What makes an effective Mentor?
The role of the mentor is crucial in supporting the successful development of the ECT. Mentors should hold Qualified Teacher Status and be an excellent teacher of the subject/ phase in which they are mentoring ECT(s). It is essential that Mentors have appropriate time allocated within the school timetable to support and develop ECT(s).
The key features of our Full Induction Programme for Mentors are:
- Combination of localised face to face and remote ‘live’ sessions with a consistent cohort / facilitator
- Comprehensive training which covers :
- How novice teachers learn best
- Effective observation & feedback strategies
- Using instructional coaching to accelerate progress
- How to provide further challenge to high-performing ECT(s)
- Self directed study, broken into manageable half termly sessions ranging from 30-60 minutes
- Mentor handbook to support the focus of the weekly mentor meetings
- Free membership to the Chartered College of Teaching
Time Commitment for Mentors
Year 1
Year 2
Year 1 Mentor Modules & Seminars
Term |
Seminar (90 mins) |
Self-directed content |
| Autumn 1 | Mentoring to develop strong relationships | Understanding Brightspace and your Mentor Assessment |
| Autumn 2 | Precise actions and shared language | Precise Actions |
| Spring 1 | Not all practice is made equal | Deliberate Practice |
| Spring 2 | Managing workload and wellbeing | What is wellbeing |
| Summer 1 | Balancing support and challenge | Critiquing educational research |
| Summer 2 | Building resilience | Reflecting on year one |
Please be aware that content may be delivered in a different Term if you joined a mid-year cohort. For example, Autumn 1 content outlined in the table above, will be delivered in Spring 1 for the Spring Cohort.
Year 2 Mentor Development Cycles
