Mentor Development Modules

In response to the 2024 mentoring requirements ITT providers are required to ‘establish a professional network of well-trained and expert mentors’. To support these requirements, NASBTT is pleased to offer its Mentor Development Modules.

NASBTT’s Mentor Development Modules offer a flexible suite of training resources that can be embedded within existing elements of your mentor training. Modules will be available as either online self-directed study or as taught modules delivered by licenced providers. The full suite of 60 modules will be available from September 2024.

The 2024 mentoring requirements state that general mentors are required to access a minimum of 20 hours of initial training time in their first year of mentoring, followed by a minimum of six hours of annual refresher training in subsequent years; lead mentors are required to undertake a minimum of 30 hours of initial training time in the first year, followed by 12 hours of annual refresher training in subsequent years.

The Mentor Development Modules have been designed to support ITT providers in meeting the training time requirements and the demands of creating a ‘fully resourced mentor curriculum that aligns with the trainee curriculum equip[ping] mentors with an understanding of the curriculum content trainees will cover and an approach to mentoring based on the best available evidence’.

This tailored offering enables providers to have complete control of their mentor training and meet the individual training and development requirements of their mentors.

Please note that our Mentor Development Modules are a tool in your toolkit to meet the 2024 requirements and not a complete solution.

NASBTT is pleased to be a

Chartered Status CPD Partner

Diagnostic Assessment

Costs

Registered Organisations can access the Mentor Development Modules here

Find out more about NASBTT

The National Association of School-Based Teacher Trainers (NASBTT) has a renowned reputation for high-quality training and professional development for Teacher Educators and mentors.

Evolving from NASBTT’s established and highly regarded Teacher Educator Programmes, the Mentor Development Modules, coupled with NASBTT’s Teacher Educator and Mentoring Zone, are a natural progression in supporting the changing needs of the sector.

Find out more about NASBTT | Membership and Benefits

Overview

NASBTT strongly supports the importance of face-to-face training and CPD. We are offering our Mentor Development Modules in three delivery formats to enable providers to personalise delivery for their mentors’ needs: taught modules delivered by licenced providers, online self-directed study and a hybrid combination of the two.

Taught modules delivered by licenced providers (synchronous training)

In addition to online self-directed study, providers can become licenced to deliver taught modules.

Tailored training – providers have the option to identify and guide modules undertaken by mentors
Bitesize modules – each module is expected to take 90 minutes to deliver
Resources to support delivery – PowerPoint, facilitation notes and delegate pack
NASBTT Quality Assurance – supportive QA processes to inform future delivery

Online self-directed study (asynchronous training)

Hosted in NASBTT Learn - modules are available anytime, anywhere with offline access on smart devices or online via the web
Diagnostic assessment - completed by mentors to inform their training needs and module choices
Tailored training – providers have the option to identify and guide modules undertaken by mentors
Bitesize modules – each module is expected to take 60 minutes to complete
Interactive and engaging content – including videos, self-evaluation activities and reflection exercises
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 registered ITT providers
Provider-level oversight - analytics and insights providing progress tracking and reporting on each user’s progress

Early Roll Out - 2023-2024

Thirty of the sixty modules are available now; further modules will become available during the 2023-2024 academic year. All 60 modules will be available for September 2024. Modules available now are indicated with an * below.

Benefits

Tailored to address the 2024 mentoring requirements
Flexible high-quality training
Written by expert practitioners in the sector
Cost effective solution providing economies of scale
Provider maintains complete control of their mentor training
Flexible to enhance provider’s existing mentor training
Provider-level oversight, analytics, tracking and reporting
Diagnostic assessment to inform training needs and module choices

Bespoke and tailored to suit individual needs
Bitesize module delivery to support busy lives
Tailored resources and training materials
Ongoing development, refinement and expansion
Dedicated support for onboarding and maximising utilisation
Supportive Quality Assurance processes
Access to NASBTT’s Teacher Educator and Mentoring Zone

Module Levels

Modules are pitched at varying levels to reflect mentor experience and development need.

