. 2012.
• Nolan, A. (2017). Effective mentoring for the next generation of early childhood teachers in Victoria, Australia, Mentoring & Tutoring: Partnership in Learning, DOI:10.1080/13611267.2017.1364800
• Oregon Department of Education. Characteristics of a Quality Mentor Teacher. http://www.oregon.gov/ode/schools-and districts/grants/mentoring/Documents/characteristics_of_a_quality_mentor_teacher.pdf.
Accessed 30.10.17

10
Domain 5. Professional Generosity and Empathy

Effective mentoring requires a community-wide collective commitment. Ongoing professional growth of mentees can be supported through active sharing of
time, expertise and resources on the part of mentors and a wider teaching community. By supporting mentors to develop their mentoring capabilities, services
leverage mentors’ existing teaching experience and facilitate professional growth of mentees.

Mentor Expectations and Behaviours Mentee Expectations and Behaviours Service Expectations and Behaviours

• Is enthusiastic and committed to developing the practice • Is open and committed to learning and prioritises • The service leaders advocate the benefits of and are
of beginning teachers and maintaining an effective time and effort to schedule, prepare for and attend committed to embedding effective mentoring in their
mentoring relationships. agreed mentoring sessions and program services.
observations.
• Agrees and schedules regular times for both formal and • The service leaders maintain a focus on supporting and
informal mentoring and support. • Reflects on strengths and weaknesses and follow recognising quality mentoring relationships and allocate
through on co-designed agreed plans and tasks. available resources to sustain and embed these.
• Ensures confidentiality and uses agreed protocols, with
due regard for Victorian Institute of Teaching registration • Respectfully provides feedback to their mentor to • A mentor selection procedure is used that highlights the
requirements. ensure time is used efficiently and conversations importance of respect, enthusiasm and empathy in
are focused on agreed goals and strategies that mentoring relationships.
• Shares expertise, resources, networks and time have a measurable impact on the effectiveness of
management strategies whilst maintaining a focus on teaching and learning. • Procedures are in place to recognise the contributions of
teaching and learning and reinforcing the importance of mentors and where applicable integrate their mentoring role
wellbeing and work-life balance and the supports that can • Maintains confidentiality throughout and following into their Individual Development Plans.
be accessed. the mentoring relationship as per the protocols and
• The service leaders lead and role model trust, empathy and
norms agreed.
• Is empathic, providing emotional and instructional support, generosity and prioritise the recognition and
to enable mentees to manage emerging and potential • Develops trust-building behaviours, such as being acknowledgement of the efforts of staff who also actively
sources of pressure around teaching. open to new ideas, accentuating the positive, reinforce a culture of professional generosity and empathy.
listening respectfully, acting authentically and
• Is empowering by recognising developments in mentee transparently.
practice and role modelling authenticity.

Evidence base
• California County Superintendents Educational. Services Association. June 2016. Best Practice in Teacher Education Programs. http://ccsesa.org/wp-content/uploads/2016/06/Best-Practices-in-Teacher-and-
Administrator-Induction-Programs.pdf Accessed 10.11.17
• Davis, S.A. (2016). “A Circular Council of People With Equal Ideas”. The Mentoring Mosaic in a Preservice Teacher Education Program. Journal of Music Teacher Education. Volume: 26 issue: 2, page(s): 25-
38. Article first published online: February 18, 2016; Issue published: February 1, 2017. http://journals.sagepub.com.ejournals.alumni.ucl.ac.uk/doi/full/10.1177/1057083716631387
• Desimone, L. M., Hochberg, E. D., Porter, A. C.; Polikoff, M. S., Schwartz, R., Johnson, L. J. (2014). Formal and informal mentoring: Complementary, compensatory or consistent? Journal of Teacher
Education. Volume: 65, Issue: 2, page(s): 88-110. Article first published online: November 22, 2013; Issue published: March 1, 2014.
• Young, R. W. and Cates, M. C. (2010). Listening, play, and social attraction in the mentoring of new teachers. Mentoring and Tutoring: Partnership in Learning, 18(3): 215–231.
• Hudson, P. (2013). Desirable Attributes and Practices for Mentees: Mentor Teachers’ Expectations. European Journal of Educational Research, 2(3), 107-119.
• Nolan, A. (2017). Effective mentoring for the next generation of early childhood teachers in Victoria, Australia, Mentoring & Tutoring: Partnership in Learning, DOI:10.1080/13611267.2017.1364800
• Rocha, K. (2014). Europe’s Got Talent: Setting the Stage for New Teachers by Educative Mentoring. CEPS Journal. Vol.4. No 4

