Mentor resources


Mentors are the most important people in the SCITT partnership. They work closely with trainees on a daily basis. As stated in the National Standards for school-based initial teacher training mentors, “A mentor is a suitably-experienced teacher who has formal responsibility to work
collaboratively within the ITT partnership to help ensure the trainee receives the
highest-quality training.” This collaboration support trainees to become good and outstanding teachers.

These resources are designed to support mentors in their role and to share good practice.

Mentor training presentation

Handbooks 2018-19

EYTS Handbook

Primary Handbook

Secondary Handbook

Secondary RIS Handbook

Secondary Salaried Handbook

Primary Mentor assessment handbook

Secondary Mentor assessment handbook

Secondary RIS Mentor assessment handbook

Secondary Salaried Mentor assessment handbook

Placement documentation

Lesson Observation Form

Target Setting Document

The NW Grading Matrix

The AfL Teaching & Learning Manual

Sample documentation

Observation Ex 1

Observation Ex 2

Observation Ex 3

Observation Ex 4

Example Mentor meeting documentation

Sample pupil progress plan

Pupil progress document– this example demonstrate how the teacher has considered those element of the topic that will be taught through a medium term plan and includes evidence of reflecting over standard 6 as well considering specifc support from the mentor

Sample summative reports

These examples are the same but written on different forms. They demonstrate how trainees may enter their self reflection prior to mentor summative reports and demonstrate good and less good practice.



The Carter review

The Carter review report sets out how the ITT system is performing and highlights examples of good practice as well as areas for improvement. Following this the DfE produced three response documents.

The mentor standards

The national standards for school-based initial teacher training mentors set out the mentor standards that all mentor should be able to measure themselves against.

Behaviour management

Developing behaviour management content for initial teacher training makes suggestions as how to prepare new teachers in classroom behaviour management, with a particular focus on low level disruption.

ITT core content

A framework of core content for initial teacher training  defines what the working party believes are the essential elements of course content that are generally required to support trainees to meet the Teachers’ Standards at the level appropriate to the end of a period of initial teacher training. The SCITT asks all trainees to assess their training against these standards.

Workload reform agenda

This section gives links to the three workload review groups that produced reports in March 2016

Eliminating unnecessary workload around marking

Eliminating unnecessary workload around planning

Eliminating unnecessary workload around data managment