Our Mentor Development Modules (MDMs) have been designed to support ITT organisations in meeting the demands of developing high-quality mentors whilst maintaining complete control of their mentor training.
Our Mentor Development Modules offer a flexible suite of training resources that can be embedded within existing elements of your mentor training, enabling you to personalise your mentor training according to your mentors’ needs.
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NASBTT is pleased to be a
Chartered Status CPD Partner
Overview and Benefits
- Designed to support organisations to meet mentoring requirements
- High-quality training to enhance organisation's existing mentor training
- Flexible delivery (online self-directed study, taught delivery or a hybrid of the two)
- Modules are available at three levels to support mentor experience and development need
- Written by expert practitioners in the sector
- Bitesize modules to support busy lives
- Interactive and engaging content – including videos, self-evaluation activities and reflection exercises
- Cost effective solution providing economies of scale
- Organisation-level oversight, analytics, tracking and reporting
- Customisable and tailored to meet organisation needs
- Diagnostic assessment to inform training needs and module choices
- Dedicated support for onboarding
- Continuous support to maximise utilisation
- Comprehensive training materials for taught delivery
- Supportive Quality Assurance process for licenced organisations
- Ongoing development and refinement
- Certification and digital badging – evidence of successful completion of modules for a mentor’s CPD records
- Transferrable – a mentor’s learning portfolio is transferable across ITT organisation
Flexible training and delivery options
Online self-directed study
- Hosted on NASBTT Learn (our online learning platform) - modules are available anytime, anywhere with offline access on smart devices or online via the web
- Bitesize modules – each module is expected to take 60 minutes to complete
Taught delivery
In addition to online self-directed study, organisations can facilitate modules to registered mentors
- Bitesize modules – each module is expected to take 90-120 minutes to deliver
- Resources to support taught delivery – PowerPoint, facilitation notes and delegate pack
A hybrid combination of online self-directed study and taught delivery
Module Levels
Modules are available at three levels to support mentor experience and development need.
- Introducing
- Embedding
- Refining
"NASBTT MDMs are ‘superb’ in quality and have been a ‘life-line’ in providing high quality training to meet the 20 hour requirement."
"MDMs have been structured with intentionality and intuitive sequencing."
"Outstanding engagement and support from NASBTT, throughout the registration process and when tailoring the NASBTT Learn platform to meet provider/organisation needs."
"The format of asynchronous training via NASBTT Learn is user-friendly and very good in comparison to other online training formats."
Module Summaries
Module summary
This introductory module provides an overarching introduction to Artificial Intelligence (AI) in educational contexts. Mentors will be supported in understanding and confidently discussing AI within educational contexts. Aimed at those new to AI, this module demystifies key concepts, explores the fundamentals of how AI technologies such as Generative AI (GenAI) and Adaptive AI (AdAI) work and examines their potential implications and applications in teaching and mentoring.
The module blends foundational knowledge with practical examples, enabling mentors to explore the ethical, philosophical, safeguarding and workload-related considerations of AI use in schools.
Module suitability
This module is suitable for mentors who may be new to AI in education and those who might have seen, heard about or used Generative AI in their own or others’ teaching, but do not feel confident in understanding, discussing or articulating the key fundamentals – how it works and its impact on teaching learning.
The module AI implications may also be of interest for mentors seeking to explore the impact and potential benefits and risks of AI on teaching and learning.
Module aims
- To understand the fundamentals of AI
- To understand the application of AI in relevant education contexts
- To understand the potential implications and applications of AI in teaching and mentoring
Module summary
This introductory module provides a comprehensive overview of the implications of the use of Artificial Intelligence (AI) within educational settings. Mentors will be supported to identify the impact and potential benefits and risks of AI on teaching and learning. The module explores the fundamentals and real-world applications of Generative AI, guiding mentors to reflect on the legal, moral, ethical, cultural and philosophical considerations. With a focus on safeguarding, academic integrity, credibility concerns and organisational culture, including workload challenges, the module promotes balanced, informed conversations between mentors and mentees. This module seeks to empower mentors to confidently engage in discursive contexts involving AI, equipping them to support their mentees in navigating evolving digital and educational landscapes.
Module suitability
This module is suitable for mentors who may be new to AI in educational contexts or have encountered Generative AI through their own teaching experiences or those of others.
The module AI fundamentals may also be of interest for mentors seeking to demystify the key concepts and fundamentals of AI technologies.
Module aims
- To identify the implications and impact of the use of AI in relevant education contexts
- To relate the fundamentals and application of AI to the safety, legal, ethical, moral, cultural and practical implications of AI use in relevant education contexts
- To increase mentor confidence in supporting and guiding mentees in discursive contexts involving AI
Module summary
Effective collaboration between mentors and ITT providers is essential in meeting the curriculum expectations of the Initial Teacher Training and Early Career Framework (ITTECF). This module acknowledges the benefits of mentors working collaboratively with their ITT provider and how strong relationships and effective communication ensure that provision is tailored to meet the needs of trainees and leads to positive outcomes for pupils.
Module suitability
This module is suitable for mentors seeking to enhance their collaboration, relationship and communication with their ITT provider. It would also be suitable for lead mentors thinking about how they collaborate with the mentors they work with and their ITT provider.
Module aims
- To encourage mentors develop their understanding of the ITT curriculum expectations outlined in the Initial Teacher Training and Early Career Framework and their ITT provider’s curriculum
- To support mentors in working collaboratively, building strong relationships and effective communication channels with their ITT provider
- To support mentors in working with their ITT provider to ensure provision is tailored to meet the needs of trainees
Module summary
Instructional coaching is a popular form of coaching in early career teacher development and has a wealth of benefits for mentees and pupils in the classroom. This module will look at instructional coaching and deliberate practice, an important element of instructional coaching, and the research that underpins these approaches. It will also explore what we know about good practice and how this translates into the effective mentoring of novice teachers.
