The DfE (2016) has produced non statutory guidance on the role and expectations of teacher mentors. This guidance has been reproduced below and adapted (in italics) to meet the needs of our trainee teachers and provide clarity how the statements could be met. NASBTT (2017) has also provided guidance to support ITT providers, which emphasises that school-based staff should “support trainees so that they have a positive impact on pupil progress and learning from the outset”.
Preamble
A mentor is a suitably experienced teacher who has formal responsibility to work collaboratively within the ITE partnership to help ensure the trainee receives the highest quality training.
Mentors have a crucial role to play in supporting teacher trainees during their ITE through to successful teacher accreditation and beyond the early stages of their careers.
An effective mentor sets high expectations for pupil achievement, models high-quality teaching, and acts as an ambassador for the profession. ITE providers that have invested in effective mentoring will support trainees to become high-quality teachers, and build their resilience so that they are more likely to remain in teaching once their initial training is complete
Headteachers and providers have a key role to play in the selection, monitoring and ongoing support and training for mentors.
The expectations below set out the minimum expectations of those working as teacher mentors. We know many exceed this and are passionate about supporting the development of our trainee teachers.
- Personal qualities
Establish trusting relationships, modelling high standards of practice, and understand how to support a trainee through Initial Teacher Education
The mentor should:
- Be approachable, make time for the trainee, and prioritise meetings and discussions with them;
- use a range of effective interpersonal skills to respond to the needs of the trainee;
- offer support with integrity, honesty and respect;
- use appropriate challenge to encourage the trainee to reflect on their practice; and
- support the improvement of a trainee’s teaching by modelling exemplary practice in planning, teaching and assessment.
- Teaching
Support trainees to develop their teaching practice in order to set high expectations of all pupils and to meet their needs
The mentor should:
- support the trainee in forming good relationships with pupils, and in developing effective behaviour and classroom management strategies;
- support the trainee in developing effective approaches to planning, teaching and assessment by:
- take part in co-planning and co-teaching activities to support the student to develop their knowledge and skills
- reviewing trainee’s plans for each taught session they will deliver within an agreed time frame. This typically might be 24 hours or one working day beforehand. This allows the trainee time to make adaptations and act upon the advice and feedback given;
- supporting the trainee with marking and assessment of pupil work through moderation or double marking and through discussion about age-related expectations;
- Conducting a Focus Children’s Progress Meeting and make amendments to targets and strategies student identifies where appropriate.
- give constructive, clear and timely feedback on lesson observations as soon as possible after a lesson. At least 1 Formative Observation is required each week
- broker opportunities to observe best practice (trainees are expected to observe experts in English, phonics, mathematics and science);
- support the trainee in accessing expert subject and pedagogical knowledge
- resolve in-school issues on the trainee’s behalf where they lack the confidence or experience to do so themselves;
- enable and encourage the trainee to evaluate and improve their teaching by:
- conducting a formal weekly review meeting and ensure the student is clear on their targets prior to the beginning of each week on placement
- completing mentor sections of weekly reviews forms. Ensure these are checked for accuracies and signed to confirm agreement with content
- giving time for a weekly Talk-through conversation as part of the weekly review meeting
- enable the trainee to access, utilise and interpret robust educational research to inform their teaching.
- Professionalism
Set high expectations and induct the trainee to understand their role and responsibilities as a teacher
The mentor should:
- encourage the trainee to participate in the life of the school and understand its role within the wider community;
- support the trainee in developing the highest standards of professional and personal conduct;
- support the trainee in promoting equality and diversity;
- ensure the trainee understands and complies with relevant legislation, including that related to the safeguarding of children;
- support the trainee to develop skills to manage time effectively;
- provide students with medium term plans and other information relating to topics to be taught during the placement;
- allocate half day PPA (this should ideally be with you so you can jointly plan) and half a day professional development time whereby the student can carry out observations across the school and complete professional development paper work etc.
- Self-development and working in partnership
Continue to develop their own professional knowledge, skills and understanding and invest time in developing a good working relationship within relevant ITT partnerships.
The mentor should:
- ensure consistency by working with other mentors and partners to moderate judgements; and
- continue to develop their own mentoring practice and subject and pedagogical expertise by accessing appropriate professional development and engaging with robust research.