ABSTRACT
This chapter considers when the conversations could take place, what the focus might be, management of the conversations and how the conversations might engage both itself and the beginning teacher in the reflective practice process. Experienced mentors often note that having professional conversations with the beginning teacher benefits their own practice. Overloading a beginning teacher with too many targets is likely to be overwhelming; they will not know which ones to address first. If the beginning teacher is going to be able to demonstrate progress, limiting targets to a manageable two or three is probably best practice. A good mentor will want to inspire the beginning teacher to encourage and support the aspirations and career development. The chapter focuses on how professional conversations can build positive collegiate relationships and how the conversations will change according to the career phase of the mentee.