Module suitability
Mentors engaging with this module should have prior training in instructional coaching.
If mentors are unfamiliar with instructional coaching, the modules Instructional coaching 1 and Instructional coaching 2 are recommended.
Module aims
- To review your understanding of instructional coaching
- To understand the research base behind deliberate practice
- To consider the place and purpose of deliberate practice in ITT mentoring
Module summary
It is inevitable that challenges will arise in a novice teacher’s journey to QTS and beyond. This module will equip mentors in managing difficult conversations arising from a range of contexts including progress, behaviours and professionalism. Mentors will also identify the layers of support available to them should their mentee require additional intervention or if escalation is required.
Module suitability
This module is suitable for mentors who would like to build or develop their understanding of difficult conversations that are effective and impactful, but also compassionate and considerate.
Module aims
- To understand the importance and emotional impact of difficult conversations
- To support mentors in how to approach difficult conversations with mentees
- To identify the support available to mentors when reflecting, and following up, on a difficult conversation
Module summary
The pastoral role of a teacher is one which many novice teachers look forward to fulfilling. It is, however, a complex role that requires guidance and support. This module supports mentors to explore those elements of the role that will equip their mentees to be effective in providing pastoral care to their pupils.
Module suitability
This module is suitable for mentors at all levels and no prior mentoring experience is required.
Some reflections in this module ask the mentor to draw on their own experiences of providing pastoral care to pupils; therefore, some prior experience of the role of class teacher or form tutor is assumed.
Mentors might also find the modules Home-school relationship, The wider curriculum, Mental health awareness and Difficult conversations of interest and benefit.
Module aims
- To ensure that mentors know and understand the statutory requirements placed upon teachers and schools within the context of providing pastoral care to pupils
- To explore key aspects of pastoral care in schools and the personal qualities and skills that an make mentees effective in their support of pupils
- To support mentors in preparing their mentees to anticipate and meet some of the challenges of working with pupils in a pastoral context
Module summary
The Teachers’ Standards state that teachers are expected to “uphold public trust in the profession and maintain high standards of ethics and behaviour”, a statement which is inclusive of “not undermining fundamental British values”. This module reflects on how mentors can support their mentees in ensuring these values are evident within their practice.
Module suitability
Mentors engaging with this module should have a basic awareness of the meaning of the term fundamental British values (FBV) and there application in schools.
Module aims
- To understand the expectations set out by the DfE regarding fundamental British values
- To reflect on where these values present challenges and opportunities within the curriculum
- To consider how best to support mentees in embracing these values in their practice
Module summary
This module explores the foundations of building positive home-school relationships and guides the mentor to consider ways in which they can support their mentee to build effective and impactful relationships with parents.
Module suitability
This module is suitable for mentors at all levels and no prior mentoring experience is required.
Some reflections in this module ask the mentor to draw on their own experiences of interacting with parents and so some prior experience of building home-school relationships in their teaching role is assumed.
Module aims
- To explore the foundations of strong home-school relationships
- To equip mentors to support their mentees in building home-school relationships
- To share good practice regarding effective and impactful relationship building
Module summary
Much focus is rightly given to how our pupils learn and how we as teachers can support our learners to reach their potential. In this module, these same values and principles will be applied to the support of our trainees serving as a reminder that they too are on a journey of learning. Reflecting on Cognitive Load Theory and the science of learning will equip mentors to support trainees in acquiring strong mental models of teaching and learning.
Module suitability
This module is suitable for mentors who want to understand how best to support trainees in their learning journey. It would be beneficial for mentors to have prior knowledge of Cognitive Load Theory as its principles will be explored when considering how trainees create effective mental models of teaching and learning.
Note: This module is largely aimed at the mentors of teachers working towards QTS and, therefore, makes reference to mentees as ‘trainees’.
Module aims
- To consider how cognitive overload can impact trainee learning and development
- To consider how mentors can support trainees to develop secure mental models of ‘teaching and learning’ by addressing myths and misconceptions around how pupils learn
- To reflect on how to identify and support trainees’ individual learning needs
Module summary
This introductory level model draws upon research-informed evidence and current advice to support mentor confidence in explaining and modelling behaviour management in their setting to their mentee. It aims to introduce mentors to a small number of key areas that will support novice teachers in establishing effective habits and behaviour management strategies with a specific focus on establishing an inclusive classroom and managing unwanted behaviours.
Module suitability
This module is suitable for all mentors, including those new to the role, seeking to support their mentee with behaviour management.
Module aims
- To understand the most effective ways to support mentees in developing appropriate behaviour management techniques
- To reflect on key areas of behaviour management that novice teachers often find most challenging, or where early guidance is most effective
- To consider relevant policies, frameworks and supportive literature that trainees and their mentors will find beneficial
Module summary
Mentees can often feel overwhelmed by matters of diversity, equity and inclusion (DEI) in their classrooms. This module addresses the misconceptions and unconscious bias that can create barriers to inclusion. Mentors will be equipped with strategies to support their mentees in the inclusive classroom practice.
Module suitability
Mentors engaging with this module may have some prior knowledge and experience relating to diversity, equity and inclusion.
Mentors may also choose to engage with the Unconscious bias module for further reinforcement in this area. Mentors may also find the modules DEI: celebrating identity and DEI: curriculum content interesting.
Module aims
- To develop understanding of diversity, equity, inclusion and the protected characteristics
- To equip mentors to support their mentees with their classroom practice by addressing the impact of misconceptions and unconscious bias
- To share key strategies that provide the starting point for making classrooms more inclusive
Module summary
This module aims to break down labels and stereotypes around SEND, while equipping mentors with a skill set to ensure their teaching spaces and environments are welcoming to all. This module has a specific focus on the broad concepts of inclusion, neurodiversity, autism and ADHD.
