“I’ve learned I can spark a light in both students and teachers.”

In the classroom of IPLT "Gaudeamus" in the capital, the atmosphere comes alive with the enthusiastic voices of students. Each of them has the opportunity to share the story of a personality from French culture whom they admire, turning the lesson into an engaging dialogue.

As the sound of the school bell fills the room, students gather their notebooks, eager to enjoy their break. Amid this dynamic rhythm, Doina Botnari finds a brief moment to tell us how she manages to combine her role as an institutional mentor with her work as a teacher of English and French.

“It’s not always easy,” she admits, “but I know that every teacher who receives support means better-prepared and more confident students.”

UNICEF/Saulea Dan

Doina is one of the 889 institutional mentors trained by the National Institute for Education and Leadership (INEL) — a community dedicated to supporting and guiding teachers across the country. After completing 300 hours of training, starting in February 2025, Doina officially took on the role of institutional mentor at the high school where she teaches, together with two colleagues. Together, they offer support and encouragement to teachers who are just starting out or seeking new perspectives.

“An institutional mentor is a professional guide. Their true mission is to create a collaborative environment and a safe space where teachers can grow at their own pace, explore new ideas, and innovate in the educational process,” she adds.

UNICEF/Saulea Dan

Doina mentions that over her twenty years of professional experience, she has embraced the concept of mentorship in various forms: from mentoring trainee students, to working as a methodology advisor and foreign language coordinator. However, the current approach to mentorship introduces a modern, more responsive model that better meets the needs of teachers. In practice, it combines two roles — that of an institutional methodology advisor and a school psychologist for teaching staff.

“A mentored teacher becomes more open, flexible, self-assured, and inspired. This leads to stronger connections with students, built through active listening, empathy, and teaching methods that foster curiosity, creativity, and critical thinking,” Doina explains.

According to the Study on the Professional and Personal Development Needs of Teachers, Mentors, and School Managers, a significant proportion of teachers (35%) report difficulties in integrating students with Special Educational Needs into classroom activities — a clear indication of the need for additional support, adapted resources, and assistance from specialists.

Doina points out that inclusion remains a constant challenge within the education system. As a mentor, many colleagues consult her for advice on how to adapt the content and structure of their lessons to better respond to the needs of students with Special Educational Needs.

UNICEF/Saulea Dan

“I offer guidance without imposing fixed solutions, creating spaces for personal growth and development rather than merely providing direction. Every teacher is unique, which is why it is essential for them to identify their own professional needs. Mentorship must be flexible and personalized,” says Doina.

She explains that, during the mentor training programme initiated by INEL, she learned how to formulate relevant questions, practice active listening, provide impartial and constructive feedback, and build relationships based on mutual respect. She applies these skills each time she observes a colleague’s lesson. “Sometimes, during an open lesson, there are more observers at the back of the classroom than students, and for the teacher at the front, the moment becomes truly emotional.”

After the lesson, a feedback session follows, during which all observers take turns sharing their impressions. Doina notes that she always strives to be empathetic, to support her colleagues, and to highlight their strengths with clear reasoning. Areas for improvement are discussed privately, with care and respect for the individual.

UNICEF/Saulea Dan

Like any new initiative, the work of institutional mentors also comes with its challenges.
Doina confides that some teachers hesitate to acknowledge that they might benefit from mentorship. Moreover, there are situations when even the mentor does not have an immediate answer — “that’s when I turn to my national mentor, because we mentors have mentors too.”
In addition to her roles as mentor and teacher, Doina is also the mother of three children and admits that she wishes she had more free time to spend with her family — a source of energy and balance for her.
 

Toward the end of our conversation, when asked what motivates her most in her work, Doina smiles gently and shares: “I’ve discovered that I can spark a light not only in the eyes of my students, but now also in the eyes of colleagues who have the courage and desire to inspire the next generations. And there is something else that touches me deeply — those moments when someone, be it a student or a colleague, comes to me and says sincerely: “Thanks to you, I succeeded.” That’s when I feel that all my work truly has meaning.”

UNICEF/Saulea Dan

One year ago, the Government of the Republic of Moldova launched the National Institute for Education and Leadership (INEL) – a center dedicated to supporting and training teaching staff. One of INEL’s most valuable initiatives is the National Mentorship Network: 80 national mentors, trained by international experts, subsequently trained over 880 institutional mentors who, since February 2025, have been active in approximately 330 schools across the country. This network provides direct support both in classrooms and in staff rooms, promoting collaboration and peer learning among teachers.

The initiative is part of the programme “Promoting Quality Education and Lifelong Learning Opportunities for All,” funded by the European Union and implemented by UNICEF and UNDP in partnership with the Ministry of Education and Research.

The programme aims to support the transformation of the education system in the Republic of Moldova by investing in teacher training, promoting equity in education, and creating inclusive and modern learning environments. Through such initiatives, the programme contributes to enhancing the quality of education and reducing disparities in access to learning for all children, regardless of their background.

Learn more about INEL and the mentorship programme here.