Teacher Training | Mentor Handbook
Pre-requisites:
The Role of the Mentor
Mentoring Matters | The need for high-quality mentoring
One of the most cited reasons for leaving the profession within the first five years of a teachers' development is the lack of support they received. A well-designed mentoring programme facilitated by knowledgeable and enthusiastic mentors makes the world of difference to the development, job-satisfaction and career prospects of teachers early in their careers.
As a subject/phase mentor. you have the greatest number of interactions with new teachers and are in the highest-leverage position to be able to provide the support and guidance they require. Your key responsibilities include:
The progress, development and wellbeing of the new teacher
Weekly drop-ins / observations (TF, SD, & ECT1)
Weekly coaching and reflection meetings (TF, SD, & ECT1)
Fortnightly reflection meetings (ECT2)
Regular wellbeing check-ins
Termly formal observations, write-ups and assessments
Attendance and engagement with termly mentor training
Regular progress review meetings with supervising coach
The Facts:
8% of teachers are leaving the profession every year, teachers who are early in their careers are among the most likely to leave teaching.
A third (32.6%) of teachers leave the profession within the first five years.
The top-most cited reason for teachers leaving in their first five years is “A lack of support”.
DfE, Factors affecting teacher retention: qualitative investigation, March 2018
Core Inputs and Timings
Please read the section relevant to the person you are mentoring.
Schools Direct
Coaching
Frequency: Weekly
Components:
Observation: Mentor watches part of ECT's lesson, recorded on Steplab (10-15 minutes)
Feedback: A coaching meeting between ECT and mentor (45 - 60 minutes)
Minutes: Minutes from meeting taken by Teacher using Schools Direct Proforma
Scheduled time commitment: 40 - 60 min per week (4 of 10% time)
Mentor Training and Development
Frequency: As requested by Schools Direct
Scheduled time commitment: As requested by Schools Direct
Progress Reviews
Progress reviews are an opportunity for the ECT and Mentor to discuss the progress each ECT has made at the end of each half-term. It is a chance to talk through each of the Teachers' Standards, reflect on the progress that has been made towards them, and set goals for the term ahead.
Frequency: Once per half-term
Components:
Formal Observation: Written observation using SD observation form
Progress Review: Mentor meets with ECT to review their progress against the teaching standards using evidence from observations and Steplab
Assessment Write-Up: SPR write-up sent to SLT lead
Scheduled time commitment: 30 - 45 minutes, once per half-term
Mentor Supervision and Support
Frequency: As required
Scheduled time commitment: As required
Teach First
Coaching
Frequency: Weekly
Components: Observation & Feedback
Observation: Mentor watches part of ECT's lesson, recorded on Steplab (10-15 minutes)
Feedback: A coaching meeting between ECT and mentor (30 - 45 minutes)
Scheduled time commitment: 40 - 60 min per week (4 of 10% time)
Mentor Training and Development
Frequency: As requested by Teach First
Scheduled time commitment: As requested by Teach First
Progress Reviews / Meetings with PDL
Progress reviews are an opportunity for the Teacher, Mentor and PDL to discuss the progress the Teacher has made. It is a chance to talk through the TF assessment framework, reflect on the progress that has been made towards them, and set goals for the term ahead.
Frequency: Once per half-term
Components:
Formal Observation
Progress Review: Teacher, Mentor and PDL review their progress against the TF assessment framework using evidence from observations and Steplab
Scheduled time commitment: 45 - 60 minutes, once per half-term
ECT Year 1
Coaching
Frequency: Weekly
Components: Observation & Feedback
Observation: Mentor watches part of ECT's lesson, recorded on Steplab (10-15 minutes)
Feedback: A coaching meeting between ECT and mentor (30 - 45 minutes)
Scheduled time commitment: 40 - 60 min per week (4 of 10% time)
Mentor Training and Development
Frequency: Once per half-term
Scheduled time commitment: 30 - 45 min, after school. One Tuesday every half-term.
Progress Reviews / Interim Assessments
Progress reviews are an opportunity for the ECT and Mentor to discuss the progress each ECT has made at the end of each half-term. It is a chance to talk through each of the Teachers' Standards, reflect on the progress that has been made towards them, and set goals for the term ahead.
Frequency: Once per half-term
Components:
Progress Review: Mentor meets with ECT to review their progress against the teaching standards using evidence from observations and Steplab
Assessment Write-Up: Standards highlighted and sent to SLT Lead
Scheduled time commitment: 30 - 45 minutes, once per half-term
Mentor Supervision and Support
Frequency: As required
Scheduled time commitment: As required
Formal Assessments
Formal Assessments are run by the SLT Lead. These will involve a formal lesson observation and a 60 minute discussion about strengths in each area of the Teachers' Standards and to set SMART targets.
Frequency: Once per academic year
Components: Observation & Assessment Interview
Observation: SLT Lead watches 30 - 60 minutes of ECT's lesson.
