What makes a good induction supporter?

Abstract

The Teacher Induction Scheme, introduced in 2002, marked the first major change to new teacher induction in Scotland in 37 years. This paper gives an outline of these changes set against developments in mentoring theory in the wider context. It argues that the personal qualities of the induction supporter are crucial to developing an effective mentoring relationship. The views of student teachers are used to describe preferred characteristics of effective mentors and effective induction provision. A person specification is created by the comments of the “Class of 2002”—the first probationer teachers to have taken part in the Scheme.