Developing support strategies for ITE mentors: insights from current practices
Data collected
April – July 2024
Project published
Sep 2024
Project overview
Mentors play a key role in supporting Initial teacher education (ITE) trainees, providing support and guidance to maximise successful induction into the teaching profession, whilst encouraging the development of quality teaching practices. A supportive school environment is crucial in nurturing the partnership between mentor and mentee. However, whilst mentors are often part of a wider support network focused on the trainee, their own needs may be overlooked.
Recent Initial Teacher Training (ITT) reforms in England place increased emphasis on the expectations of school-based ITE mentors which means we need to learn more about how schools can best support their mentors, and what impact this support has on mentors’ practice and wellbeing. Using a mixed-methods design that includes both surveys and semi-structured interviews, this study aims to understand the current situation of school support for ITE mentors, the perceived needs and challenges faced by mentors, and how schools may be able to better support mentors. The intended outcome of the study is to develop a support package that will enhance school support for ITE mentors in future practice.
Research Aims
- To understand the ways in which ITE mentors are currently supported in schools
- To identify ways in which mentors might be better supported to carry out the role
Methodology
- Mixed-methods observational study April-July 2024
- Teacher Tapp survey with classroom teachers, middle leaders, and senior leaders from primary and secondary schools
- Qualitative interviews with mentors, managing mentors and ITE tutors (N=13 overall)
Summary of findings
The report identifies significant challenges faced by Initial Teacher Education (ITE) mentors, including a lack of protected time, insufficient recognition, and training that often fails to meet their specific needs. Mentors reported sacrificing personal planning time (PPA) or balancing their mentoring duties alongside a full teaching workload. Many felt their role was undervalued, with little formal recognition, such as pay, job titles, or accreditation. Additionally, training was often seen as too generic or repetitive, lacking relevance for experienced mentors or those working in unique contexts, such as SEND settings.
To address these challenges, mentors highlighted the need for targeted support in several key areas. This includes protected time for mentoring tasks, streamlined administrative systems, and clear communication to reduce duplication and workload. Mentors also called for high-quality, bespoke training that evolves with experience, as well as opportunities to collaborate with peers, shadow experienced mentors, and attend mentee training sessions. Recognition strategies, such as additional pay, formal qualifications (e.g., NPQ in Mentoring), and public acknowledgment, were seen as essential to raising the status and value of the mentoring role.
Key takeaways
- Mentors described a range of challenges with the support they received, particularly focusing on time, recognition, and training that is suited to their needs
- Findings suggested a collaborative approach to enhancing mentor support is needed, that involves allocating time and resources for mentoring, improving quality and relevance of training, streamlining communications and systems, and strengthening formal recognition for mentors.
Project team
- Claire Maud, Research Fellow, NIoT
- Dr Bronte Mckeown, Research Fellow, NIoT
- Dr Ellen Turner, Head of Evaluation and Observational Research, NIoT
- Dr Calum Davey, Executive Director of Research, NIoT
- Emily Beach, Head of ITE Faculty, NIoT
- Dr Viktoria Jakcsiova, Research Assistant, NIoT
- Rosie Eccles, Content Designer, NIoT
- Dr Violeta Negrea, Research Fellow, NIoT
- Dr Emily Oxley, Research Fellow, NIoT
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