Introducing
Embedding
Refining

Play Video

Module Summaries

Introducing level modules

* Curriculum collaboration

Module summary

This module will share practical support with school-based mentors around how to inform and collaborate with their ITT provider in order to meet the needs of their mentees.

Module suitability

This module is suitable for lead and general mentors who wish to enhance and improve relationships and collaboration between provision and schools. The content aims to support mentors in school in reaching out to their providers more openly, as well as reminding both parties of the benefits to be gained when working collaboratively.

* DEI: celebrating identity

Module summary

This module serves as an introduction to DEI within schools and ITT provision. It focusses on celebrating the individuality of our pupils and our mentees with a particular focus on the personal identity of the practitioner.

Module suitability

Mentors engaging with this module need not have any prior training or knowledge on the topic. The module looks to raise awareness of the diverse range of identities within current classrooms. It also seeks to assist mentors in supporting their mentees to comfortably navigate, celebrate and thrive in diverse classrooms.

* Deliberate practice

Module summary

Instructional coaching has a wealth of benefits for pupils in the classroom and also mentees. In this module, we will look at instructional coaching and the research that underpins 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, other modules within the suite of Mentor Development Modules will be more appropriate.

* Difficult conversations

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 unpredictable situations, as well as signposting to further support should a situation need to be escalated.

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.

Effective pastoral care

Fundamental British values

Home-school relationship

* How trainees learn

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 mentees serving as a reminder that they too are on a journey of learning.

Module suitability

It would be beneficial if mentors engaging in this module have prior knowledge of the science of learning and Cognitive Load Theory.

This module is largely aimed at the mentors of teachers working towards QTS and, therefore, makes regular reference to mentees as ‘trainees’.

Inclusion: behaviour

* Inclusion: SEND

Module summary

This module aims to break down labels and stereotypes around SEND, while equipping the mentor and mentee with a skill set to ensure their teaching spaces and environments are welcoming to all.

Module suitability

Mentors should have some understanding of SEND within school settings and their own provision, but no specific training or prior learning is required to engage with this module.

Learning from each other

Lesson planning

Mental health awareness

* Mentees & metacognition

Module summary

This module will help mentors understand cognitive science pedagogies, including metacognition. In turn, this will help mentors to support mentees to implement these into their own practice.

Module suitability

This module aims to give mentors time to reflect, ask questions and improve their own knowledge and understanding about metacognition in order to support their mentees fully.

Mentor timetabling

* Mentoring deliberately

Module summary

This module examines how mentors can use instructional coaching and deliberate practice to improve practice and outcomes for themselves and their mentees.

Module suitability

This module is suitable for mentors who are already familiar with the foundations of mentoring and coaching in Initial Teacher Training (ITT), and who have experience of leading mentees through the processes of instructional coaching. Mentors may have previously engaged with the Deliberate practice module.

* Mentoring or coaching?

Module summary

In this module, mentors will be introduced to the key differences between mentoring and coaching, assessing the strengths of each approach and reflecting on the application of these to their own mentoring practice.

Module suitability

This module will support mentors who are at the beginning of their coaching journey. Mentors will gain a secure understanding of the key differences between mentoring and coaching and consider which methods are most appropriate for their own practice.

* Monitoring progress

Module summary

This module will allow mentors time to reflect on how mentee progress is tracked and recorded. The module will share 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 as well as having had experience of mentoring and assessing novice teachers.

* Observing your mentee

Module summary

Lead and general mentors will benefit from this module which explores the evolution of effective observation and feedback. Mentors will engage with the research behind how and why the traditional methods of lesson observations are changing.

Module suitability

This module encourages the development and sustainability of a safe environment in which to observe and feed back. Mentors will be equipped to implement good observational practice across their setting.

Mentors may also benefit from engaging with other introducing modules such as Difficult conversations and How trainees learn.

* Professionalism

Module summary

Mentors will learn what professional expectations in their provision look like from expert colleagues. Mentors will be equipped to support mentees with their day-to-day professionalism and reflect on what is meant by ‘core values’.

Module suitability

This module will look specifically at Part Two of the Teachers’ Standards and what it means to be professional in an education setting. It will equip mentors in supporting mentees to recognise and emulate professionalism in their own setting.

