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In the current climate of schooling in Ontario for teachers, leaders in education are faced with numerous challenges. School reform is a constant; changes in curriculum, assessment and evaluation are on-going; accountability is a factor that districts, individual schools and teachers themselves face. Provincial testing of students coupled with the scrutinizing of teachers' professional development are only two sources of the pressures felt by those in the classroom today. In Ontario over the next five years, all teachers will have to complete a minimum of fourteen professional learning courses to maintain their license to teach; graduates from faculties of education will have to pass a qualifying test as of May, 2002; and a uniform performance appraisal process for all those teaching in the province is looming. (Capstick, 2001).

Mentoring and the Role of the Principal