Module suitability
Mentors should have some understanding of SEND within school settings and their own specific context, but no specific training or prior learning is required to engage with this module.
Module aims
- To equip mentors to support their mentees with an introduction to SEND awareness, with a particular focus on neurodiversity
- To share findings from research-informed evidence about what inclusive classrooms can look like
- To share key advice from expert colleagues on creating an inclusive classroom and supporting pupils with SEND
Module summary
This introductory level module explores the foundations of instructional coaching and how it differs from traditional mentoring. Examining evidence-based strategies and key techniques such as target setting, modelling and deliberate practice, mentors will engage with examples and case studies to exemplify how instructional coaching develops teacher expertise and improves classroom practice. This module encourages mentors to implement structured, impactful coaching in their own setting.
Module suitability
This module is designed for mentors who are new to instructional coaching or who want to enhance their practice.
Module aims
- To explore what instructional coaching is and its various different types
- To develop an understanding of the evidence base for instructional coaching
- To learn about and practice instructional coaching techniques
Module summary
This module introduces mentors working with trainees undertaking Initial Teacher Training (ITT) and early career teachers (ECTs) understanding induction to the Initial Teacher Training and Early Career Framework (ITTECF) which sets out the entitlement to training and professional development that every trainee and early career teacher should expert to receive during the initial three years at the start of their career. Mentors will gain an understanding of the content of the ITTECF, its implications for mentoring and how it supports the ongoing professional development of trainees and early career teachers.
Module suitability
This module assumes no prior knowledge of the Initial Teacher Training and Early Career Framework.
This module is suitable for:
- Mentors working in ITT for the first time or working with a trainee for the first time since the publication of the ITTECF;
- Mentors new to supporting ECTs;
- Mentors experienced with supporting NQTs but using the ITTECF for the first time with ECTs;
- Experienced mentors seeking a refresher or those already familiar with the CCF/ECF.
Module aims
- To build familiarity and confidence with the Initial Teacher Training and Early Career Framework (ITTECF)
- To develop an understanding of mentor responsibilities to support their mentee according to the expectations of the ITTECF
- To support mentors to understand how the ITTECF standards can be used to support both a mentor and trainee’s/ECT’s professional development within and across a provider’s ITT/ECF curriculum
Module summary
The Initial Teacher Training and Early Career Framework (ITTECF) is built on a number of research papers and makes specific recommendations based on this research. This module walks mentors through the ITTECF’s evidence base and aims to explain the rationale behind the recommendations made. This module will complement an ITT provider’s training about their own curriculum and its key evidence bases.
Module suitability
This module is suitable for mentors who already have some familiarity with the Initial Teacher Training and Early Career Framework (ITTECF). Mentors who have not yet encountered the ITTECF may benefit from engaging with the modules ITTECF for trainees or ITTECF for ECTs.
This module is also suitable for lead mentors who are new to role and other teacher educators who would benefit from a deeper understanding of the evidence base underpinning the ITTECF.
Module aims
- To recognise how consensus and debate inform an evidence base
- To consider how to support your mentee in being an intelligent consumer of research
- To explore the use of the ITTECF evidence base within your own practice as a mentor
Module summary
Sharing good practice is essential in ensuring progress for teachers at all stages of their careers and especially for novice teachers. This module explores the benefits for mentors and mentees of working with and learning from expert colleagues through learning walks and team teaching.
Module suitability
This module is suitable for all mentors who are supporting trainees and early career teachers.
Module aims
- To consider how mentees can learn from experienced teachers through the mechanism of learning walks
- To consider how mentees can learn from experienced teachers through the mechanism of team teaching
- To explore the role of the mentor in identifying and planning opportunities for their mentee to work alongside them, or others, to put their learning into practice
Module summary
This module provides an overview of the importance of self-care and wellbeing for both mentors and their mentees. It aims to raise awareness of the impact that pressure, stress and anxiety can have on all individuals. Mentors will be better equipped to support mentees and signpost them to appropriate resources and support services.
Module suitability
General and lead mentors will benefit from engaging in this material, as an introduction to understanding mental health. No prior experience in wellbeing or mental health support is required.
Module aims
- To recognise the signs that indicate individuals may be in need of mental health support
- To signpost mentors to confidential professional services that can support them in looking after their own mental health and that of their own mentees
- To explore and reflect on elements of good practice for conversing with mentees regarding wellbeing and mental health
Module summary
This module will help mentors improve their own knowledge and understanding of cognitive science pedagogies, including metacognition. It will give opportunities for questioning and reflection so that mentors can support mentees to implement these pedagogies into their own practice.
Module suitability
Mentors should have some prior knowledge and understanding of cognitive science and the science of learning.
Mentor may find it helpful to engage with the module How trainees learn.
Module aims
- To understand the key research base behind cognitive science and metacognition
- To provide mentors with an opportunity to reflect on their own practice in these areas so they can best model effective pedagogies to their mentees
- To support mentees in implementing their training on cognitive science and metacognition
Module summary
This module examines how mentors can embed instructional coaching and deliberate practice to improve their own practice and outcomes and those of their mentees.
Module suitability
This module is suitable for mentors who are already familiar with the foundations of mentoring and coaching in ITT or ECT provision. Mentors should have experience of leading mentees through instructional coaching.
If mentors are unfamiliar with instructional coaching, engagement with the modules Instructional coaching 1 and Instructional coaching 2 is recommended. Prior engagement with the Deliberate practice module may also be useful.