11
Domain 6. Professional Culture and Context

The service proactively supports mentoring by reinforcing an inclusive, improvement-focused culture. Ongoing evaluation of childrens’ learning progress
provide strategic direction for focusing professional learning and informs processes to support mentees’ professional learning.
Mentor Expectations and Behaviours Mentee Expectations and Behaviours Service Expectations and Behaviours

• Understands professional expectations, as informed by • Is aware of the service’s professional expectations • Communicates clear professional expectations informed by
service values and the Australian Professional and implements the service’s system of service values and the Australian Professional Standards
Standards for Teachers and a focus on continuous organisational processes, team structures and for Teachers and a focus on continuous improvement and
improvement and the wellbeing of staff, children and cultural norms. the wellbeing of staff and children.
families. • Demonstrates respect for staff, children and their • Has/is developing a cohesive service system of
• Demonstrates and shares knowledge and families and embraces diversity and cultural organisational processes (including induction), team
understanding of the service’s system of organisational backgrounds to enhance learning relationships and structures and articulated cultural norms that includes an
processes, team structures and cultural norms (e.g. improve the effectiveness of teaching and learning. active commitment to children and staff voice and the
philosophy, learning outcomes, program planning and • Guided by service’s philosophy, policies and flexibility to adapt to the needs of beginning teachers.
development, behaviour guidance, collaborative procedures the Australian Professional Standards for • Service leaders recognise the importance of matching/re-
professional learning). Teachers, demonstrates a commitment to the matching mentors and develop and implement a process
• Ensures the mentee is inducted to the service’s wellbeing and safety of children and their families. that provides for the matching of mentors and mentees
organisational system and norms (e.g. policies and according to personalities, mentor experience, teaching
• Voluntarily commits to the mentoring relationship and
procedures) and feels supported by service processes context, diversity and career stages and encourage
and structures. builds trust by participating enthusiastically, asking
questions, communicating openly, reflecting on participants to link mentoring to the current strategic plan,
• Demonstrates respect for staff, children and their observations of practice, seeking feedback and Individual Development Plans and Quality Improvement
families, supports the mentee to embrace and use sharing learning. Plan.
diversity and cultural backgrounds to enhance learning • Integrates and resources support for formal mentoring into
relationships and improve the effectiveness of teaching professional learning plans, that are linked to the service’s
and learning. Quality Improvement Plan.
• Role models a commitment to the wellbeing and safety
of children and their families.

