1.1 Mentoring – an introduction
https://vimeo.com/125004690
1.2 Getting started with a mentoring relationship
a. Be authentic
b. Draw from own experience
c. Find out the expectation of your mentee
1.3 Mentoring beginning teachers
1.4 Mentoring “beyond” the classroom
“Beyond” the classroom refers here to any work of the mentee that is crucial to their role as a teacher but does not happen directly in the classroom. For example, working with parents and other school stakeholders, or understanding school hierarchies and how to work best with school leaders, or simply about developing a positive relationship with teacher colleagues.
- Open doors for the mentee
- Advise who to talk to
- Be a role model in the school community
- Model through discussion the type of work the teacher does across the school community
- Rehearse likely situations with the mentee
1.5 What to avoid in a mentoring relationship?
a. Remember that your way might not be the right way for your mentee
b. Help your mentee to stay on their own feet as a professional and not just in the context of their school.
3. Avoid giving the impression you have finished learning yourself.
4. Avoid bringing judgements into the relationship early on.
5. Avoid summative  judgements if possible.

2.1 Collaborating with your Mentee
2.2 Developing a Climate of Trust with your Mentee
For an effective mentoring relationship and for effective collaboration to happen, trust is an essential ingredient.
Building Relational Trust
1. Building Inclusion
2. Modelling Mutual Respect
3. Sharing "Real World" Challenges
4. Listening, Listening, Listening
2.3 Stimulating and scaffolding thoughtful reflection and discussion
2.4 Self-evaluation & Develepment Plan

Jidda Krishnamurti
A key part of any mentoring relationship will be lesson observations.
A mentee can come observe a mentor’s lesson or both mentee and mentor can observe a third teacher’s lesson. Both provide excellent frameworks to discuss practice or to engage in a collaborative project as outlined in the previous module. 

3.1 Preparing a lesson observation
Lesson observations should be carefully prepared and thought through if they are to provide added value to you and your mentee. It is therefore important to plan together with your mentee what the focus of the observation will be and how you will go about generating data and information about that focus through the observation.
3.2 Involving students in lesson observations
One of the most important and probably most difficult parts during a lesson observation is to collect data and information that will help the reflection and feedback process after the observation.
3.3 Providing effective feedback after a lesson observation
If you have prepared your observation well the steps after the observation should come more naturally as you will have a clear focus to discuss, paired with lots of interesting data and information coming from the lesson that you can share with your mentee.
 “Being observed helped me to gain the point of view of a colleague relating to my own practice. Through discussion and cooperation the observation process led to the development of practice in two ways. The first was in the form of my own reflections regarding suggested areas for improvement. In this instance I reflected and came up with new strategies. Secondly, sometimes the observer would suggest different ways certain activities or episodes could have been delivered and this also led to the development of my practice. The most significant of these was probably the prompting of my own reflections and how this helped me to develop my future practice.”
In order to frame the feedback conversation , it is important to use the right language and phrasing.

3.4 Participate in our Course Teachmeet!
 Mentoring in schools Teachmeet 6/6/2017
 The INDUCAS project is run by European Schoolnet and funded by the European Union under the grant agreement no. EAC-14-2016.
 1. Elena Pezzi                    2. Cornelia Melcu             3. Cristina Nicolaita
4. Petra Bohackova            5. Monica Giansanti

 An "hint & tips decalogue" for a perfect mentoring
1. Be honest 
2. Be welcoming 
3. Be a "lifelong learning teacher" 
4. Be positive 
5. Your mentee has a lot to teach you 
6. You have a lot to share with your mentee 
7. Mentoring is a great opportunity that is given to you to improve your teaching 
8. Mentoring will keep you forever young... 
9. Try to avoid "you have to..." "you should ..." 
10. Bear in mind that your mentee could be a mentor some day ... and he/she will remember you! 

James McQuivey, Vice President at Forrester Research and Author of Digital Disruption

In this final module we explore how technology tools can impact the mentoring practice, focusing on the use of video for mentoring and the process of mentoring online. 

         4.2 Mentoring Online
Mentoring online can offer us some great new opportunities as it decouples to a certain extent the constraints of time and location with our mentoring practice. This provides a variety of opportunities.
4.3 Tools to support online mentoring and the use of video
There are a range of tools out there that can help you when mentoring online or want to use video in  classroom.
IRIS Connecta      Teachem       Skype      Google Hangouts
Google Documents                Office 365