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Introductory
Note to the Reader Reflective journaling entered my
professional life during my graduate studies at Laureate Education, and it
quickly became foundational to my growth as an instructor. Far from being a
mere academic exercise, journaling allowed me to understand how language
learning unfolds cognitively, emotionally, and socially. Over the years, it
has helped me identify when and how I can support my students as they move
beyond their current developmental stages—those subtle, yet transformative
“pinch points” where guidance, clarity, or encouragement unlocks new
learning. As my understanding deepened, I came to
appreciate that reflection is not only a personal tool but also a
professional responsibility. An experienced educator recognizes that growth
does not end with mastering teaching techniques; it culminates in accompanying
other teachers on their journeys. That conviction motivates the essay that
follows, which explores mentorship as the highest and most human dimension of
reflective professional development. |
From Reflection to Leadership: Mentorship as the Fourth Level of Professional Growth in ELT
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Abstract This
essay argues that mentorship represents the fourth and culminating level of
professional growth within a reflective English Language Teaching (ELT)
framework. Building on Schön’s (1983) concept of “knowing-in-action” and
Farrell’s (2022) work on reflective teacher identity, the paper proposes that
reflection naturally evolves into leadership through the relational and
collaborative practice of mentorship. By extending the Kirkpatrick Model
beyond institutional metrics, the essay conceptualizes “Level 4” not only as
measurable results but also as the development of reflective communities
sustained by experienced teachers. Drawing on the work of Hargreaves and
Fullan (2012), Richards and Farrell (2005), and Mercer and Gregersen (2020),
it highlights how mentorship strengthens teacher well-being, professional
capital, and institutional culture. Ultimately, the essay positions
reflective mentorship as pedagogical stewardship—teachers nurturing
teachers—and the most enduring expression of professional maturity in ELT. |
Keywords: Reflective
Practice, Mentorship, ELT Leadership, Professional Capital, Teacher Well-Being,
Kirkpatrick Model, Reflective Communities |
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Resumen Este ensayo sostiene que la mentoría constituye el
cuarto y último nivel del desarrollo profesional dentro de un marco reflexivo
de la enseñanza del inglés (ELT). Basándose en el concepto de Schön (1983) de
“knowing-in-action” y en el trabajo de Farrell (2022) sobre la identidad
docente reflexiva, el artículo propone que la reflexión evoluciona
naturalmente hacia el liderazgo por medio de la práctica relacional y
colaborativa de la mentoría. Al ampliar el Modelo de Kirkpatrick más allá de
indicadores institucionales, se interpreta el “Nivel 4” no solo como
resultados medibles, sino como el desarrollo de comunidades reflexivas
sostenidas por docentes experimentados. A partir de las ideas de Hargreaves y
Fullan (2012), Richards y Farrell (2005) y Mercer y Gregersen (2020), el
ensayo muestra cómo la mentoría fortalece el bienestar docente, el capital
profesional y la cultura institucional. En última instancia, se presenta la
mentoría reflexiva como una forma de mayordomía pedagógica —docentes que
forman a otros docentes— y como la expresión más duradera de la madurez
profesional en ELT. |
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Resumo Este ensaio argumenta que a mentoria representa o
quarto e último nível do desenvolvimento profissional dentro de um marco
reflexivo no ensino de inglês (ELT). Com base no conceito de
“knowing-in-action” de Schön (1983) e no trabalho de Farrell (2022) sobre a
identidade docente reflexiva, o texto propõe que a reflexão evolui
naturalmente para a liderança por meio da prática relacional e colaborativa
da mentoria. Ao expandir o Modelo de Kirkpatrick além dos indicadores
institucionais, o ensaio interpreta o “Nível 4” não apenas como resultados
mensuráveis, mas como o desenvolvimento de comunidades reflexivas sustentadas
por professores experientes. Inspirado pelas contribuições de Hargreaves e
Fullan (2012), Richards e Farrell (2005) e Mercer e Gregersen (2020), mostra
como a mentoria fortalece o bem-estar docente, o capital profissional e a
cultura institucional. Conclui-se que a mentoria reflexiva constitui uma
forma de liderança pedagógica —professores formando professores— e a
expressão mais duradoura da maturidade profissional no ELT. |
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Introduction
In
English Language Teaching (ELT), reflective practice has long been recognized
as a cornerstone of ongoing teacher development. However, the end goal of
reflection is not merely personal mastery of TESOL techniques or methodological
approaches but the transformation of reflective awareness into leadership and,
why not, mentorship. As Schön (1983) observed, professionals grow by making
their “knowing-in-action” explicit. Seeing it happen in the classroom tells us
that a reflective transformation is taking place. Yet, the mature stage of this
reflective cycle lies in guiding other teaching professionals to develop that
same awareness one develops through reflective practice. This essay (post #493
in this blog) argues that teacher mentorship constitutes the fourth level of
professional growth within a reflective ELT framework, building on the
Kirkpatrick Model by extending its final level, results, toward
collaborative teacher development and institutional renewal of mentoring
figures.
