ABSTRACT
Two authors of this chapter are practising teachers who have been instrumental in creating mentoring departments as Heads of Mathematics. In the process of mentoring, a mentor may adopt a number of supportive roles or stances, including those of educator, model, acculturator, sponsor, and provider of psychological support. Recognising mentoring as inherently a two-way process, whereby both parties look to develop their own practice by engaging deeply with didactics and pedagogy, is crucial. Working as a mentoring department constitutes an approach to professional development; encouraging shared ownership of practice, progress and accountability which benefits every member. A mentoring department holds a shared responsibility and expectation of continual professional learning for all teachers. Personal learning experiences and professional development are crucial for sustaining a mentoring department, generating excitement and driving interest. High-quality professional development is needed to help sustain a mentoring department.