* Reflective practice

Module summary

Becoming a reflective practitioner is a cornerstone of both mentor and mentee development. In this module, mentors will be supported in their own reflective practice with a view to modelling expertise to their mentees.

Module suitability

This module will support mentors in considering different approaches to reflective practice. Mentors will be equipped to support mentees whose self-reflection skills require development.

It may be useful to consider this module alongside those on coaching and mentoring.

Rosenshine for mentors

Teacher & mentor standards

Teaching with technology

* Understanding assessment

Module summary

This module will explain broadly how pupils learn and examine the different approaches to pupil assessment. 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. Some experience of assessment processes in line with QTS is assumed. This module will provide further research and explanation regarding the impact and outcomes of assessment in school.

* Understanding the CCF

Module summary

This module is designed to introduce mentors working with trainees undertaking Initial Teacher Training (ITT) to the ITT Core Content Framework (CCF). This document sets out the entitlement that all trainee teachers should expect to receive during their training year.

Module suitability

This module assumes no prior knowledge of either the ITT Core Content Framework (CCF) or the Early Career Framework (ECF). It is particularly suitable for new mentors working in ITT for first time, or those who last worked in ITT prior to the publication of the CCF. It is also a useful refresher for experienced mentors.

* Understanding the ECF

Module summary

This module aims to build familiarity and confidence with the Early Career Framework (ECF). Lead and general mentors will be supported in incorporating the ECF into their curriculum, as well as enabled to inform and guide their mentees.

Module suitability

This module is suitable for mentors who are new to supporting Early Career Teachers (ECTs). It is also suitable for mentors who may have experience of supporting Newly Qualified Teachers (NQTs) and are now preparing to support ECTs through the ECF for the first time.

This module will support mentors irrespective of whether they will be accessing the funded Full Induction Programme (FIP), a school-led Core Induction Programme (CIP) or a school-developed ECT programme (DIY).

* Utilising subject support

Module summary

This module has an emphasis on the importance of good and current subject knowledge. The importance of research, networking and learning from expert colleagues in subject areas will also be addressed.

Module suitability

This module is particularly suited to lead or general mentors who are supporting mentees’ subject knowledge development. It will also benefit new and more experienced mentors who are looking to enhance their own subject knowledge.

Embedding level modules

Race & education

* CCF key evidence bases

Module summary

The ITT Core Content Framework (CCF) is built on a number of research papers and makes specific recommendations based on this research. This module walks the mentor through the evidence base and aims to explain the rationale behind the recommendations made in the CCF.

Module suitability

This module is suitable for mentors who already have some familiarity with the ITT Core Content Framework and/or Early Career Framework. Mentors who have not yet encountered these documents may benefit from engaging with the introductory modules Understanding the CCF and Understanding the ECF.

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 these two frameworks.

* Coaching: personal growth

Module summary

This module aims to allow mentors to reflect on their own longer term professional development, as well as supporting them in guiding their mentees towards life-long learning. Mentors will consider how coaching skills gained from mentoring can equip individuals in moving into new roles.

Module suitability

Mentors engaging with this module will have a solid understanding of instructional coaching and the purposes of deliberate practice.* This module will apply the principles of deliberate practice to self-development and improvement which will help improve outcomes for others in turn.

This module is particularly suited to lead mentors. 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, other modules within the suite of Mentor Development Modules will be more appropriate.

* Cross-curricular literacy

Module summary

This module aims to share research-informed evidence about the importance and impact of literacy in all subjects, phases and stages. Mentors will learn how to support their mentees in the area of cross-curricular literacy and be reminded of the importance of phonics for all.

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. It intends to raise awareness about the importance of literacy and examines research into the consequences of poor literacy skills in both children and adults.

* Expert coaching modelled

Module summary

This module will explore a range of mentoring scenarios and give mentors the opportunity to reflect upon and 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, other modules within the suite of Mentor Development Modules will be more appropriate.

* Inclusion: DEI

Module summary

Mentees can often be daunted by matters of diversity, equity and inclusion (DEI) in their classrooms. This module aims to break down barriers and address any unconscious bias which may be hindering DEI awareness for teachers.

