COSERE | 165 • Evaluation of mentoring. Mentoring must be effective. The effectiveness of mentoring is evaluated by the mentor together with the mentee on an ongoing basis, even after the end of the collaboration. It should be emphasised that each mentor works differently according to their abilities and possibilities but adheres to the basic principles of successful mentoring. Forms of mentoring Both internal and external mentoring is carried out in schools. Each of these forms has its advantages and disadvantages. • Internal mentoring is provided by teachers at school. It is therefore assumed that training is available for all teachers who are motivated and interested in mentoring and who intend to change the culture in schools (usually supported by projects and/or school budgets). Internal mentoring thrives in a collegial culture and tends to be less financially demanding. However, it is not uncommon for subsidised projects to be a good starting point for the development of internal mentoring and strengthening collegiality. Mentors who promote peer learning should be valued and supported in some form. • External mentoring – can be provided by external mentors, or in various school systems, they are more or less officially established mentors who can be hired and paid via the school budget or with project funding. To solidify this arrangement and justify the resource allocation, mentors should have clearly defined education or training requirements.
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