alumni-student-mentoring-article

Lesson plan? Check. Curriculum frameworks? Check. Decades of experience shared by your mentor? Yup. The first day as a qualified teacher was always going to be nerve-racking. But luckily for Rose Pham – and her students – she had Kerry Clayton (MBA, 2010 and Master’s Public Policy and Management, 2017) in her corner.

“I once asked Kerry why she helped me so generously and unconditionally,” says Rose (Master’s Teaching Primary and Secondary, 2024). “She told me that when she helped me, she thought of the people who had helped her in the past and who helped her children in fields where she could not always support them.”

Rose and Kerry – Principal at Melbourne’s Featherbrook College – were matched through Monash University’s Alumni to Student Mentoring Program in 2024. The program, which runs for three months, enables those with experience in the workforce to share their knowledge with final-year students, helping to guide them through their first years in their chosen field.

It's a joy to work with people who are about to begin their careers and get into the real work of teaching.

Those three months have since evolved into something far more meaningful and long-lasting: a professional relationship and a friendship. “I’ve been very blessed to have worked with Rose,” says Kerry. “She’s so bright. Her written work is phenomenal. But she has sought feedback. It's a joy to work with people who are about to begin their careers and get into the real work of teaching.”

The two met in person and online – and they both got a lot out of it. Despite her seniority, Kerry sees mentoring as a two-way exchange, where the mentees bring as much to the table as she does. “They’ve been afforded the most contemporary way of thinking and teaching that’s evidence-based. I always learn a lot from them.”

She loves her mentees’ willingness to learn and engage, too. “Sometimes it’s about unravelling something that’s a conundrum to them, something they might want clarity on. Or they just simply want to hear from someone who's not necessarily grading them for their practicum. Our sessions aren’t assessment – they are purely about engaging with another colleague about their chosen profession, and all things teaching and learning. Even if they’re starting out, they are nevertheless a colleague.”

Kerry’s approach has proved transformative for Rose. “I’ve learned a lot from Kerry’s mindset, her professionalism, her attitude towards working with other people,” says Rose. “She’s very humble and very open to learning new things.” While Rose’s Monash degree equipped her with the right knowledge, the reality of teaching requires navigating complex situations. That’s where Kerry’s advice has been invaluable.

“When it comes to dealing with student behaviour, I always refer to the school policy and procedures, as recommended by Kerry,” says Rose. “There is a framework, for example, when it comes to dealing with student behaviour in a class. It helps me a lot, as it sets clear expectations.”

Any time we can contribute to the next generation of our colleagues is an opportunity to embrace.

When Rose secured her first teaching position, Kerry acted as a referee, staking her professional status on her mentee’s readiness. “My reputation is everything to me,” says Kerry. “There’s no way I would put myself forward if I didn’t think the person was worthy.” For Rose, her mentor’s belief in her skills and ability was empowering. “I was not very confident,” she says. “Kerry helped me through my placement and my first year of teaching – and we still stay connected.”

Mentoring offers Kerry a chance to give back while staying connected to emerging talent, she says. For many students, the transition from uni to the workforce can be a frightening leap into the unknown. Mentoring helps to make it less daunting. And with her extensive experience, Kerry has found common questions and threads of curiosity among her mentees. But there’s no one-size-fits-all. “Mentees always have very personal needs which we explore,” she says. “They are already teachers! But to step into that official role takes some time.”

Kerry’s no longer teaching in the classroom, but the mentorship program enables her to continue her commitment to education: she’s now mentored a further three Monash teaching graduates. “As a passionate educator in the state government system, any time we can contribute to the next generation of our colleagues is an opportunity to embrace,” she says. “We all do this job because students are at the centre of everything we do.”

Inspired by her own experience in the program, Rose – who is now teaching maths to senior school students – hopes to one day mentor others herself. “I’ll try to look for their strengths and help them improve,” she says. “We are all part of something bigger. We can’t grow and survive without each other.”

Harness your career superpower: find out more about the Alumni to Student Mentoring Program or add your name to the Expression of Interest list for the 2026 program.