Assessment Interview: SLT Lead runs Assessment Interview to discuss progress, strengths and areas for further development against the Teachers' Standards
Scheduled time commitment: SLT Lead only
ECT Year 2
Mentor Meetings
Frequency: Fortnightly
Components: Self-Study Check and Reflection
Self-Study Check: Mentor encourages ECT to reflect on Self-Study over the fortnight
Reflection: Mentor encourages ECT to reflect on progress made over the fortnight
Scheduled time commitment: 30 minutes per fortnight (1 of 10% time)
Progress Reviews / Interim Assessments
Progress reviews are an opportunity for the ECT and Mentor to discuss the progress each ECT has made at the end of each half-term. It is a chance to talk through each of the Teachers' Standards, reflect on the progress that has been made towards them, and set goals for the term ahead.
Frequency: Once per half-term
Components:
Formal Observation: Mentor conducts 30 - 45 minute formal observation
Feedback and Review: Mentor meets with ECT to provide feedback and review their progress against the teaching standards using evidence from observation
Assessment Write-Up: Standards highlighted and sent to SLT Lead
Scheduled time commitment: 45 - 60 minutes, once per half-term
Formal Assessments
Formal Assessments are run by the SLT Lead. These will involve a formal lesson observation and a 60 minute discussion about strengths in each area of the Teachers' Standards and to set SMART targets.
Frequency: Once per academic year
Components: Observation & Assessment Interview
Observation: SLT Lead watches 30 - 60 minutes of ECT's lesson.
Assessment Interview: SLT Lead runs Assessment Interview to discuss progress, strengths and areas for further development against the Teachers' Standards
Scheduled time commitment: SLT Lead only
Working with other roles | Key People, Responsibilities and Actions
Supervision & Support Coach
Role
Each teacher also has a supervising and support coach to support their development. The supervising coach shares responsibility for the progress and development of each new teacher, mostly through acting as the mentor's first point of support. They will not necessarily share a subject/phase specialism but, as an expert teacher and coach, they will be in a position to assist the mentor on key coaching decisions around Teaching and Learning.
Responsibilities on the programme
Ensuring that teachers and mentors are supported through keeping track of the progress of the teacher and guiding the mentor in their support.
Key Responsibilities Include:
The progress, development and wellbeing of the new teacher
Regular drop-ins on the new teacher
Regular progress review meetings with mentors
Termly wellbeing checks
Attendance and engagement with termly mentor training
Subject Lead / Faculty Director
Role
Subject Leads and Directors have a responsibility for the development and progress of any new teachers in their subjects and faculties. They must ensure new teachers are supported with planning and resourcing their lessons and the management of their classrooms to ensure all pupils in that subject are learning effectively.
Responsibilities on the programme
Key Responsibilities Include:
The progress, development and wellbeing of the new teacher
Ensuring new teachers in their subjects/faculties are supported in their planning and resourcing of effective lessons
Ensuring new teachers are supported in their classroom management
Overseeing the progress and development of the new teacher using StepLab
Regular drop-ins on the new teacher
Teacher Training Coordinator
Role
The Teacher Training Coordinator provides another avenue of support for new teachers. They are in charge of planning and delivering a Professional Learning Programme which supports the early development of all new teachers at the Academy. Their role includes overseeing the progress of new teachers on StepLab, and liaising
with the SLT lead to ensure alignment and consistency across the training programme.
Responsibilities on the programme
Key responsibilities include:
The progress, development and wellbeing of all new teachers
Planning and delivering an effective professional learning programme for new teachers
Overseeing the progress and development of all new teachers using StepLab
Regular drop-ins on new teachers
Regular meetings and learning walks with SLT lead
The SLT Lead / Induction Tutor
Role
Responsible for ensuring that the programme is implemented effectively across the school. Is the main point of contact for the programme. A member of the school's senior leadership team. The SLT lead is a senior leader responsible for the Teacher Training provision for learning in school. They work directly with the Partners across all programmes to manage and maintain the quality of in-school training and mentor support. The in-school Mentor provision will be managed and quality assured by the SLT lead.
Responsibilities on the programme
Ensuring that teachers and mentors are supported and held to account for their responsibilities, as well as taking action to continually track and improve the programme over time in their school.
Key Responsibilities Include:
The progress, development and wellbeing of all new teachers
Regular drop-ins on new teachers
Planning and Delivering termly mentor training
Regular meetings and learning walks with Teacher Training Coordinator
Ensuring the school complies with all partnership requirements
Quality assuring the Professional Learning Programme
Overseeing the quality of the subject/phase mentor provision, including appointing suitable mentors
Acting as a point of escalation and resolution for issues regarding a new teacher's progress and support
Pathway Mentor Handbooks
Schools Direct Guide 22/23
CCCU School direct guide 2022-23.docxTeach First Mentor Handbook
Training Programme Mentor Handbook 2021.pdfGetting Additional Support for the Teacher
Mentor Training and Development
1.1 What is Instructional Coaching?
1.2 Completing a Coaching Observation and Selecting an Action Step
1.3 Giving Feedback
1.4 Contracting
1.5 Making the Most of Steplab (Optional)
1.6 Key Extracts and Further Reading (Optional)
Additional Resources
Teachers' Standards Overview
Teachers_standard_information.pdfTeachers' Standards Guidance
Teachers__Standards_Dec_2021.pdf