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Mentors

Mentors

It is important that roles and relationships between the student and mentor are clearly set out.

Depending on the number of trainee teachers in the school there may be a coordinating mentor who works closely with the class teacher to ensure that the trainee receives an appropriate training in whichever class they are placed.  

The mentor will also be responsible for liaising with the higher education institution responsible for the trainee. The role of the coordinating mentor is to ensure the trainee teacher receives: 

  • an appropriate institutional induction 
  • support from the class teacher
  • an experience of the whole curriculum
  • access to professional activities outside the classroom e.g. pastoral work, staff meetings including INSET, parents’ evenings and extra curricular activities
  • observations and time for feedback, helping them to become more reflective 
  • the opportunities to observe other teachers
  • opportunities to meet and discuss with other professionals e.g. SENCO, EAL coordinator, teaching assistants
  • monitoring and assessment of the his/her performance against the standards contained in Qualifying to Teach
  • support mechanisms
  • coordination of the completion of any reports on the his/her progress.                

The class teacher has several important roles in fostering the development of the trainee teacher. These include:

  • modelling effective teaching and learning strategies and discussing these with the trainee teacher
  • discussing medium and short-term planning and advising on its suitability
  • observing the trainee teacher and giving prompt, constructive feedback on lessons to help them focus on important elements
  • a discussion of professional issues with the trainee teacher (e.g. pastoral care, class management, working with parents
  • a discussion of the trainee teacher’s progress
  • adopt a professional approach to all aspects of their school experience
  • attend regularly and punctually
  • familiarise themselves with institutional policies and procedures and adhere to them
  • conform to appropriate professional standards of dress and demeanour
  • be available to discuss progress with relevant school staff and engage constructively with the feedback offered 
  • seek to take a full and active part in the wider aspect of a teacher’s role
  • observe other teachers and analyse their methods, strategies and tactics
  • discuss these experiences and gradually develop their own theories in learning and teaching with the aid of educational research and theory.
    (Adapted from Kingston University Primary Partnership Handbook)                

 Download ATL's free publication for students, Into the classroom, for further advice on how to get the most out of your studies.

Help and support 
For further advice on this issue, ATL members can speak to their school rep, their branch secretary or their regional official. They can also call the London (020 7930 6441), Cardiff (029 2046 5000) or Belfast office (02890 327 990) or email info@atl.org.uk.

For out of hours enquiries, call the out of office hours helpline on 020 7782 1612 (Monday-Friday, 5-8pm during term time).

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