# data[].attributes.body
Knowledge of the school. A sense of collegiality. Support network

# data[].attributes.body
energy
support
enthusiasm

# data[].attributes.body
children's learning time
our time
experience

# data[].attributes.body
Experience and Expertise (Values and Vision of school and person)

Understanding and Empathy

Daily presence

Gets

Professional satisfaction from assisting a NQT

Feeling valued and valuable in a reciprocal relationship

Sense of collegiality and collaboration (unified vision of the school where an overall sense of trust has been established)

Concerns

Relationship dynamics between colleagues

Lack of engagement from NQT

Time and resources

# data[].attributes.body
understanding of droichead
tools to implement and mentor
support our NQTs
more attractive school to work in

# data[].attributes.body
Ideas
Instructions
Support
Best practice

# data[].attributes.body
Knowledge - peer knowledge
Structures and processes to support NQT
Time off school
Support

# data[].attributes.body
Understand how to fostering a mentoring environment within schools
Strategies to deal with difficult situations such as parental expectations in special education
Peer knowledge

# data[].attributes.body
Workload
Lack of external support
conflict
accountability

# data[].attributes.body
Time, procedures, transition from inspector to PST. Responsibility. Feeling that you need to be more abreast of innovative methods

# data[].attributes.body
Paperwork
Time
How to deal with challenging situations
Having the challenging situations
When you haven’t succeeded in improving the quality of work where do we go?

# data[].attributes.body
Will we be enough of a support
Signing off on an NQT that you are not 100% sure of
Pressure

# data[].attributes.body
Challenging conversations if NQTs are not engaging in the Droichead Process