IntroductionIn this article I intend to review mentoring for new headteachers in England. This critical review is prompted by the establishment of a network of experienced heads who have volunteered to mentor colleagues in their first year of headship. The network is now nationwide but regionally managed by nominated heads and others and involves providing training and preparation for the mentors as well as the organization of mentoring partnerships. The organization and management of the scheme is a topic worthy of detailed analysis in its own right. Similarly, the nature of the training for mentors warrants examination and evaluation. However, in this article I principally want to: q provide a brief outline of the context, setting out the rationale for mentoring and offering some background information about the regional provision;q review the advantages and disadvantages which can be identified from the mentoring process in action; q reflect critically on the perceived benefits and disbenefits of mentoring. In other words, I do not want to dwell too long on describing how the scheme operates, rather I want to focus on the concept and character of mentoring in action.
Background to the scheme in EnglandIn 1989 a School Management Task Force (SMTF) was established by central government to analyse and report on ways of developing more effective school management practices. Both central government and the SMTF recognized that one of the key factors in successful schooling is effective school management and leadership. Moreover, the SMTF appreciated that the ambitious reform programme initiated by the 1988 Education Act and subsequent legislation placed a heavy burden on headteachers to manage the changes in their schools. In short, there was an acknowledgement of the importance of school leadership and a wish to find ways of supporting and developing school leaders.As part of its broad review of school management the SMTF focused on the needs of new or beginning headteachers. The particular needs of new headteachers in secondary schools were first highlighted by a report from the National Foundation for Educational Research which recommended mentoring
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