Module aims
- To explore what expert, deliberate mentoring entails
- To explore what expert, deliberate mentoring looks like
- To embed the principles of instructional coaching into your personal practice
Module summary
In this module, mentors will be introduced to the key differences between mentoring and coaching, assessing the benefits of each approach and reflecting on the application of these to their own mentoring practice. Mentors will gain an understanding of how they can apply coaching approaches in their role as a mentor.
Module suitability
This module will support mentors who are at the beginning of their coaching journey.
Module aims
- To ascertain the differences between mentoring and coaching
- To define the core skills required by effective coaches and empower mentors in the use of these
- To assess the benefits of a coaching approach for mentors and mentees
Module summary
This module will allow mentors time to reflect on how mentee progress is monitored and supported. The module shares good practice including examples and resources from expert colleagues and research.
Module suitability
Mentors engaging with this module would benefit from prior engagement with the principles of instructional coaching. Ideally, mentors will have experience of mentoring and assessing novice teachers.
If mentors are unfamiliar with instructional coaching, they may benefit from engaging with he modules Instructional coaching 1 and Instructional coaching 2.
Module aims
- To allow mentors time to reflect on how their own mentee’s progress is monitored and supported
- To introduce the Impact Cycle and PEERS goals as models of good practice for monitoring progress
- To reflect on the experience of expert colleagues in the sector and share ways of implementing good practice
Module summary
This module will equip mentors with the knowledge and skills to implement good observational and feedback practice within their setting. Mentors will consider the research behind the observation and feedback process in order to develop and sustain a safe environment for both observer and observe.
Module suitability
This module is suitable for mentors who observe the evolving practice of training or early career teachers and wish to use the process of observation and feedback to move practice forward.
Mentors may also benefit from engaging with other introducing level modules such as Difficult conversations and How trainees learn.
Module aims
- To consider how to create the conditions whereby classroom observation can be seen as a supportive, developmental and non-judgemental process
- To consider what constitutes effective feedback and the research behind it, with a focus on the Bambrick-Santoyo model
- To consider the value of moving to coaching as an observation and feedback tool and the research base behind this
Module summary
This module looks specifically at Part Two of the Teachers' Standards and elements of the Initial Teacher Training and Early Career Framework and what it means to be professional in educational settings. It will equip mentors in supporting mentees to recognise and emulate professionalism in their own practice and how to address any areas of concern with a mentee’s professionalism.
Mentors will need a copy of their ITT or ECF provider’s documentation regarding raising a concern to support activities in this module.
Module suitability
This module is suitable for all mentors working with mentees, particularly those mentoring for the first time.
Mentors may choose to engage with the Difficult conversations module which supports aspects of this module.
Module aims
- To revisit the implications of Part Two of the Teachers’ Standards and the ITTECF Standard 8
- To equip mentors to support mentees in their personal professional practice
- To support mentors in following policies and procedures if mentee professionalism is a concern
Module summary
Becoming a reflective practitioner is a cornerstone of both mentor and mentee development. In this module, mentors will consider different approaches to reflective practice and be supported in their own reflective practice with a view to modelling expertise to their mentees. Mentors will be equipped to support mentees whose self-reflection skills require development.
Module suitability
“A culture of reflective practice creates a strong foundation for continuously improving teaching and learning” (Professor John Hattie). This module is suitable for all mentors supporting the development of mentees.
It may be useful for mentors to consider this module alongside those on coaching and mentoring.
Module aims
- To consider models of effective reflective practice
- To share examples of what effective reflective practice looks like for both mentors and their mentees
- To consider how to embed these practices into the mentoring process
Module summary
The structure provided by Rosenshine's Principles of Instruction is well documented and firmly embedded in classroom practice. This module examines how the principles can also benefit the mentoring process. Consideration is given as to how new learning is presented to mentees through modelling, scaffolding and regular review; how opportunities for mentee practice are provided; and how probing questions are used to check for mentee understanding and addressing misconceptions.
Module suitability
Whilst aspects of Rosenshine’s Principles of Instruction are reviewed in this module and additional reading is indicated, this module will be most suitable for mentors who have some understanding and experience of implementing the principles into their own classroom practice.
Mentees may also benefit from engaging with the module How trainees learn.
Module aims
- To review Rosenshine’s Principles of Instruction: Research-Based Strategies That All Teachers Should Know
- To consider how Rosenshine’s principles can be applied to the mentoring of novice teachers
- To consider how to embed these practices into the mentoring process
Module summary
This introductory module takes a closer look at the statutory Teachers' Standards and the recommended Mentor Standards and their application in the context of mentoring. This module explores how to navigate these documents to ensure that best practice is embedded with reference to these expectations.
Mentors will find it helpful to have access to their ITT provider’s relevant curriculum and assessment documentation to support the activities in this module.
Module suitability
This module is most suited to mentors who have had little or no previous experience in the use of the Teachers’ Standards and Mentor Standards. For more experienced mentors, the module is a useful recap of the key aspects of these two documents.
Module aims
- To examine the content of the Teachers’ Standards in order to ensure mentoring provision for mentees is comprehensive
- To examine the Mentor Standards in order to ensure that mentors are working in line with current national guidelines
- To reflect on how these standards are embedded into current mentoring practice
Module summary
This module examines the different approaches to pupil assessment whilst deepening understanding of how pupils learn. Mentors will be supported to ensure their mentees are well equipped to effectively monitor pupil progress.
Module suitability
Mentors who wish to refresh or improve their or their mentees’ understanding of pupil assessment will benefit from this module.
Module aims
- To examine the different approaches to assessment
- To share research-informed evidence around the use of formative and summative assessment in schools
- To ensure mentors are confident in supporting mentees with pupil assessment
Module summary
This module emphasises the importance of strong and current subject knowledge. It addresses the importance of engaging with relevant and reliable subject research and the benefits of networking and learning from expert colleagues in order to support the development of both the mentor’s and mentee’s subject knowledge.
