An evidence-informed guide to effective mentoring in initial teacher education.

Reflecting the 2024 ITE Criteria and latest inspection framework, it is perfect for HE lecturers in education and Initial Teacher Education (ITE) mentors within schools. Accessibly written, it covers the most recent developments in ITE policy and the evolving roles and responsibilities of the school-based mentor.

From 2024, mentors are required to undertake significantly more training than previously, and ITE partnerships are required to develop the role of lead mentor. This timely book supports ITE partnerships and individual mentors in navigating these changes. It prepares readers by outlining the relevant developments in ITE policy, specifically looking at the implications for the roles and responsibilities of mentors.

This book emphasises the shift for ITE mentors from the role of 'assessor' to teacher development. Each chapter is enriched with evidence-informed research and critical questions. Topics include:

·the ITE curriculum,
·inclusive, phase- and subject-specific mentoring,
·trainee progress,
·the principles and models of generic mentoring, and
mentoring early career teachers.

There is also a chapter dedicated to supporting trainee's workload and mental health including DfE guidance on reducing workload for trainees, reducing cognitive load, and pastoral care in ITE.

Jonathan Glazzard’s research focuses on mental health, well-being, and inclusion in education. He holds the Rosalind Hollis Chair in Education for Social Justice at the University of Hull. Jonathan is a co-convenor of the British Educational Research Association (BERA) Special Interest Group, Mental Health and Wellbeing in Education. He has published widely on aspects of inclusion and social justice for marginalised groups and individuals and he is deeply committed to research that improves the lives of individuals and research-informed teaching.

Michael Green is an experienced educational professional and leader, driven by a commitment to improving the life chances of children and young people. He was until recently one of Her Majesty’s Inspectors. He has over 22 years of experience in his career in education, holding a number of senior positions in a range of educational and government settings. These include executive leadership within a large multi-academy trust as Director of Strategy and Projects, working for Ofsted as one of Her Majesty’s Inspectors of Education, leading initial teacher education and partnership development in higher education, working as a government advisor in the Department for Education on teacher workload, undertaking international advisory work on curriculum and teacher development and holding senior leadership positions within primary schools. He has also worked as a governor and has previously held several trustee positions. His areas of expertise include primary education, initial teacher education, policy development, English, advising on teacher workload, and learning outside the classroom.

Introduction

1.The ITE policy context
2.Principles, models and approaches of generic mentoring
3.The ITE curriculum and the implications for mentors
4.Inclusive mentoring
5.Subject and phase-specific mentoring
6.Subject-specific feedback: A toolkit for mentors
7.Assessing trainee progress and target setting
8.Educational research for mentors
9.Supporting trainees’ workload and mental health
10.Mentoring early career teachers

Conclusion