Mentors

The Mentor role is a pivotal one to the success of the Early Career Framework and therefore, schools will be given funding to facilitate the mentor to attend regular training for their role. Mentoring provides an exciting opportunity for staff to gain experience and develop expertise in coaching and mentoring and access a high-quality training programme. Schools on our programme receive DfE funding to support the release of the mentors, so they can attend training sessions.

Where possible, we provide multiple training options within each cohort to help schools manage staffing commitments and maximise participation. This flexible approach enables mentors to access training at a time and format that works best for them, while also benefiting from the breadth of experience and expertise offered by different facilitators.

 

Explore the available training options below and find the session that best meets your needs.

 

 

More about the mentor’s role

The mentor’s role is firmly rooted in supporting their ECT to make progress in their training and to ensure the training continues to have an impact in the classroom and on the wider role of the ECT in their school.

The mentor’s role is not to assess the trainee.

Assessment is the role of the Induction Tutor, allowing the mentor/ECT relationship to develop around support, challenge and growth. Mentors will need to meet regularly with their ECT(s) in order to carry out their responsibilities, which include:

• Working with their school to make sure ECTs receive a high-quality induction programme
• Providing support and feedback to their ECTs, encouraging and challenging them as appropriate
• Providing or arranging mentoring and coaching around specific phases and subject areas
• Ensuring their ECTs stays up to date with the programme and stay on track to complete the training
• Ensuring staff who work alongside the ECTs are aware of particular areas for development and contribute to the support of the ECTs