Who Mentors the Mentors? Curriculum and Development for Mentors of New Teachers in Israel

Excellent teachers of children are not automatically excellent mentors to new teachers. To effectively mentor new teachers, experienced teachers must understand new teachers’ needs and acquire mentoring skills. However, few teachers receive adequate preparation for mentoring, and few programs offer extended courses in mentor development. In Israel, mentor development courses are coordinated by the Ministry of Education and are taught by teacher educators in universities and teachers’ colleges throughout the country. This study investigates how the Israeli mentor development program prepares experienced teachers to mentor new teachers. Using case study methodology, the research included semi-structured interviews with 20 directors, coordinators, instructors, and mentors in the program, document analysis, and observation of the mentor coordinator training and the Israeli culture. The findings highlight the following curriculum themes: (a) Mentor identity, (b) New teacher’s world, (c) Mentor guidance and communication skills, (d) New teacher assessment, (e) Mentor course activities, and (f) Mentor course assignments. The research also reveals three principles of the Israeli mentor development program, including their challenges and strengths: (1) Mentor courses should benefit all mentors and new teachers, (2) Mentor courses’ curriculum should be both practical and professional, and (3) Mentors should build supportive, trusting mentoring relationships with new teachers. The study also discusses Israeli contextual issues and how they relate to the program. Consideration of the Israeli program in light of other mentor development programs provides insights for creating mentor development programs in other contexts. Despite the challenges, the curriculum and practice of Israel’s development program for mentors of new teachers can serve as a model for initiating and conducting mentor development in Canada and other countries. Where implemented in context-specific, culturally sensitive ways, the insights from this study could improve new teacher induction, teacher retention and development, and student education.Ph.D