We teach well when: 

We are confident.

 We are enthusiastic.

 We are supported.


Confidence comes from knowing our subject matter.

  Enthusiasm is born of our desire to see all students flourish.

 Support comes in the form of encouragement, coaching and mentoring by experienced teachers.

Supported and confident teachers stay teaching longer and increase student achievement and engagement.

Teaching is intense. No argument there.

I know that sometimes when I was teaching I just wanted to slow everything down for a bit while I caught up. Caught up with changes in methods, changes in texts, changes in year levels, changes in classes, changes in curriculum (a constant if I remember rightly) and changes in assessments.

The problem was that all the other teachers in the staffroom or the school were feeling the exact same level of overwhelm. What we needed was someone to think out loud to. Someone who was not madly baling water out of the same leaky boat.

Mentoring has always been a valuable practice in education but we had other names for it:

  • The teacher down the hall
  • The staffroom
  • Friday night drinks
  • Sharing

Teaching has changed in so many ways in the last couple of decades and we need to be more intentional in how we provide high quality, relevant professional learning for our teachers.

Research has consistently found that new teachers experience a range of benefits from quality mentoring relationships, including emotional support, increased confidence, improved self-reflection, problem solving capabilities and the development of classroom management practices and norms.

Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and teacher education, 25(1), 207-216

It is not only new teachers who benefit from mentoring and coaching. Experienced teachers who are trying to incorporate new ideas and methods into their classroom have been shown to benefit from a short series of mentoring sessions.



Effective coaching and mentoring rely on a relationship of trust. Teachers in the program need to know that their mentoring sessions are confidential, within the parameters of the Australian Professional Standards for Teachers.

Schools will have the opportunity of submitting requests for particular issues to be addressed and they will receive 2 progress reports. They are also invited to contact the mentor by email if they have questions. However, they will not have access to the content of the sessions.

Nationally and internationally, there is unequivocal evidence that the quality of teaching is the most significant in-school factor affecting student outcomes. There is also strong evidence that better appraisal and feedback leading to targeted development can improve teacher performance.

Australian Teacher Performance and Development Framework.


Include a We Teach Well Mentoring and Coaching program as part of a high quality, successful professional development strategy.

The Purpose

Facilitating improvement in teaching and learning is the objective of any effective mentoring relationship in education. Like effective teaching, effective mentoring is explicit (not incidental), evidence-based (not anecdotal) and collaborative (not isolated). 

Schools are dynamic and extraordinarily busy places. Teachers and Administrations work tirelessly to create engaging learning for students. While extended mentoring is an ideal it is not always possible. The Mentoring Intensive is designed to focus on a particular area of pedagogy or subject knowledge. It can also be used to kick-start a process by providing the space and support to create a series of goals and provide the structure for later reflection.

Goals and Objectives

The needs of teachers are diverse and dependent on context. A teacher’s personal disposition and skill level can vary, as can their concerns about teaching and their career aspirations. Added to this are the particular challenges that each school, student cohort or class can pose. 

However, the primary goals in any mentoring program for teachers needs to be around teaching and learning. Improved engagement and outcomes for students is at the heart of teaching. Activities to achieve this can include:

  1. Increase professional growth through planning and goal setting.
  2. Increase problem solving capacity through discussion and sharing pedagogy.
  3. Increase confidence in professional conversations through understanding subject specific pedagogy.
  4. Connect with current research in the field of education.
  5. Articulate a sound understanding of pedagogy and practice.

Program Format

These sessions are tailored to the needs of the mentee. There will be a free 30 minute pre-session to set parameters.

Office Hours:  Teachers who are undertaking any program with us will have access to our fortnightly office hours via Zoom/Skype. They are invited to ask questions and engage in discussions.


Include a We Teach Well Mentoring and Coaching program as part of a high quality, successful professional development strategy.



This program is created to support and promote both the Australian Teacher Performance and Development Framework and the Australian Professional Standards for Teachers.

We Teach Well endorses wholeheartedly the idea that supporting a teacher’s professional growth is the best way to ensure that all students become successful learners, confident and creative individuals and active, informed citizens. *

As previously mentioned, the mentor will model and support the standards of professional knowledge, professional practice, and professional engagement as set out by the Australian Professional Standards for Teachers. (APST) However, mentoring and coaching sessions are confidential. 

*Australian Teacher Performance and Development Framework. p.3

School Responsibility

While it is understood that schools and their teachers are under a great deal of time pressure and that you can never quite predict how any day will go, it is important that someone from the school be appointed as a supervisor to whom the mentee teacher will report. 

The Framework requires that teacher performance and development processes and goals should reflect the overall approach to teaching and learning within a school and should be consistent with the school plans. Alignment to school plans and school-wide approaches to professional learning are particularly important. 

The Framework aims to promote genuine professional conversations that improve teaching and minimise the risk that administrative and bureaucratic requirements will become the focus. 

Schools will be provided with the opportunity to indicate areas in the mentee teacher’s development which they see as being particularly helpful. They will be able to communicate with the mentor  by email during the mentoring period.


Client evaluation of the program will be sought and appreciated.

The core criteria for all We Teach Well mentoring and coaching programs are taken from the Australian Charter for the Professional Learning of Teachers and School Leaders.

Has the professional learning program:

  • Informed practice and pedagogy.
  • Been relevant, collaborative and future focused. 
  • Assisted the teachers and schools  to modify practice in response to student needs.
  • Clarified for the teachers and administrations the importance of professional learning networks and communities of practice.
  • Demonstrated that evidence of practice can and should be collected from a variety of sources.
  • Built the confidence of the teachers as valued professionals.