This paper is located within the wider European context of teacher development and is specifically concerned with the needs of those supporting novice teachers during the early stages in their professional career. Currently, induction systems across Europe are largely fragmented, locally based and with little transference of best practice from other proven successful examples, despite the European framework for competence and qualifications. Despite recommendations by the DGEC (2002), OECD (2005) and Flores (2005), there is, as yet, no common focus on the specific needs of new entrants (novice teachers) or those who may support them (Induction Mentors). There is therefore a perceived need to develop a common focus on the specific needs of those supporting new entrants to the profession particularly with regard to improving the quality of teaching and learning, but also in terms of improving teacher recruitment and retention. In seeking to develop common support strategies for induction mentors, this contribution explores the results of a needs analysis research exercise conducted by the TISSNTE (Teacher Induction: Supporting the Supporters of Novice Teachers in Europe) team during autumn/spring 2006/7 and aims to interpret its results against the theoretical perspectives and research findings presented in the literature on mentoring and teacher induction. This paper reports the results of a needs analysis exercise, which was conducted as part of a European funded Comenius 2.1 project (TISSNTE). Its aim was to present an analysis of t the various skills, knowledge and mentor attributes required to ensure that those supporting novice teachers in the early stages of their career can fulfil their role as mentors effectively. Specifically the paper will report the outcomes of the needs analysis in relation to the following objectives: • Map current provision • Identify induction mentors’ perceived development needs • Identify key themes around which common support strategies for mentors assisting new teachers in their professional learning could be developed • Interpret the results against theoretical perspectives and research findings presented in the literature.

The sample of participants involved a total of 282 practising teachers from twelve European member states. Data collection involved: • Semi-structured, self-completion questionnaires • Follow-up, face-to-face/telephone recorded interviews The information gained was used to provide answers in response to the following questions: • What frameworks and induction-mentor support systems are currently available in the twelve European countries? • What are mentors’ perceptions of their roles and responsibilities? • In relation to which aspects of the mentoring role do they feel confident? • Which aspects of mentoring have they identified as areas for further development? • What training mode and resources would they find most helpful? Procedures for the collection and analysis of data adhered to BERA guidelines. Data analysis involved SPSS (quantitative) and thematic analysis of interview transcripts.

From the teacher responses generated by the TISSNTE needs analysis questionnaire six themes have emerged in relation to mentors’ roles and responsibilities and areas pertaining to training and professional development: • The aspect of nurture • Quality assurance and accountability • Reflective practice • Collaborative learning communities • Interpersonal and communicative competence The data generated by the TISSNTE needs analysis exercise clearly indicate a highly differentiated picture of a diverse range of needs amongst those supporting novice teachers across Europe, which can provide an evidence base for informing the construction of training strategies. In this respect the results generated by the TISSNTE needs analysis can lay the foundations for the construction of a platform from which induction mentors across Europe can develop a ‘community of practice’.