ÌÇÐÄVlog

For our recent report ‘Grow your own: Best practice for developing teaching talent in school trusts’ we surveyed trusts across England and had in-depth conversations with multi-academy trust (MAT) leaders. 

When we asked trusts what they’d like to see in future teacher training and continued professional development (CPD), more than half said high-quality coaching and mentoring.

But how does mentoring lead to more effective teacher development? Here's what trusts told us about mentoring, why it matters and how you can implement a successful mentoring system across your trust. 

Benefits of mentoring in school trusts 

We found that teachers who have the support of a mentor alongside their usual professional learning are more positive about their professional development experiences. 

This is reinforced by the fact that the majority of trusts we surveyed highlighted mentoring as an area they’d like to see in future. 

Having a mentor supports: 

• Improved confidence 

• Better classroom practice 

• Continuous learning 

• Reflection and self-evaluation 

Trainee teachers especially have a lot to gain from being mentored by experienced teachers, who can help them understand how their learning will apply in the classroom. 

However, mentoring doesn’t only benefit the mentee: it creates a positive feedback loop in a school. 

It enables more experienced teachers to develop through mentoring others â€“ cementing their learning, building confidence and encouraging self-reflection. And it facilitates sharing of best practice which helps everyone to develop. 

At a trust level, mentoring:Ìý

• Builds confidenceÌý

• Creates reflective practitionersÌý

• Builds a sense of shared accountabilityÌý

• Distributes leadership capacityÌý

Developing a mentoring cultureÌý

Embedding the practice of mentoring within and across schools is key to properly developing a mentoring culture in your trust.Ìý

Creating a mentoring culture includes:Ìý

• Creating peer networksÌý

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• Encouraging continuous learningÌý

• Focusing on reflective practiceÌý

What trusts should doÌý

HereÌýareÌýthe best waysÌýwe foundÌýto create a culture of mentoring in your trust:Ìý

Train experienced teachers as mentorsÌý

It'sÌýone thing toÌýselect experiencedÌýteachersÌýtoÌýmentor – butÌýit’sÌýalso key that they are trained.Ìý

Proper training for mentorsÌýcreates a shared understanding of best practice thatÌýensures consistency acrossÌýschools andÌýyourÌýwholeÌýtrust.Ìý

Training also benefits mentors and mentees by building mentors’ confidence and ensuring they understandÌýwhat’sÌýbeing asked of them, so they know the commitmentÌýthat’sÌýrequiredÌýto properly support their mentee.Ìý

Hear fromÌýtwo of our partners about their experience of mentoring in partnership withÌý°Õ±ð²õÌý±õ²Ô²õ³Ù¾±³Ù³Ü³Ù±ð:

At ÌÇÐÄVlog Institute, we offer Level 1 and 2 M-TED accredited training for mentors to support those working with trainee teachers. Our courses explore the latest statutory requirements for ITT and the most up to date research in mentor practice.

FacilitateÌýpeer observationÌý

Peer observation isÌýkey toÌýgiving learning aÌýpractical basisÌýand helping learners understand how their learning applies to their everyday reality.Ìý

For example, having a mentorÌýobserveÌýa lessonÌýisÌýan opportunity to provide feedback to the mentee and have a richer discussion about their classroom practice.ÌýÌý

It’sÌýimportant thatÌýthose beingÌýobservedÌýunderstand it as an opportunity for growth and learning, not judgement.Ìý

Implement regular feedback cyclesÌý

With any kind of professional learning,ÌýregularÌýfeedback isÌýessentialÌýto ensure that content and delivery are as effective as possible, as well as that any changes implemented are working.Ìý

Feedback from both mentors and mentees is importantÌý– andÌýit’sÌýnot only about the learning that has taken place.ÌýFostering a strong mentoring culture can also beÌýmeasured through feedback – for example,Ìýthe impact on teacher confidence.Ìý

Integrate mentoring into performance managementÌý

Building a mentoring culture across your trust means embedding itÌýin your professional growth practices.Ìý

Performance management is essential at both school and trust level for ensuring all staff meet your expected standards.Ìý

Integrating mentoring into performance management ensures staff are growing continually, rather thanÌýjustÌýcomplying withÌýpolicy, as well as increasing their confidence and ability to reflect on and evaluate their practiceÌý– ultimately, leadingÌýto better classroom practice and outcomes for students.Ìý

You can do this by:

• Recognising mentoring as professional development in its own rightÌý

• Allocating time for mentoringÌýin performance managementÌýprocessesÌý

• °Â´Ç°ù°ì¾±²Ô²µÌý·É¾±³Ù³óÌýaÌýtrusted providerÌýtoÌýestablishÌýa strong mentoring systemÌý

The potential challengesÌý

Trusts face a potential challenge in ensuring theyÌýestablishÌý– and communicate – a clear, shared understanding of what high-quality mentoring looks like.Ìý

Trusts can do this by:Ìý

• Working with aÌýtrusted providerÌý

• Creating feedback loops to share best practiceÌý

• Facilitating peer learningÌý

Trust leaders also told us that recognisingÌýmentoring as professional development in its own right – and allowing time for it – isÌýanother challenge.Ìý

One way to address this is to include the importance ofÌýsetting aside time for mentoring in your trust-wide understanding of what good looks like.ÌýWhen there’s support forÌýallocatingÌýtime for mentoring at a trust and school level, embedding aÌýmentoring culture is much more likely to be successful.Ìý

Student success starts with great teachersÌý

Our ‘Grow your own’ report explores the link between professional development and improved recruitment and retention.Ìý

It focuses on teacher development in UK trusts, drawing on real examples from trust leaders to help your trustÌý‘growÌýyourÌýown’ and stabilise your future.Ìý

Read the report to learn how your trust can create classrooms where every teacher and student thrives.

Download report