Welcome to the Core (Level One) Mentor Training

In Module One we:

Learn about;

• The Liverpool Hope University principles of mentoring and consider current research and theory on effective mentoring.

• The Core Content Framework - understanding the minimum entitlement 

• Consider: the Liverpool Hope University Mentor Curriculum

Please use the Educative Mentor Professional Practice Guidance as a supporting document for your training. There are four steps in level one and you must complete each step. All mentors hosting a trainee teacher must complete level one training.

Research  - Consider the best mentoring practices and the evidence from research by clicking on the buttons below . 

2. Group Discussion

Reflecting on your reading, consider the Liverpool Hope principles of mentoring and coaching.  Which tools and techniques do you consider are already embedded in your practice and your school with your trainees? What may you try as a result of the reading to support your trainee to make progress with their teaching practice? After your reflection post 2 points that summarise your thinking below.

Understanding the Core Content Framework

The ITT Core Content Framework (CCF) (DfE 2019) sets out a minimum entitlement for trainee teachers and places a duty on providers of initial teacher training – and their partner schools – to meet this entitlement. The CCF has been designed to support development across 5 core areas –behaviour management (TS1 & TS7), pedagogy (TS2, TS4, TS5), curriculum (TS3), assessment (TS6) and professional behaviours (TS8 as well as Pt2). Within each area, key evidence statements – Learn that… have been drawn from current high quality evidence from the UK and overseas. All new entrants to the profession  can see the evidence of what makes great teaching. There is a full biography at the end with suggested reading. These are then accompanied by practice statements – Learn how to… these are categorised into two groups; the entitlement to practise key skills as well as an opportunity to work with and learn from expert colleagues as they apply their knowledge and understanding of the evidence in the classroom. There is a key emphasis in the knowledge that the quality of teaching is the most important factor in improving outcomes for pupils – particularly pupils from disadvantaged backgrounds and those with additional needs. To accompany and secure high quality teaching there is an emphasis on ensuring that trainee teachers have access to training and support for behaviour management. There is a strong emphasis on the need for training to be subject and phase specific throughout the framework. For those teaching early reading and early mathematics, they are required to have a clear understanding of systematic synthetic phonics and appropriate maths teaching strategies.

The Core Content Framework can be accessed here

Watch the short CCF video guide for Hope Mentors here

Core Content Framework Mentoring Expectations 

The ITT Core Content Framework details practice statements (‘Learn how to…’) appropriate for initial teacher training. Drawing on the expertise of the Expert Advisory Group, these ‘Learn how to…’ statements have been sorted into two categories. These categories define an entitlement to practise key skills as well as an opportunity to work with and learn from expert colleagues as they apply their knowledge and understanding of the evidence in the classroom. Throughout the ITT Core Content Framework, key phrases are used repeatedly. Understanding these terms is key to understanding the entitlement defined by the ITT Core Content Framework: 

- Expert colleagues: Professional colleagues, including experienced and effective teachers, subject specialists, mentors, lecturers and tutors.

 - Practise: Opportunities to use approaches defined in the ‘Learn how to…’ column of the ITT Core Content Framework. Throughout their training, trainees should expect multiple opportunities to rehearse and refine particular approaches, possibly beginning outside the classroom before using approaches in classrooms. 

- Discussing and analysing with expert colleagues: Interrogate with an expert colleague – using the best available evidence – what makes a particular approach successful or unsuccessful, reflecting on how this approach might be integrated into the trainee’s own practice. 

- Observing how expert colleagues … and deconstructing this approach: Working with expert colleagues – using the best available evidence – to critique a particular approach – whether using in-class observation, modelling or analysis of video – to understand what might make it successful or unsuccessful. 

- Receiving clear consistent and effective mentoring: Receiving structured feedback from expert colleagues on a particular approach – using the best available evidence – to provide a structured process for improving the trainee’s practice. 

Using the mentoring guidance for each development phase below consider how you implement the practice statements for trainees within your classroom and across the setting. Post a comment below giving an example of how you have provided opportunities for the Discussing and analysing with expert colleagues and observing how expert colleagues … and deconstructing this approach expectations.