The concept of mentorship is relatively new and especially so in Rwanda. However, since 2009 mentoring has seen unprecedented growth in Rwanda,  especially in education sector owing to its benefits. This has been particularly noticeable in school-based mentoring (SBM) programme that is currently running in schools against the backdrop of numerous educational reforms, among them, the policy that saw Rwanda shift from using French as medium of instruction in schools to using English.Mentorship was envisaged as one of the best approaches to help teachers go through this transition without jeopardising the quality of education. Indeed we cannot talk of quality education without quality teachers. So, the education policy makers realised that teachers are the main instruments for bringing about desired improvements in teaching and learning process. Hence focusing on appropriate teacher management structures and programmes as key factors to determine the quality of teachers, their performance and the quality of education by extension. As already mentioned one of the strategies to improve the quality of teachers is through the implementation of school- based mentorship programme. However, the big question remains that given the fact that the mentorship concept is relatively new and most of our educators are more familiar with inspection and supervision, will this programme lead us to the desired goals? Do the mentors know their profession-to make teachers grow professionally and not to inspect them? How will the teachers view the mentors- will they view them as colleagues in the profession or as supervisors cum inspectors who are coming to judge them? What about the attitude of inferiority versus superiority and "I am better than you syndrome”? The way mentors define and interpret some of these key rhetoric questions will determine the success or failure of this school-based mentoring programme. The relationships that mentors will build with their mentees/teachers will define how this programme attains its strategic goals and objectives.Mentors will play a significant role in determining the success or failure of this programme. Mentors will need to know that they are not necessarily better than their mentees/teachers; as such their role is not to judge and inspect teachers, but rather to share professional experience and help each grow in the profession. Some of the key concerns that mentors need to take note of include the following: Whereas inspection is result oriented, mentoring focuses on relationship building. It seeks to provide a safe environment where the mentee shares whatever issues affect their professional and personal success. Although specific learning goals or competencies may be used as a basis to create the relationship, its focus goes beyond these areas to include such things, as work/life balance, self-confidence, self-perception, and how personality influences professionalism. In addition, mentors should be aware that supervision and inspection are for short term periods. An inspector/ supervisor can successfully be involved with a teacher for a short period of time, just a few sessions. The supervision may last as long as is needed, depending on the purpose of the supervision or inspection; in contrast mentoring is always long term. For mentoring, to be successful, it requires time in which both partners can learn about one another and build a climate of trust that creates an environment in which the mentee can feel secure in sharing the real issues that impact their profession.Another difference between mentorship and supervision is that the purpose of the latter is strictly to improve the individual’s performance on the job. This involves either enhancing current skills or acquiring new skills. On the other hand, mentoring is development driven. Its purpose is to develop the individual, not only for the current job, but also for the future. This distinction differentiates the role of the immediate supervisor and that of the mentor. All in all supervision and mentoring are not the same thing. Mentors need to know that mentoring is a power free, two-way mutually beneficial learning situation where the mentor provides advice, shares knowledge and experience, and teaches using a low pressure, self-discovery approach. The mentor should be a source of information, knowledge and inspiration without hurting the mentees’ confidence and self-esteem. Mentors should build positive attitudes towards their mentees. It’s equally imperative that mentors use feedback as information, not as a tool for judging their mentees.The writer is an educationist, author and publisher.