Mentoring and coaching in Initial Teacher Education: review and development

This document is informed and underpinned by the National Framework for Mentoring and Coaching which is a set of principles, skills and definitions designed to support mentoring and coaching programmes in order to help increase the impact of continuing professional development on student learning.

This review and development document has been developed for Initial Teacher Education providers to review and develop their understanding and practice in the use of mentoring and coaching. Prior knowledge of the National Framework for Mentoring and Coaching is recommended before use.

The review and development document is designed for use with centre/university-based tutors and programme leaders in Initial Teacher Education.

There is a review process for each of the core concepts in the Framework.

  • Mentoring is a structured, sustained process for supporting professional learners through significant career transitions.
  • Specialist coaching is a structured, sustained process for enabling the development of a specific aspect of a professional learner's practice.
  • Collaborative (co-) coaching is a structured, sustained process between two or more professional learners to enable them to embed new knowledge and skills from specialist sources in day-to-day practice.

For each core concept there are five outcomes that consider:

  • creating the ethos
  • establishing roles
  • identifying skills
  • support systems
  • co-coaching as part of Continuing Professional Development.

The aim of each page is to review and move your practice towards the outcome, which in turn leads you towards achieving success in delivering the core concept.

Key questions for each outcome are provided as a guideline to promote discussion amongst tutors and programme leaders for:

  • reviewing current practice
  • reviewing current knowledge and understanding
  • considering the impact of your current position upon the quality of the student experience
  • considering evidence, e.g. student and tutor module feedback, school-based tutor feedback, programme review and evaluation
  • identifying action for development.

The process is iterative and the review and development document may be revisited at any point in development.

Core concept

Collaborative (co-) coaching is a structured, sustained process between two or more professional learners to enable them to embed new knowledge and skills from specialist sources in day-to-day practice.