Level 1

Must be attended by all new mentors who have never mentored (for any provider) before.

Can also be covered in part or in whole by accessing recorded materials for mentors who have mentored before.

Unit title	Overview of content
Unit 1: Role and attributes of a good mentor	Understanding definitions and attributes of an effective Mentor.   Unpacking the role and responsibilities of the Mentor (including Safeguarding).
Unit 2: Understanding beginner teacher development	Building knowledge of developmental models of Mentoring in teaching and professional contexts.   Understanding the novice practitioner; making tacit professional knowledge explicit.
Unit 4: Building a rapport and settling beginning teachers into school placement	How to build your relationship with your beginning teacher. Developing skills to manage the essentials of induction that are common to all ITE programmes.
Unit 5: Observing expert colleagues and reflecting	Unpacking skills of observation and guiding beginning teachers to reflect post-observation.
Unit 8: Effective feedback methods	Developing an understanding of effective and detailed verbal and written feedback and consider what the beginning teacher will do with the various types of feedback. This will include examples of how to have professional conversations and how to encourage the beginning teachers to ask/answer lead the conversation.   Developing effective skills for lesson feedback   Building professional skills around understanding how to deal with challenging beginning teachers / situations. Managing tricky conversations.
Unit 11: The UoS curriculum – how to support my beginning teacher to apply this in school	Building an understanding of the processes and approach to ITE embedded in practice of the University of Southampton PGCE Primary programme.  Understanding how to support and develop UoS beginning teachers.   Building strategies to link theory to practice.

Level 2

To be covered by accessing recorded materials for mentors who have mentored before and wish to extend their level 1 training

Unit title	Focus of unit
Unit 3: Inclusive mentoring practice and beginning teacher wellbeing	Guiding and supporting neuro-divergent beginning teachers and beginning teachers with additional physical and emotional needs.   Exploring workload practices and work life balance as essential to teacher wellbeing and retention.
Unit 6: Co-planning and articulating the curriculum	Acclimatising the beginning teacher to the school’s curriculum and sequencing with reference to departmental schemes of work.   Exploring co-planning and co-teaching in the early stages of teacher development.
Unit 7: Mentoring and instructional coaching techniques: Effective feedback methods	Unpacking the role of ‘Mentoring’ and ‘Instructional Coaching’ as techniques best suited to the development of the beginning teacher.   Exploring the impact of mentoring conversations for beginning teacher development.   Developing an understanding of effective and detailed verbal and written feedback including examples of how to lead professional conversations and how to encourage active beginning teacher involvement within these.     The role of non-evaluative lesson observation, video as prompts to lesson discussion and live-coaching.
Unit 9: Flexible and adaptive mentoring	The application of the ideas of ONSIDE (Hobson, 2016) mentoring in a range of possible scenarios.     Introduction to the ideas of dialogic mentoring and mentoring as an ongoing conversation.
Unit 10: How to move beginning teachers on	Using the models of beginning teacher development to support beginning teachers at various points within their training including when they move school.
Unit 12: Understanding the ITTECF	Exploring the main features of the ITTECF. Building understanding of the mentor’s role in supporting the beginning teacher within this framework