Module suitability
This module is suitable for mentors and lead mentors who are supporting their mentees’ subject knowledge development. This module will also benefit new and more experienced mentors in enhancing their own subject knowledge.
Module aims
- To consider the benefits of engaging with relevant and reliable subject research to support both mentor and mentee subject knowledge development
- To signpost mentors to resource banks and support networks for their subject specialisms
- To support mentors in strengthening their subject and pedagogical knowledge through wider associations and networks
Module summary
Teachers must have proper and professional regard for the ethos of the school in which they teach. This module supports mentors to understand the importance of a school’s ethos, values and culture, and how these can impact behaviours, relationships and, ultimately, learning.
Module suitability
This module is suitable for all mentors looking to develop their mentee’s understanding of whole school ethos, values and culture.
Mentors might also benefits from engaging with the modules School contexts and Effective pastoral care.
Module aims
- To understanding what is meant by the term ‘ethos’ in educational settings
- To reflect on how ethos is both established and maintained
- To consider how mentees can be introduced to the ethos, values and culture of a school and understand their role in creating a learning environment consistent with these
Module summary
This module celebrates the roles of teaching and learning assistants and other support staff in schools who are invaluable to ensuring good outcomes for pupils. Mentors will consider how to support their mentees to work collaboratively with all support staff as part of an effective school team.
Module suitability
Prior to engaging with this module, mentors should be familiar with the full variety of support staff roles in schools.
Module aims
- To consider research-informed evidence around the impact of support staff in educational settings
- To understand the importance of building positive and collaborative working relationships with support staff
- To reflect on your role as a mentor supporting mentees to build positive relationships with support staff
Embedding Modules and resources
Module summary
This module applies the principles of deliberate practice to enable mentors to reflect on their own professional learning and support their mentees to evaluate their own longer term professional development. Mentors will also reflect on skills that can be transferred into new roles.
Module suitability
Mentors engaging with this module should have a solid understanding of instructional coaching and the purposes of deliberate practice.
This module is particularly suited to lead mentors or those overseeing mentoring in schools. It builds on topics covered in the modules Mentoring deliberately and Expert coaching modelled but can also be approached as a standalone module.
If mentors are unfamiliar with instructional coaching, the modules Instructional coaching 1 and Instructional coaching 2 will be more appropriate.
Module aims
- To consider how coaching principles can support mentors with challenges regarding their personal professional development
- To support mentors with approaches to time management so as to ensure space for personal reflection and professional development
- To model self-reflection with a view to identifying how personal mentoring practice can be improved
Module summary
This module shares research-informed evidence about the importance of literacy in all areas of the curriculum and the impact of poor literacy skills for pupils and adults. Mentors will consider how to support their mentees in the area of cross-curricular literacy and be reminded of the importance of phonics for all learners.
Module suitability
This module is suitable for all mentors who would benefit from learning about or improving their own knowledge and application of cross-curricular literacy in order to support their mentee to develop their practice.
Module aims
- To share research-informed evidence about the importance of literacy in all subjects, phases and stages
- To aid mentors in supporting their mentees to integrate literacy into all learning areas to strengthen academic skills and prepare pupils for life
- To emphasise the importance of phonics for all learners and demonstrate how this translates to classroom and mentee practice
Module summary
This module seeks to assist mentors in supporting their mentees to comfortably navigate and thrive in diverse classrooms. It focuses on celebrating the individuality of our pupils and our mentees to foster positive classroom environments and wellbeing.
Module suitability
Mentors engaging with this module should have prior knowledge of diversity, equity and inclusion.
If mentors lack prior knowledge of diversity, equity and inclusion, they may find the module Inclusion: DEI helpful. Mentors may also be interested in the modules Unconscious bias and DEI: curriculum content.
Module aims
- To recap the protected characteristics that form the basis of equitable and inclusive schools
- To equip mentors to support mentees in developing identity-safe and respectful classrooms
- To aid mentors to support mentees to feel confident in expressing their own identity within the classroom
Module summary
This module explores a range of mentoring scenarios through the lens of instructional coaching and deliberate practice. Mentors will reflect upon how they can incorporate change and challenge into their own coaching practice.
Module suitability
This module is particularly appropriate for mentors who have previously engaged in mentoring and have an understanding of instructional coaching* and the purposes of deliberate practice.
While this module can stand alone, it would be beneficial if mentors had previously engaged with the modules Deliberate practice and Mentoring deliberately.
* If mentors are unfamiliar with instructional coaching, the modules Instructional coaching 1 and Instructional coaching 2 will be more appropriate.
Module aims
- To improve mentor confidence in deliberate practice
- To improve and enhance purposeful and focused feedback with mentees
- To support mentors in designing opportunities for low stakes rehearsal for their mentees
Module summary
This embedding level module builds on the foundations of instructional coaching, supporting experienced mentors to refine their approach. This module focuses on adapting coaching to different stages of teacher expertise and using responsive strategies and probing questions to encourage reflection-in-action and deeper thinking. Mentors will explore how to help mentees learn from success, develop mental models and handle complexity through scaffolding and situational awareness.
Module suitability
This module is intended for more experienced instructional coaches who are seeking to develop their practice further.
If mentors are unfamiliar with instructional coaching, the module Instructional coaching 1 is recommended.
Module aims
- To understand the development of teacher expertise and the role of instructional coaching in supporting it
- To explore how instructional coaches can enhance teacher reflection and deliberate practice
- To learn how teachers can refine instructional practice through mental models and learning from success
Module summary
This module seeks to raise awareness of anti-racism and inter-racial mentoring. Mentors will gain an understanding of the significance of representation, the principles of anti-racism and the complexities involved in inter-racial mentoring. Mentors will be supported to reflect on how they navigate any encounters with racism.
