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The mentor standards define a mentor as:

“A mentor is a suitably-experienced teacher who has formal responsibility to work collaboratively within the ITT partnership to help ensure the trainee receives the highest-quality training.”

Mentor Standards (2016:7)

and a key finding of the report is that:

“The evidence we gathered also shows that effective mentoring has wider benefits, providing professional development opportunities for mentors and building the capacity of the school as a whole. Effective mentors are outstanding teachers and subject experts, who are also skilled in explaining their own practice.”

Mentor Standards (2016:7)

UNITS ITT MENTOR STANDARDS (2016)
Unit 1 - The role of the mentor
An introduction to mentoring and coaching – allowing individuals to explore the role that they will play when working with their trainee teacher. The session also facilitates the examination of the skills required to mentor/coach effectively and should encourage individuals to start to consider their own skills and abilities.

S1 - Personal Qualities

  • 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.

S2 - Teaching

  • support the improvement of a trainee’s teaching by modelling exemplary practice in planning, teaching and assessment.

S3 - Professionalism

  • 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.

S4 - Self Development and Working in Partnership

  • continue to develop their own mentoring practice and subject and pedagogical expertise by accessing appropriate professional development and engaging with robust research.
Unit 2 - Observation of, and Feedback to, students

Aims to underline the purpose of carrying out focused observations – i.e. to raise questions for the trainee which will encourage them to discuss their teaching and the students’ learning in a way which encourages the trainee to analyse their practice critically. It should also emphasise the importance of effective dialogue which can provide opportunities to raise the awareness of all professionals on how to improve their practice.

This unit will also explore effective communication exploring the essential skill of communication in more depth. Communication helps us better understand a person or situation and enables us to resolve differences, build trust and respect, and create environments where creative ideas and problem solving can thrive.

This will also include looking at the trainees portfolio aims to give mentors the chance to explore what kinds of evidence their trainees should be collecting to provide evidence against the Q standards – starting them as early as possible, guiding them towards quality rather than quantity and preventing vast amounts of photocopying. This will include ways of using technology to do so

S1 - Personal Qualities

  • 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.

S2 - Teaching

  • 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;
  • support the trainee with marking and assessment of pupil work through moderation or double marking;
  • give constructive, clear and timely feedback on lesson observations.

S3 - Professionalism

  • support the trainee in developing the highest standards of professional and personal conduct;
  • support the trainee to develop skills to manage time effectively.

S4 - Self Development and Working in Partnershipo

  • ensure consistency by working with other mentors and partners to moderate judgements.
Unit 3 - Effective Target Setting
Getting assessment of trainees right - accurate ongoing and formative assessment of our trainees is key to their development. As shown in Unit 2 (Observing lessons) setting the right targets allows the mentor to offer focused support that will ensure the greatest possible learning for the trainee. It allows both the mentor and the training provider to ensure that the trainee is getting the development support they need

S1 - Personal Qualities

  • Be approachable make time for the trainee and prioritise meetings and discussions with them;
  • use appropriate challenge to encourage the trainee to reflect on their practice.

S2 - Teaching

  • support the trainee in forming good relationships with pupils, and in developing effective behaviour and classroom management strategies;
  • broker opportunities to observe best practice;
  • support the trainee in accessing expert subject and pedagogical knowledge;
  • enable and encourage the trainee to evaluate and improve their teaching;
  • enable the trainee to access, utilise and interpret robust educational research to inform their teaching.

S3 - Professionalism

  • support the trainee in developing the highest standards of professional and personal conduct;
  • support the trainee to develop skills to manage time effectively.

S4 - Self Development and Working in Partnershipo

  • ensure consistency by working with other mentors and partners to moderate judgements.
Unit 4 - Intervention and Support
Managing challenge and conflict is designed to help mentors deal with situations where there may be difficulties between themselves and their trainees. These situations are often stressful, however, it is important to face such issues because unless tackled the situation will probably get worse. This session is therefore primarily about constructive advice. It should also underline the fact that mentors are not on their own – support is available from many different sources.

S1 - Personal Qualities

  • Be approachable make time for the trainee and prioritise meetings and discussions with them;
  • support the improvement of a trainee’s teaching by modelling exemplary practice in planning, teaching and assessment.

S2 - Teaching

  • resolve in-school issues on the trainee’s behalf where they lack the confidence or experience to do so themselves;

S3 - Professionalism

  • support the trainee to develop skills to manage time effectively.

S4 - Self Development and Working in Partnershipo

ensure consistency by working with other mentors and partners to moderate judgements.

Resources

  • The Mentoring Standards (2016) - download
Questions? Contact the office on 01482 466698 or teachereducation@hull.ac.uk