Module suitability

Mentors engaging with this module are likely to have a range of prior knowledge and experience relating to diversity, equity and inclusion. This module is suitable for lead mentors or those in other leadership roles who are looking to deepen their knowledge and understanding of DEI.

* ITT subject leadership

Module summary

This module will support lead and general mentors who are working to build effective subject support for their mentees. Mentors will engage with expert colleagues that have successfully developed workable subject curricula, as well as being signposted to professional bodies that can enhance and further develop subject development in their setting.

Module suitability

This module is suitable for lead or general mentors, particularly those developing subject expertise. Mentors will be equipped to support others or contribute as a subject leader across their provision to ensure mentees' robust subject and curriculum knowledge.

Learning to lead

Mentoring career changers

Navigating research

Networks & scholarship

* Pedagogical research

Module summary

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 will gain confidence in signposting their mentees to the most relevant reading and research according to their personalised targets and goals.

Module suitability

Lead and general mentors will benefit from engaging with evidence bases behind current pedagogy. Mentors will consider how to embed this into practice across their provision.

Some understanding of the importance of evidence informed practice prior to engaging with this module would be beneficial.

School contexts

Mentors will be equipped to inform their mentees about varying school contexts, educational settings and the relevant behaviours and adaptations that may be made or observed across different schools or provisions. The module will consider the special character of faith schools, special schools, pupil referral units (PRUs) and other alternative provisions, as well as mainstream delivery.

* Specialist provision

Module summary

Mentors will explore how mentee experience can differ according to provision. The module will explore approaches to learning and teaching, as well as pastoral care, in a range of settings.

Module suitability

This module aims to deepen lead mentors' understanding of specialist settings that can offer ITT placements as well as induction, from special schools to Pupil Referral Units (PRUs). Lead and general mentors will benefit from raised awareness about how specialist provisions operate and the positive impact that these settings, and their teaching approaches, can have. Mentors in turn will be equipped to inform novice teachers in this area.

The impact of AI

* The Professional Tutor

Module summary

The role of the Professional Tutor is both vital and varied. They will lead a team of mentors across a range of phases, needs, abilities and subjects. This module will support lead mentors and Professional Tutors in understanding the expectations of this valuable role.

Module suitability

Lead and general mentors will benefit from engaging with discussion around the importance and demands of the Professional Tutor role. This module will share practical support equipping mentors or provision leads to enhance practice across their partnership schools.

The wider curriculum

Trauma-informed practice

Unconscious bias

Working with support staff

Refining level modules

Anti-Racism Framework

* Coaching as appraisal

Module summary

This module will support lead and general mentors in reviewing and evolving performance management processes within their provision. The module will examine how moving away from a judgement-based process and towards a coaching method can develop staff in a personalised and progressive way.

Module suitability

This module will benefit lead tutors and provision leads by exploring alternatives to the traditional methods of performance management and appraisal. It ensures that the benefits of effective continuous coaching run through a provision at all levels.

Some experience of mentoring, coaching and line management is assumed prior to engaging with this module.

* Coaching: provision wide

Module summary

This module will assist lead and general mentors, and those leading ITT provision, in supporting wider implementation of deliberate practice across their provision.

Provision-wide coaching brings a wealth of benefits to schools and ITT settings. This module will explore the evidence base behind these claims and offer practical tips in embedding this important practice.

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.

If mentors are unfamiliar with coaching at this level, other modules within the suite of Mentor Development Modules will be more appropriate.

* DEI: curriculum content

Module summary

Subject leads, lead mentors and general mentors will reflect on where diversity, equity and inclusion (DEI) is, or could be, examined, discussed and celebrated in their curriculum areas.

Module suitability

Mentors engaging with this module should have prior training in diversity, equity and inclusion (DEI).

If mentors are unfamiliar with the protected characteristics and the principles of DEI, other DEI modules within the suite of Mentor Development Modules will be more appropriate.

Embedding research

* Ethical leadership

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 role as well as for 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 it useful to review their understanding of these concepts through the lens of the training and development of novice teachers.