Module suitability
Mentors engaging with this module are not required to have any prior training or knowledge of anti-racism or inter-racial mentoring.
Mentors may also choose to engage with the modules DEI: celebrating identity and DEI: curriculum content.
Module aims
- To understand why representation matters
- To understand the difference between not being racist and being anti-racist
- To understand the impact of inter-racial mentor relationships
Module summary
coming soon
Module suitability
coming soon
Module aims
coming soon
Module summary
Individuals that come to the teaching profession after a career elsewhere often bring a wealth of skills and knowledge to schools. Transition though can be a challenge; regardless of their previous experience, there is an acknowledgement that career changers will need to disassemble their old selves, unlearn habits and perspectives and reassemble themselves in order to thrive. Mentors will benefit from this module from Now Teach which explore how mentors can best support career changers and ensure the best outcomes for all.
Module suitability
This module is designed to support mentors and lead mentors who are working with new entrants to the profession who have prior experience in the workplace in other roles and professions.
There is an expectation that mentors will have some prior knowledge of the mentoring role prior to engaging with this module.
This module is informed by the research and experience of Now Teach, a charity established to support career changers into teaching.
Module aims
- To consider the challenges that novice teachers may face when entering teaching from a different profession
- To understand how mentoring approaches might be adapted to support career changers
- To reflect on your own practice in supporting career changers
Module summary
Navigating the field of the ever changing and growing advice for teachers can be both confusing and time-consuming. This module explores evidence-informed practice and how mentors can choose the most useable and relevant pedagogy and research for their own practice. Mentors will be supported to consider how they can model engaging with research for their mentees.
Module suitability
This module is suitable for all mentors and no particular prior knowledge of engaging with research is required. This module assumes familiarity with the Initial Teacher Training and Early Career Framework.
The Mentor Development Modules suite includes other research focused modules: ITTECF key evidence bases, Pedagogical research, Embedding research and Research-led provision. These are designed as standalone modules and mentors may choose to investigate which module is most suitable for them based on their knowledge and experience.
Module aims
- To understand what ‘evidence-informed practice’ means
- To consider the challenges of ascertaining which research is reliable, accurate and meaningful
- To begin to explore how to embed valuable research into the mentoring process
Module summary
Mentors and Lead Mentors can benefit widely from networking with colleagues and peers. This modules seeks to develop understanding of the benefits of networking and raise awareness of the importance of ensuring the validity of research and information. Mentors will also consider the steps they can take in developing their own impactful network.
Module suitability
This module is suitable for mentors and Lead Mentors who want to develop their own knowledge and engagement with networks and professional bodies. It is particularly suitable for Lead Mentors and other colleagues who oversee mentoring and want to develop their mentors' engagement with networks and professional bodies.
Module aims
- To examine the value of networking for individuals, settings and ITT provision
- To raise awareness of the importance of ensuring research and network validity
- To gain an understanding of how to develop an impactful network
Module summary
In this module, mentors and lead mentors will explore the wealth of pedagogical advice in the current climate and learn how to navigate this in terms of reliability and usability for their mentees. Mentors and lead mentors will gain confidence in signposting their mentees to the most relevant reading and research which they can consider embedding into their practice.
Module suitability
This module is suitable for mentors and lead mentors who already have some understanding of the importance of evidence-informed practice.
The Mentor Development Modules suite includes other research focused modules: ITTECF key evidence bases, Navigating research, Embedding research and Research-led provision. These are designed as standalone modules and mentors may choose to investigate which module is most suitable for them based on their knowledge and experience.
Module aims
- To engage with research about teaching and learning pedagogy
- To support mentors and lead mentors in signposting others to effective and reliable pedagogical research bases
- To support mentors and lead mentors in embedding key findings into the mentoring process
Module summary
In this module, mentors will consider a range of school and educational contexts and settings that novice teachers may encounter. Mentors will be equipped to support and challenge their mentees to maximise these opportunities for development and growth.
Module suitability
This module is suitable for all mentors looking to develop their mentee’s understanding of school contexts.
Mentors may also be interested in engaging with the modules Specialist provision and Whole school ethos.
Module aims
- To raise awareness of the range of school and educational contexts and settings in which novice teachers may gain experience
- To consider how mentees can be supported to adapt their practice in response to an individual context or setting
- To consider similarities and differences between contexts and settings and how they provide rich learning experiences
Module summary
This module explores how specialist provisions, and their teaching approaches, can have a positive impact on learners. Mentors will be equipped to inform their mentees of three types of specialist provision within the education system: special schools, PRUs and prison education. A focus on prison education, whilst not a setting for training or induction, does allow mentors to explore with their mentees how low literacy and SEND needs can be contributing factors to crime, and hence how accessing the expertise of those working within specialist provision can support mentees in their work in mainstream settings.
Module suitability
This module is suitable for all mentors who would like to learn about the benefits an understanding of specialist provision could bring to their mentees.
Module aims
- To understand what types of provision can be considered as ‘specialist’
- To understand how and why these types of provision have an important role to play in the educational system
- To acknowledge that pupils have different and sometimes complex learning needs and how engaging with specialist provision can support mentees to further develop their classroom practice
Module summary
The 'wider curriculum' refers to an experience of learning which goes beyond the limitations of the National Curriculum or examination specifications. It is based on an understanding that a pupil’s experience of school must involve far more than the number of qualifications they may gain. This module enables mentors to explore aspects of the wider curriculum as well as elements of cross-curricular collaboration.
Module suitability
This module is suitable for all mentors who would benefit from learning about or improving their own knowledge of the wider curriculum in order to support their mentee to develop their practice.
