Perspectives of the Mentorship Process: Professional Learning and Institutional Development?
Perspectives of the Mentorship Process: Professional Learning and Institutional Development?

Summary/Abstract: Mentorship is a form of individual learning that contributes to the institutional development as well. From this perspective, the organization of the activity needs support from the management of the institution. Organizing activity means planning in accordance with a set of objectives: the novice teacher’s personal objectives, the mentor's professional objectives and the institutional objectives (referring to the human resource from school and the expected results). Frequently, novice teachers consider the first year of activity as being demanding and stressful. We can have more perspectives for analysis. Does the institutional context provide no support for newcomers? Is the support provided unofficially, at collegial or structural level in an official, well-structured program and in accordance with the institution's needs regarding the development of human resources? Do the novice teachers show willingness to ask for or to receive support? We believe that the ability of the novice teachers to cope with the professional demands must be considered as a priority at the level of school management board. When the mentorship program is supervised by the school management board, the novice teachers will consider the work environment as a positive learning experience; they will be more motivated to do things well; they will receive permanent feedback from the mentor.

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