Vikki Leaper is a Senior Lecturer in in Education (ITT) and Partnership Mentoring Lead at Teesside University. Here we speak to Vikki about the University’s use of NASBTT’s Mentor Development Modules (MDMs).
How have you been utilising the Mentor Development Modules, and what aspects have you found to be particularly useful?
“As an ITE provider, we have used NASBTT’s Mentor Development Modules to structure mentor training, guide reflective discussions, and align mentoring practice with mentor standards. The most useful aspects have been the evidence-informed content, practical case studies, and flexibility to adapt for mentors at different experience levels. They are easy to use, accessible and the content is informative and encourages personal reflection.”
What have been the main benefits/impacts of the Mentor Development Modules to date?
“For me, the MDMs have deepened my understanding of mentoring pedagogy and strengthened my confidence in supporting and leading mentor development. For colleagues, they have created more consistent expectations around mentoring, which has improved collaboration across school-university partnerships. Offering the opportunity to liaise and learn from other colleagues in different institutions has been great and really helped develop the art of mentoring. For trainees, the NASBTT modules have had direct impact as they receive more structured, reflective mentoring, enhancing their professional growth and classroom confidence. This, in turn, has aided employability.”
Generally, what ‘gap’ do the Mentor Development Modules help university ITE providers to fill?
“The modules fill a key gap in structured, evidence-based mentor training. They bridge the divide between effective teaching and effective mentoring, offering a consistent and practical framework that supports ongoing mentor development.”
How do you plan to develop your use the Mentor Development Modules over the next 12 months (and beyond if appropriate)?
“Over the next year, we plan to integrate the modules more fully into our mentor training programme, offer them to mentors at different stages of their mentoring role and really enhance provision and individual CPD. We will continue to gather feedback to measure impact. Over time, we hope to plan to build on the modules to create a formally accredited ‘passport’ programme that recognises mentors’ professional learning and expertise that is recognised across different ITT providers.”
Would you recommend the Mentor Development Modules to other university ITE providers, and if so please summarise why?
“Yes, I would strongly recommend the Mentor Development Modules to other university ITE providers. They offer a clear, research-informed structure that enhances the quality and consistency of mentor training across partnerships. The modules are easy to navigate, quick to use, and provide clear links to the ITTECF, ensuring alignment with professional standards. They include a broad range of content suitable for mentors with varying levels of experience, from those new to mentoring to highly experienced practitioners. Overall, they promote reflective, evidence-based practice and provide practical, flexible tools that improve mentor confidence, trainee support, and school-university coherence. The essential go-to tool for ITE providers who want to make an impact with both mentors and trainees.”