Motje Wolf is a Senior Lecturer in Education at De Montfort University Leicester where she teaches and researches music education.Nikki Booth is currently a part-time Research Assistant for the Birmingham Music Education Research Group (BMERG) at Birmingham City University.Sarah Younie is a Professor in Education Innovation at De Montfort University Leicester and Visiting Professor at Chichester University.

• Introduction: A practical guide to mentoring beginning music teachers in the secondary schoolSection 1: What do we mean by mentoring?Chapter 1: Models of mentoringGill Golder, Alison Keyworth, and Clare ShawSection 2: About the mentorChapter 2: Understanding yourself: Exploring beliefs and experiencesKelly Davey Nicklin and Gary SpruceChapter 3: Understanding your approach in relation to advocacy, pedagogy, and professional developmentRebecca LundbergChapter 4: Evaluating my impact as a music mentorMotje Wolf and Helmut SchaumbergerSection 3: About what a mentor doesChapter 5: Performance curation – mentoring beginning music teachers in performance projectsNarelle YeoChapter 6: Developing a mentor–mentee relationshipBethany Carter-SherlockChapter 7: Supporting the mentee: Working at the sharp endEsther CavettSection 4: Supporting specific aspects of beginning music teachers’ knowledge, skills, and understandingChapter 8: What are the building blocks? Thinking about musical skills, knowledge, and understandingAnthony AndersonChapter 9: Mirror, mirror on the wall… supporting beginning music teachers to become reflective practitionersMartin Fautley and Ian AxtellChapter 10: Mentoring for curriculum designAnthony AndersonChapter 11: Preparing beginning music teachers for delivering lessons focussing on student performanceTerezija Štimec and Motje WolfChapter 12: Observing a lessonAustin GriffithsChapter 13: Supporting pupils’ learningIan Axtell and Martin FautleyChapter 14: Facilitating and leading effective discussions with beginning music teachersNikki BoothSection 5: About moving beginning music teachers onChapter 15: Using formative assessment effectively to see the wider pictureNikki BoothChapter 16: Music teacher health and well-being: A practical survival guide for mentor and mentee.Jennifer RowleyReferencesAuthor indexGeneral index

Motje Wolf is a Senior Lecturer in Education at De Montfort University Leicester where she teaches and researches music education.Nikki Booth is currently a part-time Research Assistant for the Birmingham Music Education Research Group (BMERG) at Birmingham City University.Sarah Younie is a Professor in Education Innovation at De Montfort University Leicester and Visiting Professor at Chichester University.

• Introduction: A practical guide to mentoring beginning music teachers in the secondary schoolSection 1: What do we mean by mentoring?Chapter 1: Models of mentoringGill Golder, Alison Keyworth, and Clare ShawSection 2: About the mentorChapter 2: Understanding yourself: Exploring beliefs and experiencesKelly Davey Nicklin and Gary SpruceChapter 3: Understanding your approach in relation to advocacy, pedagogy, and professional developmentRebecca LundbergChapter 4: Evaluating my impact as a music mentorMotje Wolf and Helmut SchaumbergerSection 3: About what a mentor doesChapter 5: Performance curation – mentoring beginning music teachers in performance projectsNarelle YeoChapter 6: Developing a mentor–mentee relationshipBethany Carter-SherlockChapter 7: Supporting the mentee: Working at the sharp endEsther CavettSection 4: Supporting specific aspects of beginning music teachers’ knowledge, skills, and understandingChapter 8: What are the building blocks? Thinking about musical skills, knowledge, and understandingAnthony AndersonChapter 9: Mirror, mirror on the wall… supporting beginning music teachers to become reflective practitionersMartin Fautley and Ian AxtellChapter 10: Mentoring for curriculum designAnthony AndersonChapter 11: Preparing beginning music teachers for delivering lessons focussing on student performanceTerezija Štimec and Motje WolfChapter 12: Observing a lessonAustin GriffithsChapter 13: Supporting pupils’ learningIan Axtell and Martin FautleyChapter 14: Facilitating and leading effective discussions with beginning music teachersNikki BoothSection 5: About moving beginning music teachers onChapter 15: Using formative assessment effectively to see the wider pictureNikki BoothChapter 16: Music teacher health and well-being: A practical survival guide for mentor and mentee.Jennifer RowleyReferencesAuthor indexGeneral index