# data[].attributes.body
In a school with no PCTs so there was no allocated mentoring

# data[].attributes.body
Do mentors need to be selected and locked in immediately from day zero? Can schools be more open to changing mentors to support the PCT's needs?

# data[].attributes.body
honestly cannot answer this question as it would depend on the needs of the mentee. One would hope that the mentors are adequately trained in mentoring practice and meet the needs of the mentee

# data[].attributes.body
HODs are often the person most in contact with new staff but we have a dedicated mentor for beginning teachers too - however meetings are often in groups which can limit the depth of discussion and reflection. Other teachers teaching same content are shoulder tapped too.

Mentors should really be being picked on their ability to mentor - coaching questions, encouraging reflection but as has been previously stated i nthe course this training is not often provided by the school and numbers and time often force other choices.

# data[].attributes.body
- experience with mentoring
- school wide knowledge
- curriculum knowleadge

# data[].attributes.body
Some mentors are HODs. Some are chosen due to free periods. Some self-select. Some are newly certified teachers who were outstanding in their PC process.

# data[].attributes.body
Mentors in our kura are our DP and SLT

# data[].attributes.body
Discussion with HOF as to who would be the most suitable to mentor. This is then built into the mentor's allocation of teaching periods prior to classes being added. The HOF/HOD is usually not the mentor - it is more often an outstanding teacher in the subject area with the skills to mentor effectively.

# data[].attributes.body
Are often HoFs or TiCs and the reflective parts are done by the SCT

# data[].attributes.body
We have 12 WISC and 1 SCT - this does give our large number of PCTs help. The HOLA is seen as a Subject "advisor" almost. But the mentor and Mentee are from similar departments if possible.

# data[].attributes.body
I would like to see this be front-footed further - so pick those mentors early and then give them some initial support and training (rather than as the SCT having to train as we go).

Would love this job to go to experienced teachers not in leadership positions as well.

# data[].attributes.headline
At my school, the SCT and DP do the mentoring in most cases.

# data[].attributes.subject
At my school, the SCT and DP do the mentoring in most cases.

# data[].attributes.headline
Our Reality: Mentors are HoDs / Middle Leaders / Senior Leaders. 

# data[].attributes.subject
Our Reality: Mentors are HoDs / Middle Leaders / Senior Leaders. 

# data[].attributes.body
at my school all PCT's are delegated to the SCT for the reflective practice and the HOD as mentor though some HOD's merely focus on the curriculum stuff rather than the mentoring side

# data[].attributes.body
The reality seems to be that we choose based on the timetable (who is under timetable). We've had a situation with 2 late hires being PCT1s and so mentors weren't organised appropriately in time.

# data[].attributes.body
Numbers of PCTs and timetable slots can often determine- even though it shouldn't