ABSTRACT
This chapter looks at some key expectations beginning physical education teacher have of their mentors. These include providing an induction programme for a beginning teacher, supporting a beginning teacher to observe lessons taught by the mentor and other teachers, and developing independence through target setting and task design. The aim of an induction programme is to develop a beginning teacher's functional acuity by making them aware of all the information and resources available and where and how to access them. Learning from the practice of existing practitioners in the field can be a highly effective and efficient tool to support progress, particularly for beginning teachers. The mentor role is to monitor the progress and achievements of a beginning teacher against specific criteria. This obviously occurs as an ongoing process of formal assessment and forms part of collaborative evaluation with a beginning teacher.