Prior engagement with the ‘Introducing’ level modules Effective pastoral care, Home-school relationship and Professionalism would be beneficial.
Module aims
- To explore the scope of the wider curriculum within school settings
- To engage with the curriculum content for subjects understood to be part of the wider curriculum such as PSHE and RSE
- To emphasise the importance of cross-curricular collaboration across a setting and acknowledge the benefits this has for both pupils and teachers
Module summary
This module considers seven stages to understanding trauma-informed practice. It provides opportunities for mentors to reflect on choice theory and the importance of emotional intelligence in supporting their mentees to meet the needs of all pupils.
Module suitability
This module is suitable for mentors with some knowledge and experience of the pedagogy of trauma-informed practice.
Module aims
- To share research-informed evidence around trauma-informed practice
- To consider the knowledge and skills required to begin to meet the needs of pupils who have experienced trauma
- To consider how to support mentees in their awareness of, and interactions with, pupils who have experienced trauma
Module summary
Unconscious bias awareness is vital to successful learning and teaching. This module will support mentors in their own awareness of this area and equip them to support and inform their mentees.
Module suitability
Mentors engaging in this module should have some basic knowledge of unconscious bias.
Module aims
- To understand what unconscious bias is and explore types of unconscious bias
- To consider how to inform mentees about the implications of unconscious bias and the impact that this can have
- To reflect on how unconscious bias can impact behaviour management, pastoral care and inclusive approaches to education
Refining Modules and Resources
Module summary
This module supports provision leads and lead mentors in reviewing and evolving appraisal processes across their provision. The module examines how moving away from traditional judgement-based models and towards a coaching method can develop staff in a personalised and progressive way.
Module suitability
This module is suitable for provision leads and lead mentors who are responsible for appraisal across their provision.
Experience of mentoring, coaching and line management is assumed prior to engaging with this module. Prior engagement with the module Coaching: provision wide is recommended.
Module aims
- To understand how coaching, including instructional coaching, can be used to support appraisal
- To consider the benefits of coaching, , including instructional coaching, to support appraisal versus more traditional methods
- To examine the research-informed evidence behind the proposal to use coaching, including instructional coaching, within an appraisal model
Module summary
Provision-wide coaching brings a wealth of benefits to schools and ITT settings. This module explores the evidence base behind these claims and offers practical tips to assist lead mentors and those leading ITT provision in supporting the wider implementation of deliberate practice across their provision.
Module suitability
This module is suitable for lead mentors, programme leads, those leading ITT provision and other colleagues with responsibility for developing mentoring and coaching programmes across a setting.
For those unfamiliar with coaching at this level, other modules within the Mentor Development Modules suite will be more appropriate.
Module aims
- To offer practical advice on how to roll out good practice across a setting
- To signpost research-informed evidence on how to effectively implement change across a setting
- To share the experiences from those who have successfully changed their setting's mentoring habits in the long term
Module summary
Subject leads, lead mentors and mentors with a particular interest in DEI will reflect on where diversity, equity and inclusion (DEI) is, or could be, examined, discussed and celebrated in their curriculum areas.
Module suitability
Those engaging with this module should have prior training in diversity, equity and inclusion (DEI).
If mentors are unfamiliar with the principles of DEI and the protected characteristics, the modules Inclusion: DEI and DEI: celebrating identity will be more appropriate.
Module aims
- To explore the concept of ‘decolonising and diversifying’ the curriculum and how this can be used to address the principles of DEI
- To examine challenges raised by the curriculum, in particular the discourse around diverse content in set texts
- To explore opportunities where DEI can be further addressed and embedded within the curriculum
Module summary
Effective mentoring is at the heart of all effective Initial Teacher Training. Therefore, the recruitment of, and support for, school-based mentors should be one of the highest priorities for all training providers. This module serves to outline the range of range of resources and approaches Lead Mentors and other colleagues with responsibility for the work of school-based mentors can draw on to ensure high-quality, coherent, consistent and effective mentoring is in place within their partnership.
Module suitability
This module is suitable for Lead Mentors and other colleagues who play a key role in the training, support and supervision of school-based mentors.
Module aims
- To understand the most effective ways in which Lead Mentors can ensure high-quality mentoring by school-based mentors
- To consider relevant approaches to creating high-quality partnership documentation and training materials that are compliant with national policies and frameworks
- To reflect on areas where challenges might occur within the context of partnership mentoring and how Lead Mentors might best support
Module summary
All applicants for ITT, regardless of their background, should have a fair and supportive pathway into the profession. This module invites ITT leads to examine and improve the inclusivity and equity of their recruitment practices, particularly in relation to race and other protected characteristics. ITT leads will be equipped to identify barriers, mitigate bias and discrimination and foster the development of more inclusive, equitable access to teacher training programmes for all. This module creates space for critical reflection and encourages the identification of organisational strengths and areas for development.
Module suitability
This module is suitable for ITT leads who are reviewing their current recruitment practices and seeking to recognise and reduce bias and discrimination.
The modules Unconscious bias, DEI: celebrating identity, Mentoring career changers and Inter-racial mentoring may also be of interest.
Module aims
- To consider your organisation’s strengths and areas for development with regards to race and ITT recruitment
- To explore ideas for generating high quality applications from applicants of colour
- To seek to reduce bias in the assessment process
Module summary
Engaging with research and remaining informed with the most recent pedagogy is essential if we are to be the best mentors for our mentees. This module explores how lead mentors and those responsible for the professional development of mentors can support mentors to engage with research in order to develop both their own practice and their work with mentees.
Module suitability
This module is suitable for lead mentors and those responsible for the professional development of mentors working with novice teachers.
