Louise Gibson is ITE Practice Education Facilitator and PGCE Placement Module Lead at Northumbria University. We caught up with Louise to discuss how the University is utilising NASBTT’s Mentor Development Modules (MDMs).
Firstly, tell us a little bit about you, your background, and your role at Northumbria?
“I have been with Northumbria for three years now, as a Practice Education Facilitator for ITE, although my connection to the University goes much further back as it is where I originally trained. Before joining Northumbria, I spent 28 years as a primary school teacher, and when it was time for a change, this new role in ITE felt like the right step. I initially came in to work across both the BA and PGCE programmes, helping to bring new schools on board and focusing particularly on mentoring – supporting mentors out in schools, carrying out mentor QA, and strengthening those partnerships. Since then, my role has evolved, and I am now the placement module lead for the PGCE, as well as delivering lectures at the University. In truth, the job has grown into a bit of everything, but at its heart, my main focus is still being out in schools: observing lessons, working alongside mentors, and supporting both mentors and trainees throughout the placement process.”
How long have you been using the MDMs?
“This is our second year. We first rolled them out in 2024-25, and although there was some initial resistance from schools around the time commitment, once mentors completed them, they found them to be really valuable CPD. This year has been much smoother because people are familiar with the modules and can see the benefits. We have continued to build on the training, integrating joint lesson observations and dropping into weekly reviews of progress assessment meetings, so this is our second full year of using and developing the NASBTT modules.”
Which modules have you chosen, and why?
“We selected six modules that we felt were absolutely fundamental for our mentors. First, we chose Understanding the ITTECF, because it is essential for mentors to know the expectations and curriculum that our trainees are working within. Schools are incredibly busy places, and I know from experience that the ITTECF is not always a priority, but it is vital that mentors understand it – especially now that it carries through into the ECT years. We also chose How Trainees Learn, as this underpins effective mentoring and coaching. We already do a lot around mentoring at the University, including the ITaPs and deliberate practice, and we wanted to ensure the same principles were embedded in schools. In addition, we included modules on Observing Your Mentee – helping mentors know what to look for, supported by prompt sheets that reflect the trainee journey through phases 1, 2 and 3. This helps mentors recognise progress rather than expecting a finished product too early. Finally, we selected Deliberate Practice to align with our ITaP approach, and Difficult Conversations, which mentors consistently find valuable. Overall, these modules support a coherent and practical framework that mentors have already found really useful.”
Practically, how many mentors are using them?
“Last year, for example, we had approximately 400 mentors registered. This year, our BA one cohort alone is about 120, so it is a really large group. We have set up a system where ITE staff register everyone through NASBTT, monitor their progress, and ensure that both new and returning mentors complete the modules as needed. Given the size of the University, it really is a significant number of mentors engaging with the MDMs. The support we have had from NASBTT is great.”
What is working particularly well so far?
“How the MDMs give mentors dedicated time to reflect on their practice. Once they are assigned a trainee, they have a couple of weeks to engage with the modules, which form part of their professional learning. It is not about writing long assignments anymore – just reflecting and sometimes bullet-pointing their thoughts. This reflection helps mentors take a step back, deconstruct their practice, and feel reassured that what they are doing is effective. It is particularly valuable when working with trainees who have very little prior experience; it forces you to strip teaching right back to the basics. The modules are helping mentors refine their own teaching while equipping them to support trainees effectively.”
What have been the main benefits/impacts of the Mentor Development Modules to date?
“The main benefits for me and my colleagues have been the way the modules encourage reflection on our own practice and how we can best support trainees. They have helped me think in detail about what trainees need during their placements and how to structure that support. Equally, they have helped us consider how to support the teachers working with trainees. Overall, the modules have acted as a bridge between the University and schools, ensuring everyone is on the same page and making collaboration much smoother.”
How else do you judge success?
“We judge success by the feedback and experiences of lead mentors in schools – when they report that trainees are progressing well, feeling supported, and that mentors themselves feel confident. It is also clear when mentors are successfully bringing deliberate practice from the University into schools and understand how to mentor and coach effectively. The modules are especially successful when they help bridge the gap between university and school, aligning with ECT mentoring and preparing mentors for that role.”
Generally, what ‘gap’ do the MDMs help university ITE providers to fill?
“The modules help fill the gap of what we used to have to cover in mentor training, like deliberate practice and the ITTECF, which are now handled through NASBTT. This frees us up to focus on the practical, day-to-day aspects of the placement – what trainees are actually teaching and what we want them to achieve – without overwhelming mentors. Essentially, the modules provide the background knowledge so we can concentrate on the nitty-gritty of supporting trainees effectively.”
How do you plan to develop your use the modules in the next 12 months (and beyond)?
“We plan to build on the foundation we established last year. Having navigated an intense introduction to the modules, we now feel more confident and ready to engage with them in a calmer, more focused way. Initially, we will complete the six modules required for new participants, but moving forward, we aim to explore additional modules, particularly those linked to the Northumbria training. We also plan to collaborate with the team to identify and integrate new modules for mentors who have completed the initial training, ensuring my development continues alongside the evolving program.”
Would you recommend the Mentor Development Modules to other higher education institutions, and if so please summarise why?
“Yes, definitely. I have found them easy to use and highly accessible for both teachers and mentors. They provide valuable professional development, and the set-up process is straightforward, even when managing a large number of participants. The flexibility of choosing preferred modules and the overall simplicity make them an effective and practical tool for supporting mentor development.”
Louise Gibson is ITE Practice Education Facilitator and PGCE Placement Module Lead at Northumbria University.
Case study developed: December 2025