This presentation introduces practices of mentoring and mentor education in Hungary through a comparative study which compares the achievement of new teachers who were supported by trained mentors with a control group without mentor support. There were 150 newly qualified teachers both in the test group and in the control group. Supporting activities involved mutual observations of lessons carried out by the mentor and the NQT, as well as discussions and consultations about how to make the portfolio. Prior to planning the work for the whole year, the diagnostic evaluation of the NQT was carried out which served as a basis for making the personal development plan for the NQT. Several lessons were video-recorded for analysis by mentor and NQT. At the end of the school year NQT-s uploaded their portfolios about their activities onto the website designed for these purposes and their final lessons were visited and observed by external evaluators. The portfolio and the observed lessons served as a basis for their qualifying exams. 77 indicators were used as an evaluation tool both for evaluating the portfolio and the lessons.For the purpose of research we analysed the documents mentioned above and the results of 3 – 3 questionnaires fulfilled by NQT-s and mentors. This paper presents qualitative and quantitative analysis of the data based on the usage of indicators. We have found significant differences between pilot and control goups, pre- and post evaluation of indicators, and evalution made by mentor and external evaluators. The Cronbach alfa among indicators evaluating the same competences are higher than .80. The pilot program effects beginning teacher competences significantly. Analysis of portfolio and lessons gives almost the same result concerning the level of competences. The different indicators of competences measure the competences coherently.

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