This module assume a reasonable level of understanding of current educational research.
For those with limited experience of engaging with research, the modules Navigating research, Pedagogical research and ITTECF key evidence bases may be more appropriate as a starting point.
Module aims
- To review how to navigate an evidence base and utilise valuable research
- To reflect on personal practice and consider how to dedicate time to engage with reading and research
- To consider practical strategies for embedding findings that will be of value to a setting
Module summary
The teaching profession is in need of high quality, committed teachers who are equipped to do their best work; however, teachers cannot do their best work if they are emotionally and mentally depleted. Taking steps to enhance team wellbeing should be a priority for leaders within education. This module is intended to support lead mentors and ITT leads in the planning for and implementation of effective wellbeing support across their provision. It will support individuals in developing preventative strategies by understanding how to create mentally healthy cultures, advise on what indicators of need may look like, suggest how to respond to staff, mentors and mentees in need, and also signpost helpful wellbeing information and resources.
Module suitability
Individuals accessing this module should have management or leadership experience or be embarking on an ITT/ITE leadership role imminently.
Individuals may also benefit from engaging with the module Mental health awareness.
Module aims
- To understand what contributes to a psychologically safe culture in the workplace
- To develop preventative systems and strategies within a provision to support staff and mentee wellbeing
- To build an awareness of indicators of need and of what effective wellbeing support looks like
Module summary
In the challenging climate that teachers, novice teachers and mentors find themselves, this module examines the complexities of ethical and moral decision making, exploring why beliefs about ethical behaviour can be subjective and ways in which ethical and moral differences can be better understood.
Module suitability
This module is particularly suitable for mentors and lead mentors who are new to their role, as well as experienced mentors and lead mentors who have not explored the concept of ethical leadership in any depth.
Colleagues who have explored the concept of ethical leadership in other contexts, such as school leadership, may also find this module useful in reviewing their understanding of these concepts through the lens of the training and development of novice teachers.
Module aims
- To recognise the importance of mentors as ethical leaders
- To explore complexities around behaving ‘ethically’ or ‘morally’ and understand that beliefs about ethical behaviour can be subjective
- To explore ways in which ethical and moral differences may be better understood to avoid tensions and conflict
Module summary
Coming soon
Module suitability
Coming soon
Module aims
Coming soon
Module summary
In this module, using coaching as a performance management and accountability tool, leaders will be reminded of the importance of listening to and guiding mentors in order to support change.
Module suitability
This module is most suitable for lead mentors or ITT/ECT leads working to support teams of mentors across a school or partnership of schools. Those engaging with this module should have experience of leading professional development and mentoring across their school or provision.
Prior engagement with the modules Difficult conversations and Coaching: personal growth would be beneficial.
Module aims
- To consider how to approach difficult conversations with mentors
- To use the CLARITY model to frame difficult conversations
- To understand how and when to escalate mentor behaviours or concerns with minimal disruption to the mentee
Module summary
Lead mentors and ITT leads will benefit from engaging with research and learning from expert colleagues about the value of evidence-informed practice for all. This module emphasises the collaboration between mentees, mentors, school-based professional tutors and ITT providers and the impact that this can have on provision.
Module suitability
Those engaging with this module should have school- or provision-wide responsibility. They should already have a sound understanding of evidence-informed practice as well as the broad evidence base used in the Initial Teacher Training and Early Career Framework (ITTECF).
The modules Navigating research and Embedding research may also be on interest.
Module aims
- To examine how evidence-informed practice can be embedded across a provision
- To reflect on the impact that research-led provision can have
- To learn from expert colleagues who have succeeded in establishing research-led provision
Diagnostic Assessment
Our Diagnostic Assessment has been designed to allow for personalised CPD for mentors of varying experience and expertise.
Benefits
- Optional use by organisations
- The assessment comprises of 19 questions and takes approximately 5 minutes to complete
- The assessment recommends modules for completion based on the mentor's experience and knowledge
- On completion, both mentors and the organisation receive details of the recommended modules for completion
Reporting Dashboard
Our MDM dashboard enables organisation-level oversight, analytics, tracking and reporting
- Individual and group real time progress tracking
- Reports detailing progress, completion and assessment scores
- Downloadable reports in Excel
- Downloadable learning records
CERTIFICATES AND DIGITAL BADGES
On successful completion of a module (achieving 80% and above in the module assessment), the mentor will receive certification and a digital badge.
Certificates and digital badges will be sent to mentors via email. Mentors will be able to register for a Certify account and access these at any time in the future and retain as part of their CPD record.
TEMZ - MENTORING AND SUBJECT RESOURCES
Our Teacher Educator and Mentoring Zone is based on our Professional Framework for Teacher Educators.
The TEMZ includes accessible Mentoring and Subject Resources to help mentors embed what they have learnt in the Mentor Developement Modules into their own practice.
Costs 2025-2026
NASBTT and UCET Members
- Annual registration fee: £200.00
- £15.60 per mentor
The standard access period is 1st August 2025 - 31st July 2026.
Access for additional months is available on request and costs an additional £1.04 per month per user.
Non-members
- Annual registration fee: £400.00
- £31.20 per mentor
The standard access period is 1st August 2025 - 31st July 2026.
Access for additional months is available on request and costs an additional £2.08 per month per user.
Not currently a NASBTT Member? Find out more about Membership and Benefits.
How to register
To register for NASBTT’s Mentor Development Modules, please complete the Registration Form.
Following registration, we will provide detailed onboarding information and support.
Questions
If you have any questions regarding our Mentor Development Modules, please contact us.
If you would like to view a sample asyncronous module, please contact us.
Mentoring Requirements
Accredited ITT providers should refer to C.2.5 of the Initial teacher training (ITT): criteria and supporting advice