ABSTRACT
The conversations with current mentors are reflected in the commentary and a single case study is offered, the tasks that follow provide impetus for reflection and inspiration. A study by Fantilli and McDougall described that experienced teachers have a wealth of knowledge to share, which is a good reason why mentoring should take place. Therefore, mentoring must be taken seriously by the school community and has to complement school improvement, by taking an important and respected position in the school structure, school leaders need to value mentor preparation. The realisation that beginning teachers are still developing their practice in conjunction with learning how to navigate their surroundings is crucial to understanding of why mentoring is an important element of a collegiate school structure. This chapter set out to show why mentoring should be a key fundamental element of practice within any school community and help the people decide whether they could engage.
