The MLTAV Mentoring Project aims to match experienced language teachers with teachers in their first 5 years to provide mentoring support. The goals are to improve student outcomes, use data to measure impact and guide improvement, and incorporate ICT to facilitate mentoring. Mentoring assists new teachers to reflect on their work, improve their practice, and meet individual needs in a timely way. It also guides them to demonstrate teaching standards. Effective mentoring is a long-term, two-way relationship where both teachers enrich each other's practice through discussion of the new teacher's needs and finding ways to support their learning and development.

1. MLTAV Mentoring Project Project Managers: Tina Wilkinson Kylie Farmer

2. Project Goals To match LOTE teachers in their first 5 years of service with accomplished teachers of languages to provide high quality assistance with all aspects of the beginning teachers’ work. To use Action Research methodology and the Professional Standards for Accomplished Teachers of Languages & Cultures to reflect on LOTE teaching and learning to: Improve student outcomes Use evidence and data to improve and measure impact and guide improvement To incorporate the innovative use of ICT to facilitate mentoring To share learning & experiences gained through this project via Knowledge Bank

3. Mentoring Assists teachers in reflecting on their work and improving their practice. Allows the individual needs of the new teachers to be met in a timely and relevant manner and guides their progress to demonstrate the Standards of Accomplished Teachers of Languages and Cultures As beginning teachers experience the full range of responsibilities of the teaching role, the mentor as a professional and critically supportive colleague assumes greater importance.

4. Principles of Effective Mentoring Mentoring is a two way relationship that continues over time (not a coaching exercise). Both teachers bring many skills and much knowledge to the relationship that can enrich and develop both teachers’ practice. The process should be guided by the Beginning Teacher’s professional learning needs and concerns. The mentor is there to help Beginning teachers identify their professional learning needs and help find positive and effective ways to support that learning. Commitment to the process and to “meeting” on a regular basis to discuss concerns, to plan and work through suggestions for developing professional practice and to celebrate achievement is essential.

5. The capacity and willingness of mentors to listen, to ask questions, to challenge and share critical professional knowledge often determines the effectiveness of the mentoring relationship. The rich professional dialogue and opportunity to investigate and articulate elements of professional practice with other teachers is empowering and leads to very sound professional learning.