Training mentors

What, when and who

Mentors need training in the different aspects of their role and the various skills and attitudes outlined in this unit. Some trainers also see their role partly as developing mentors’ own practice, but opinion on this differs. In practice, the amount of time you have to train mentors and your perception of your primary role and expertise will determine your approach here.

Opportunities to train mentors collectively will probably be prescribed by the course as whole, with induction days or scheduled mentor meetings interspersed across the year. . Such events are of critical importance and anything to encourage full participation should be encouraged. There are other training opportunities too. Visits by university tutors are not simply to asses trainees – they are also opportunities to support the mentors and develop mentoring expertise. Arranging joint observations and feedback sessions is invaluable in this respect. It not only establishes how typical the lesson is, but also allows you to model effective lesson analysis and feedback, and acts as a moderation exercise.

Finally, a mentor handbook and regular communication throughout the year can provide further ‘training’.

Differentiation and progression in mentor training

If you are establishing a course from scratch, you can work on the assumption that most mentors will be operating from similar starting points, in terms of mentoring at least. However, more typically, you will be working with mentors who have a wide range of experiences. In both cases, issues of progression and differentiation are relevant.

It is likely that you will wish to offer additional – and separate – training to teachers who have never mentored before for your institution. But when you have all the mentors together, it is worth thinking about how you might draw on expertise around the room. By keeping a close eye out for examples of outstanding mentoring or for innovative mentoring strategies during your school visits, you will soon establish number of mentors whom you can invite – in advance – to share their good practice in mentor training.

The issue of progression also needs consideration. How might you expect the mentor training in your third year as course leader to differ from mentor training in your first year? On the one hand, there are themes you will want – and need – to revisit. On the other, you will want to feel that you are offering something fresh. This might occur naturally as your course itself evolves and changes over time.

You should also consider who else might need some form of training. Other members of host departments might not be able to attend partnership meetings, but specific guidance and appropriate resources should certainly be made available to them.