Dr Haili Hughes is Director of Professional Development at All Saints Multi Academy Trust. She is also Professor of Teacher Mentoring and Coaching at Academica University of Applied Sciences in the Netherlands, a DfE ITT Quality Advisor, and a Commissioner on the Teaching Commission. In 2025 Haili authored two modules on Instructional Coaching within NASBTT’s Mentor Development Modules (MDMs). Here we speak to Haili about her support for our MDM development and her wider expertise in mentoring.
How did your involvement in the MDMs come about?
“I have always been a strong supporter of NASBTT because I believe training to become a teacher within a school setting is incredibly powerful. Even though I trained through the more traditional university PGCE route, the parts of my training that I valued most were my school placements and the opportunity to learn directly from expert colleagues. That experience really shaped my view of how impactful school-based training can be, which is why NASBTT’s work has always resonated with me. So, when Emma Hollis (CEO) approached me to get involved in writing some of the instructional coaching professional development modules, I jumped at the chance. I really appreciate the way that NASBTT centres practitioners and keeps its work grounded in the realities of schools, rather than drifting into what can sometimes feel like the ‘ivory towers’ of university-based training. It felt like a natural fit, and a meaningful opportunity to contribute to something that I genuinely believe in.”
In terms of Instructional Coaching specifically, why that, and how does this resonate particularly with you and your own expertise?
“I am deeply passionate about instructional coaching – it is really the core of my professional identity. I am a Professor of Instructional Coaching at Academica University of Applied Sciences in Amsterdam, and coaching within education is very much my area of expertise. When we talk about coaching, the field is incredibly broad, ranging from counselling and CBT on one end of the continuum all the way to instructional coaching on the other. What really motivates me is the kind of coaching that looks forensically at teachers’ habits and classroom practice, helping them strengthen and refine their craft. That close, practice-focused work with teachers is where I feel most at home. So, when I was asked to take on work in instructional coaching, it was a clear and easy ‘yes’, a real no-brainer.”
What are the objectives of the MDMs you have written?
“The objectives of are to provide a concise introduction to instructional coaching – what it is, how it connects to mentoring, and how it can complement or even replace traditional mentoring approaches. The modules aim to highlight what makes this approach distinct from other instructional coaching training, particularly its emphasis on responsive coaching rather than a one-size-fits-all, tick-box model. They also focus on developing coaches’ decision-making and professional judgement. Ultimately, the modules are designed to help coaches build strong mental models, which sit at the heart of effective instructional coaching. The MDMs, because they are self-directed, mean colleagues can have agency.”
How do you think the MDMs are being received?
“My perception of NASBTT’s MDMs is very positive. From what I have seen, even in higher education contexts like university-based ITE, NASBTT’s materials are widely used because of their consistently high quality. Within the wider school-based teacher training sector, there is strong recognition of these modules. Colleagues often highlight that the MDMs are well-designed, self-paced, and granular, making them easy to fit into the already very busy schedules of mentors and teachers. The modules are highly regarded for their practical utility, accessibility, and ability to support professional development without adding undue pressure, which has led to them being very well received across the sector.”
Do you see an opportunity for the MDMs to be used by multi-academy trusts as part of MAT-wide professional development?
“Yes, definitely. Many multi-academy trusts are increasingly developing their own internal ‘cradle to career’ professional learning pathways, not just for teachers but for teaching assistants, administrative staff, and other colleagues. The MDMs could complement this approach very well, either as a flexible ‘pick-and-mix’ option or as the foundation for a longer, more structured training program across the trust. They fit neatly into the holistic vision of professional learning that MATs are moving toward.”
Are there any tips you can share with providers on getting the most from the MDMs?
“When it comes to getting the most from the modules, I would say the key is to be very intentional and reflective in your approach. There is such a vast range of professional development out there – almost like an “all-you-can-eat buffet’ – that it is easy to feel overwhelmed and lose sight of what will genuinely make a difference. My top tip would be to start with a kind of diagnostic, reflective lens: identify the areas where you or your mentees can gain the most value and focus on those. It also helps to approach the modules systematically and selectively, choosing content that will have high leverage for improving practice. Integrating the modules into coaching conversations can be particularly effective, turning the learning into practical, actionable insights rather than just theoretical knowledge.”
How do the MDMs, and the investment in mentor development more generally, support your work on the Teaching Commission?
“Mentor development, including the MDMs, supports my work on the Teaching Commission in two ways. First, mentoring plays a vital role in teacher retention. Research consistently shows that the presence of a strong, supportive mentor is one of the most important factors in keeping new teachers in the profession, particularly given that roughly one in three teachers leave before completing five years. The guidance, encouragement, and practical support that mentors provide directly addresses this challenge, which is central to the Commission’s work on strengthening the teaching workforce. Second, mentoring also supports the development and retention of experienced teachers. We are facing a significant loss of skilled practitioners, and part of retaining them involves offering meaningful leadership opportunities and professional development. Serving as a mentor is itself a powerful form of professional growth, allowing experienced teachers to refine their practice, lead within their classrooms, and engage with the broader teaching community. Strengthening mentor development helps ensure that these opportunities are structured, sustainable, and valued, which intersects directly with the Commission’s focus on retention, professional growth, and building a strong, resilient teaching workforce. You can almost see mentors like the ‘Blackpool’ in a Blackpool stick of rock running all the way through.”
In your role at the Academica University of Applied Sciences, does that take you into international conversations on mentoring, and what lessons can we learn from that?
“Yes, absolutely. I have had the opportunity to travel widely – to the US, across Europe, and even to Bangkok – speaking with mentors in different contexts. What is fascinating is seeing how the role of a mentor varies internationally. In many countries, mentoring is still largely about pastoral support – ‘the tea and tissues’ aspect – rather than the pedagogical and craft-focused approach that has developed in England, particularly since the launch of the ECF in 2021. These conversations are invaluable because they allow us to reflect on the strengths of our mentoring systems and also to learn from others – for example, around work-life balance for educators. At the same time, it is clear that in the area of supporting early career teachers, we are leading the field globally, especially in terms of embedding mentorship into professional development. Engaging in these international discussions helps to refine our practice and share insights with colleagues worldwide.”
What will accelerate the pace of mentor development?
“Time is a huge issue. Schools are funded for mentors, with an hour a week off-timetable to meet ECTs and trainee teachers – but in many of the 150+ schools I visit each year, this simply does not happen. Primary schools face particular challenges due to limited capacity, making it difficult to release staff. On top of this, mentors must navigate multiple platforms, extensive note-taking, and layers of bureaucracy – much of it driven by the need to evidence work for Ofsted inspections and DfE accreditation. The result is mentors struggling under the weight of administrative demands, leaving little room for meaningful support.”
Is there anything you would like to add that would be useful for readers to know?
“What I really want to emphasise is that, while we have spent a lot of time training mentors in the science of learning – pedagogy, strategies, and the like – what mentors really need now is training in the soft skills of mentoring. We have already trained them explicitly in deliberate practice, giving feedback, observing, and all of that. However, we also need to train them explicitly in areas like having challenging conversations, fostering a psychologically safe environment, and creating a sense of belonging. All of those elements really make a huge difference in people’s experiences within a school.”
Further reading: Mentoring in Schools: How to become an expert colleague.