ABSTRACT
This chapter seeks to identify some of its complexities and, more importantly, to offer practical solutions. It identifies some challenges of working with teachers' induction mentor; and aims to understand different models of mentoring and why a reflective model is appropriate for teachers' stage of development. The chapter considers the complexity of the mentoring relationship; and discusses the importance of balanced feedback on teachers' teaching; and also considers the value of having an off-line coach in addition to teachers' mentor. Mentoring relationships are complex. Explicit, agreed and proactive arrangements for mentoring are vital to the well-being of the mentoring relationship, and nowhere are this truer than in the matter of lesson feedback. A highly skilled mentor may seamlessly offer both functions in one feedback, but teachers must both be clear in advance that this is happening and in what proportions.
