Up until recently, the careers of teachers were regulated by legislation issued in 1990 (Decree-Law 139-A/90, 28th April). It was based upon the principle of a “single career”. In other words, all teachers would follow the same path in order to progress to the top of their career. Since 2006, government has been implementing a process of change to this model. The principles of differentiation and hierarchy (contrasting with the flat career existing up until now) were recently introduced along with evaluation mechanisms. The Teacher Career Statute, issued in 2007 (Decree-Law 15/2007, 19th January), stipulates the existence of two teacher categories (senior teachers, i.e. professores titulares and classroom teachers, i.e., professores) – the former, apart from teaching, are responsible for coordinating roles at school and supervision and evaluation of other teachers. According to this new legislation, teacher evaluation has become more demanding and complex having effects upon the progression in the teaching career in order to “identify, promote and recognize merit”. Other new regulations relate to the conditions for gaining access to the teaching career: from now on an “exam” on “knowledge and competencies” is needed for all entrants to teaching. A “probationary year” (in order to verify the abilities of the new teacher regarding the requirements of the profession) is also needed during which the new entrant is accompanied by a senior teacher with specialized training in educational organization and curriculum development, pedagogical supervision and teacher training. Moreover, the new entrant to the profession attends training activities, observes classes, and gets involved in team work suggested by the senior teacher responsible for overseeing his/her probationary year. This is a particular important period for teachers who are initiating a career as till now, no actual induction occurred. In fact, the existence of an induction year in the previous law had no impact in school life, as it wasn’t implemented. That is the main concern of this group of teachers and the reason why we are involved in Tissnte (www.tissente.eu). It is important to give teachers a proper training if they want to be involver in supervision or mentoring activities. So, as partners of Tissnte, we have the opportunity to present and research the concerns of Portuguese teachers, and profit from the experience of other partners where mentoring is a successful practice.

The participation in Tissnte project has allowed to research teachers concerns about mentoring through survey research mainly conducted with teachers involved in initial training activities. This first approach to their concerns as mentors/supervisors has brought into light some areas of training that need to be addressed if the new system of induction wants to succeed. In fact, just being a teacher with tasks of mentoring or supervision, but no training at all, doesn’t seem a very good indication of success. More, Portuguese participants have been involved in Tissnte activities, such as attending the Pilot Course for Mentors, and their evaluation will be an important source of information about the impact of such training in their career development and in their work as mentors.

As mentioned, the new Teacher Carreer Statute being implemented in the Portuguese school system needs some special attention in what supervision and mentoring activities are concerned, in this first year of induction for novice teachers. As in Portugal there is no training aiming at this specific group of teachers, the mentors, with the exception of some post graduations and masters offered by some universities, but not integrated in career development training, our study about Portuguese teachers, Mentoring and Professional Development, intends to achieve several outcomes that can be summarized in two main ideas: - make Portuguese mentors more aware of their needs and responsibilities as to the induction year that will be implemented in the following years; - provide training and support for those teachers involved with novice teachers in schools and beyond.