Evidence base
• Davis, S.A (2016). “A Circular Council of People With Equal Ideas”. The Mentoring Mosaic in a Preservice Teacher Education Program. Journal of Music Teacher Education. Volume: 26 issue: 2, page(s):
25-38. Article first published online: February 18, 2016; Issue published: February 1, 2017. http://journals.sagepub.com.ejournals.alumni.ucl.ac.uk/doi/full/10.1177/1057083716631387
• European and Mentoring Coaching Council (September, 2015). EMCC Competence Framework. Version 2. http://www.emccouncil.org/webimages/EU/EIA/emcc-competence-framework-v2.pdf. Accessed
30.10.17
• Ingersoll, R.M. and Strong, M. (2011). The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research. Review of Educational Research, v81 n2 p201-233.
• Kutsyuruba, B. (2012). Teacher induction and mentorship policies: The Pan-Canadian overview. International Journal of Mentoring and Coaching in Education, 2012, Vol. 1, Issue 3, pp. 235-256 (Abstract)
• Long, Julie S.; McKenzie-Robblee, Sue; Schaefer, Lee; Steeves, Pam; Wnuk, Sheri; Pinnegar, Eliza; Clandinin, D. Jean. Mentoring & Tutoring: Partnership in Learning, v20 n1 p7-26 2012
• Nolan, A. (2017). Effective mentoring for the next generation of early childhood teachers in Victoria, Australia, Mentoring & Tutoring: Partnership in Learning, DOI:10.1080/13611267.2017.1364800
• Oregon Department of Education. Characteristics of a Quality Mentor Teacher. http://www.oregon.gov/ode/schools-and
districts/grants/mentoring/Documents/characteristics_of_a_quality_mentor_teacher.pdf. Accessed 30.10.17
• Reese, J. (2016). Virtual mentoring of preservice teachers – mentors’ perceptions. Journal of Music Teacher Education. Volume: 25 issue: 3, page(s): 39-52. Article first published online: April 29, 2015;
Issue published: June 1, 2016. https://doi.org/10.1177/1057083715577793
• Rocha, K. (2014). Europe’s Got Talent: Setting the Stage for New Teachers by Educative Mentoring. CEPS Journal. Vol.4. No 4
• Victorian12Institute of Teaching. Australian Professional Standards for Teachers. Standards at the Proficient Teacher Level. https://www.vit.vic.edu.au/registered-teacher/standards
• Victorian Institute of Teaching. Codes of Conduct and Ethics. http://www.vit.vic.edu.au/professional-responsibilities/conduct-and-ethics
• Victorian Public Sector Commission. Employment Principles and Standards. https://vpsc.vic.gov.au/ethics-behaviours-culture/employment-principles-and-standards/
 APPENDIX 1: THEORETICAL STRUCTURE
The MCF is based on six guiding principles serving three key purposes (Figure 2):
· Follow research and best practice.
· Reflect Victorian Government policies, the Victorian Early Years Learning and Development
Framework and the National Quality Framework .
· Be accessible in style and language.
· Be relevant in all early childhood education and care services.
· Recognises that mentoring is ultimately about improving children’s learning outcomes.
· Enables mentors and mentees to improve their attributes, knowledge and skills.
Figure 2 – Theoretical Structure for MCF

Reflects Improves teaching Emcompasses

The three key purposes underpinning the MCF are supported by an extensive literature review for
schools, which draws upon Australian and international literature and examples of good practice.
These purposes are still highly relevant to early childhood education and care settings and have
been contextualised for the early childhood sector.

The first key purpose of the MCF is to support the embedding of effective mentoring in
Victorian early childhood education and care services.
Six areas emerged from the literature:
· Commitment to mentoring: This was an area that was considered to be fundamental, and
included the willingness of the service leaders to establish the mentoring program and support
for mentoring activities. It also involved the official appointment of a mentor, and required their
voluntary participation, as well as commitment and enthusiasm from the mentee.
· Time for mentoring: Research shows that effective mentoring occurs when employers provide
sufficient time and resources for mentors and mentees to meet.

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· Matching of mentors and mentees: Research suggested that the choice of mentor was of
particular importance to mentees. One study found a link between a ‘good’ mentor match and
beginning teachers’ intentions to stay in the profession. Suggestions from the literature as to
what should be considered in matching mentors with mentees included: the subjects or groups
of children they taught, personalities, mentor experience, teaching context, proximity, and in
some cases, the wishes of the beginning teacher taken on board.
· Expectations of mentoring: This emerged as a consideration in relation to the service, the
mentor and the mentee. In particular, the literature highlighted the importance of clarifying
expectations, in order to maximise the time spent together. It was suggested that by developing
and agreeing expectations, mentors and mentees reduced the chance of running into potential
problems.
· Mentoring approaches: Two main types of mentoring approaches were evidenced from the
literature. These were face-to-face and virtual or e-mentoring. In relation to face-to-face
mentoring, the literature suggests that finding a sufficient number of induction level mentors
that possessed similar, or the same, teaching credentials as mentees - and who were also
located in the same service or geographical region – might be a challenge.
The literature suggested that virtual mentoring could offer valuable professional learning
opportunities from experienced teachers whose geographic location made on-site and face-to-
face mentoring difficult. In addition, virtual mentoring could also provide opportunities for
international and cross-cultural mentoring experiences.
· Learning from mentoring: Of particular relevance to the MCF is the importance of
documenting and sharing the learning from mentoring, both within and between settings.