Enhancing team wellbeing

This module will support provision leads in the planning for and implementation of effective wellbeing support across their provision. It will support mentors in how to recognise signs of where wellbeing is at risk, advise on how to prevent or mitigate emotional overload and also how to respond in moments of crisis for their staff, mentors and mentees. The module will signpost mentors to further support that can be accessed when scenarios go beyond the remit of the provision.

Managing misconduct

Mentor accountability

Mentor recruitment

Research-led schools

Whole school ethos

* Modules anticipated for early roll out in September 2023.

Modules and module content is subject to change.

Diagnostic Assessment

NASBTT's MDM Diagnostic Assessment has been designed to allow for personalised CPD for mentors of varying experience and expertise.

Benefits

Optional use by providers
The assessment comprises of 19 questions and takes approximately 5-10 minutes to complete
The assessment recommends modules for completion based on the mentor's level of knowledge and experience
Access to user information for provision leads

Guidance for using and sharing the Diagnostic Assessment with your mentors

Providers can share the link to the diagnostic assessment with their mentors if they wish them to use the assessment to identify modules for completion.
On completion, both the mentors and provider will receive an email detailing the recommended modules for completion.

The URL for the assessment can be copied here and shared with relevant mentors.

Sample module materials

Sample module material and examples of the online self-directed study can be viewed below.

NASBTT's Mentor Development Modules - Online self-directed study - Sample Materials

NASBTT's Mentor Development Modules Taught Modules - Sample Materials

If you require access to a sample module, please contact us.

Teacher Educator and Mentoring Zone (TEMZ)

NASBTT’s TEMZ includes accessible Mentoring Resources based on NASBTT’s Professional Framework for Teacher Educators.

Mentors can use the Subject Resources to help embed what they have learnt in these modules into their own area of specialism.

Costs

Costs for 2023-2024 are on a per mentor basis

NASBTT and UCET Members: £15.00 per mentor

Non-members: £30.00 per mentor

If you wish to become a Licence holder to enable your organisation to deliver taught modules, the following additional cost applies.

NASBTT and UCET Members: £300.00 per licenced organisation

Non-members: £600 per licenced organisation

An annual licence fee is chargeable for providers who wish to be licenced to deliver taught modules (synchronous); this is inclusive of access to all additional delivery materials and the developmental Quality Assurance process.

Not currently a NASBTT Member; find out more about Membership and Benefits.

Timescales

Providers will have access to NASBTT’s Mentor Development Modules from Friday, 1^st September 2023.

How to register

To register for NASBTT’s Mentor Development Modules, please complete the Registration Form.

Questions and Find out more

If you have any questions regarding NASBTT’s Mentor Development Modules, please visit our Frequently Asked Questions or alternatively contact us.

At our recent Espresso Event - Mentor Development Modules Taster Session we delivered a live demonstration of NASBTT's Mentoring Development Modules (MDM), both taught delivery and online self-directed study, delegates heard from pilot provider(s) and how they have integrated the MDMs into their Mentor training and the Chartered College of Teaching (NASBTT's Chartered Status CPD Partner) discussed their Chartered Status pathway for mentors. If you missed this session, you can view a recording of the session here.

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Mentor Development Modules

Mentor Development Modules

NASBTT is pleased to be a

Chartered Status CPD Partner

Overview

Taught modules delivered by licenced providers (synchronous training)

Online self-directed study (asynchronous training)

Early Roll Out - 2023-2024

Benefits

Module Levels

Modules are pitched at varying levels to reflect mentor experience and development need.

Module Summaries

Introducing level modules

Embedding level modules

Refining level modules

Diagnostic Assessment

Benefits

Guidance for using and sharing the Diagnostic Assessment with your mentors

Sample module materials

Teacher Educator and Mentoring Zone (TEMZ)

Costs

Costs for 2023-2024 are on a per mentor basis

If you wish to become a Licence holder to enable your organisation to deliver taught modules, the following additional cost applies.

Timescales

How to register

Questions and Find out more

QUICK LINKS

The Voice of School-Based Teacher Training