Mentor Development Report 2018

Mentor Training and Development Report 

The focus of mentor training this year has been to ensure all mentors are able to access mentor training in as many ways as possible.  You will be aware from our regular Mentoring Means newsletters that we have ventured beyond the on-line training into easy to access powerpoints linked to essential areas, which you as mentors have suggested to us, eg: How to Write a Review.  These have also been linked to University Central Learning Sessions for those of you able to attend.  This again has helped facilitate a further developed sense of purpose across the partnership.  The Mentor Guide still proves to be a popular asset to the Training and Development Programme and has been updated for the next academic year (2018-2019).  The Coaching Script and the Powerpoints (mentioned previously) have proved to be the ‘go to’ assets which are rated most highly by school based mentors.   Mentor certification is also still well received and in addition the PGCert in Mentoring and Coaching (Level 7) has been revalidated and began teaching in January 2018, continuing to recruit well for the September 2018 cohort.  Again we would recommend this pathway as a natural progression for mentors who are considering School Based ITE as a career choice.

Several Schools and Alliances have seen the value of the Whole School Training approach and this has been a welcome addition to accessibility.  This development arose after the mentor development team discussed the Executive Summary and the key findings of the Review Group into the National Standards for School based ITT Mentors (which was published in July 2016), and noted that the report’s findings were in agreement with this way of working in that purposeful high quality mentor development was in essence the way forward for the promotion of good Initial Teacher Education.  These sessions (see below) have also been offered as central training throughout the year.

  • Defining Principles and Practice
  • Understanding and Working with the Teachers’ Standards
  • Promoting Effective Dialogue
  • Target Setting
  • Supporting Collaborative Working
  • Accuracy in Assessment and Judgements (formative and summative)
  • The Curriculum and Beyond
  • Professional Values and Practice
  • Working with Associate Teachers: Celebrations and Challenges

The sessions seek to identify professional skills that successful teachers exhibit in the process of carrying out their duties and consider how these relate to the skills required to train teachers. It is also intended to give all participating staff and opportunity to consider the role of Initial Teacher education within the school, in the hope that a whole school approach might be developed successfully. Throughout the sessions, self-evaluation of the participant’s training needs, is paramount to the success of their progression as mentors.

The National Standards for school-based Initial Teacher Training (ITT)/Initial Teacher Education (ITE) mentors are available online.