The second key purpose is to articulate a common set of selection criteria for mentors. The
literature identified six areas for consideration in selecting mentors:
· The mentoring experience: The literature suggested that supporting beginner teachers as a
mentor can be professionally rewarding. It also provides opportunities to share good practice;
to connect with the latest research and developments, and to engage in reflective dialogues. In
this regard, mentoring was considered to be a valuable professional opportunity in and of itself.
· Professional competence and capability: The literature also suggested that most mentors
benefit from training. Mentor training was found to help mentors better support mentees in their
success. It also prompted mentors to reflect on their professional relationships and to develop
empathy for the mentee. In addition to considering competence and capability when selecting
mentors, important attributes for mentors include character, competence and experience.
· Communication and interpersonal skills: These are at the heart of effective mentoring. In
particular, the ability to demonstrate active listening and questioning enables both the mentor
and the mentee to fully understand what is being discussed.
· Subject matter and curriculum knowledge: Some research highlighted the importance of
mentors and mentees being matched according to subject matter and curriculum knowledge.
This was the preference of some beginning school teachers who found it helpful if their mentor
had an understanding of the curriculum they were teaching. However, other research
suggested that matching by subject matter and curriculum knowledge is not necessary
because the foundations of teaching remain the same in all subjects and year levels.

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· Standards, pedagogy, research and registration requirements: One of the roles of the
mentor is to enable and encourage the beginning teacher to excel in their teaching career. At
the very basic level, the mentor’s role is to ensure that the mentee meets the expected
registration requirements. Some research highlighted that mentors of beginning teachers need
to be able to demonstrate their ability to advance teaching practice. It was suggested that the
criteria for selecting mentors should include a clearly articulated vision of teaching and
learning, knowledge of content, and that the mentor is an accomplished curriculum developer.
· Diversity characteristics and service context: There were mixed views around whether
mentors and mentees should be matched by age, gender and other diversity characteristics. In
selecting mentors, one study of 220 beginning teachers and 245 supervisors observed that the
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mentoring relationships were more effective if the choice of mentor and mentee was left to the
participants, as distinct from being assigned to a mentor-mentee relationship. This would
suggest that in recruiting mentors, consideration should be given to service contexts and
existing relationships of mentees and mentors.

The third purpose for the MCF is to provide a set of expectations and behaviours for mentors
and graduate teachers in services which are captured in Section 4 of the MCF.

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CONCLUSION

Quality teaching significantly influences learning outcomes for children. Supporting beginning
teachers to reflect on their teaching is critical in assisting them to develop their practice. Mentors
play a key role in supporting beginning teachers to become active agents in analysing and improving
their own practice and in doing so develop their professional identity as teachers.
Mentoring is a reciprocal professional relationship which not only helps to improve the professional
practice of beginning teachers, but also provides opportunities for more experienced teachers to
gain fresh perspectives.
For effective mentoring to occur, service leaders, mentors and beginning teachers all have
responsibilities and roles to play.
· Service leaders can support their beginning teachers by ensuring these teachers have access
and adequate time to meet with a mentor. This might be a mentor within their early childhood
service, within their organisation or at a nearby early childhood service. Information to support
service leaders find a mentor for their beginning teacher can be found by visiting:
https://www.education.vic.gov.au/childhood/professionals/profdev/Pages/practice.aspx
· Mentors can better support beginning teachers by undertaking the Effective Mentoring
Program. The Effective Mentoring Program is two days of professional learning that equips
experienced teachers with mentoring skills. For more information about mentor training for
experienced teachers, visit:
https://www.education.vic.gov.au/childhood/professionals/profdev/Pages/practice.aspx.
· Beginning teachers can support their own induction and orientation into the teaching
profession by ensuring mentoring is a key feature in their Individual Development Plan.
Further information for beginning teachers that want to move from provisional to full teacher
registration can be found on the Victorian Institute of Teaching’s website:
https://www.vit.vic.edu.au/registered-teacher/moving-to-full-registration.
If you have any feedback about the Mentoring Capability Framework for Early Childhood Education
and Care, you can email: [email protected].

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