In 2016, the DfE developed the Mentor Standards with the aim of bringing a consistent approach to mentoring practice in schools, as well as raising the status and recognition of the mentoring role. We suggest that you download these standardsLink opens in a new window as they will be useful to reference as you progress through this programme.
The standards are divided into four separate but related areas. Click on the headings below to find out about each standard. As you familiarise yourself with the standards, consider how you might you use them to shape your mentoring practice?
Establish trusting relationships, modelling high standards of practice, and understand how to support a trainee through initial teacher training.
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;
Support the improvement of a trainee鈥檚 teaching by modelling exemplary practice in planning, teaching and assessment.
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;
support the trainee with marking and assessment of pupil work through moderation or double marking;
give constructive, clear and timely feedback on lesson observations;
broker opportunities to observe best practice;
support the trainee in accessing expert subject and pedagogical knowledge;
resolve in-school issues on the trainee鈥檚 behalf where they lack the confidence or experience to do so themselves;
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.
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.
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;
continue to develop their own mentoring practice and subject and pedagogical expertise by accessing appropriate professional development and engaging with robust research.