Reflection as a Foundation for
Leadership
Reflection
remains central to professional identity formation. Thomas Farrell (2022) has noted
that reflective teachers not only understand their pedagogical decisions but
also shape their professional selves within dynamic educational contexts. This
ongoing and permanent self-examination of one’s pedagogical beliefs and
decisions generates the confidence and insight necessary for mentoring leadership,
a competency that can be nurtured through time and aiding other teaching
professionals. Jack C. Richards and Thomes Farrell (2005) emphasize that “the
move from teacher to mentor is a developmental shift from self-directed
reflection to other-directed guidance” (p. 7). In other words, this is a
natural process that does not happen overnight; one does not wake up the
following day being a teacher mentor or coach. In this sense, leadership begins
when teachers use their reflective capacities to nurture others’ growth rather
than focusing solely on their own performance because they have gone through a
process of reflection that has helped them discover how they can transform
their teaching skills into professional competencies that can transform their
teaching and student learning. When this stage in their developmental process
is achieved, we are about to witness the advent of a new generation of mentors
and coaches.
Mentorship as the Extension of
Reflection
Mentorship
transforms reflection into relational pedagogy, an educational approach the
places the teacher-learner relationship at the center of the learning process.
Hargreaves and Fullan (2012) introduced the concept of professional capital,
which includes human, social, and decisional capital, each cultivated through
mentoring and collaboration. Reflective mentors model vulnerability, dialogue,
and co-construction of knowledge for novice or beginning teachers, guiding and
supporting them. And as Day and Sachs (2004) contend, teacher professionalism
thrives when schools become “communities of inquiry and mutual support” (p. 14),
places where mentors and instructors can sit together to discuss and assess
what is happening in their classrooms. For this type of relationship between a
mentor and a teacher, reflective mentorship becomes an ethical act: a means of
ensuring that professional growth is sustainable, shared, and anchored in human
connection.
The Kirkpatrick Model and the
Fourth Level of Growth
When
viewed through the Kirkpatrick Model, mentorship aligns with the highest
evaluative level, results, where reflection produces observable
transformation of planning for a class and of the teaching processes present in
a classroom. However, this paper extends the model to propose a “fourth level
of growth” in which the results are not limited to institutional metrics
but are embodied in human relationships. The mentor’s role becomes a multiplier
of reflective practice, sustaining professional learning communities that
perpetuate the reflective cycle within the cohort of teachers in an institution.
This interpretation situates mentorship as the capstone of the reflective
teacher’s journey: from learning to teaching, from self-awareness to
stewardship.
Teacher Well-Being and
Reflective Communities
Mentorship
and well-being are mutually reinforcing. Mercer and Gregersen (2020) argue that
teacher well-being depends on connectedness, emotional resilience, and
professional purpose. Reflective mentors contribute to institutional well-being
by cultivating empathy, recognition, and psychological safety among peers, a
true community of “reflective” practice where shared challenges can be openly
discussed and where solutions can be tried out with peers while being aided by
a teacher coach or mentor. As Farrell (2022) highlights, reflective communities
serve as “spaces of belonging” where dialogue reduces isolation and fosters
collective meaning-making. Hence, mentorship is both a professional and
emotional endeavor; it ensures that growth is grounded in care and shared
purpose and not grounded in a hierarchical relationship between an instructor
and a teacher coach.
Conclusion
Reflective
mentorship represents the natural culmination of professional development in
ELT. It transcends self-improvement to embody pedagogical stewardship; that is,
teachers nurturing teachers. Through mentorship, reflection becomes leadership,
transforming not only classrooms but institutions. The synthesis of the
Kirkpatrick Model with reflective mentorship underscores that the highest form
of teaching is helping others grow. As Hargreaves and Fullan (2012) remind us,
“Great teachers lead not through authority but through moral and professional
capital.” In this spirit, mentorship remains the most human and enduring
dimension of professional growth.
📚 References
Day, C., & Sachs, J. (2004). International handbook
on the continuing professional development of teachers. Open University
Press. https://es.scribd.com/document/383169015/International-Handbook-on-the-Continuing-Professional-Development-of-Teachers
Farrell, T. S. C. (2022). Reflective practice in ELT:
Identities, beliefs, and practices. Bloomsbury.
Hargreaves, A., & Fullan, M. (2012). Professional
capital: Transforming teaching in every school. Teachers College Press. https://share.google/W5qQnZDdWcBXIJTuC
Mercer, S., & Gregersen, T. (2020). Teacher
well-being. Oxford University Press. DOI:10.31261/TAPSLA.9238
Richards, J. C., & Farrell, T. S. C. (2005). Professional
development for language teachers: Strategies for teacher learning.
Cambridge University Press. https://doi.org/10.1017/cbo9780511667237
Reader’s Comprehension and Reflection Worksheet by Jonathan Acuña
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