Abstract
Purpose – The purpose of this paper is twofold: first, to extend existing knowledge on the nature, reach, causes and consequences of judgementoring; second, to present a new framework for mentoring beginner teachers that has the potential to forestall and combat judgementoring, and enable the full potential of institution-based mentoring to be realised.
Design/methodology/approach – The paper draws on a thematic analysis of: previously published findings from three empirical studies undertaken between 2003 and 2015; new data from two empirical studies undertaken between 2012 and 2016; and recent literature (2013-2016) on judgementoring.
Findings – The paper provides further evidence of the nature, reach, causes and consequences of judgementoring as a national and international phenomenon. In doing so, it extends previous knowledge about the conditions that enhance or detract from the successful enactment of beginner teacher mentoring.
Practical implications – The findings presented have implications for the work of education policymakers, school and college leaders, mentor trainers, mentors and others concerned with enhancing mentorship and effectively supporting the professional learning, development andwell-being of beginning teachers.
Originality/value – The paper presents ONSIDE Mentoring as an original, research-informed framework for mentoring beginner teachers. The framework may also be applicable to other contexts, especially for the mentoring of early career professionals.
Keywords Teacher education, Beginning teacher, Developmental mentoring, Judgementoring, ONSIDE Mentoring.

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