Mentor QA Form | London School of Jewish Studies

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Mentor QA Form

Programme *

Trainee Name *

Mentor Name *

Mentor Email *

School *

Role in the School *

Current Year Group *

Number of Years of Teaching Experience *

Number of Years in the School *

Previous Mentoring Experience *

Yes

No

Previous LSJS mentoring experience *

Yes

No

The QA process is mapped to the National Mentoring Standards (NTSC 2016)

Mentors are suitably experienced teachers who have a crucial role to play in supporting teacher candidates during their ITT through to successful teacher accreditation and beyond the early stages of their careers. An effective mentor sets high expectations for pupil achievement, models high-quality teaching, and acts as an ambassador for the profession. Effective mentoring will support candidates to become high-quality teachers, and build their resilience so that they are more likely to remain in teaching once their initial training is complete. The Standards below set out the minimum expectations for those working as school-based ITT mentors.

Standard 1: Personal qualities – Establish trusting relationships, model high standards of practice, and understand how to support a trainee through initial teacher training

The mentor is able to make time for candidates, prioritise meetings and discussions with them and is approachable *

Always

Often

Usually

Sometimes

The mentor is able to use a range of effective interpersonal skills to respond to the needs of candidates *

Always

Often

Usually

Sometimes

The mentor is able to offer support with integrity, honesty and respect *

Always

Often

Usually

Sometimes

The mentor is able to use appropriate challenge to encourage candidates to reflect on their practice *

Always

Often

Usually

Sometimes

The mentor is able to support the improvement of candidates’ teaching by modelling exemplary classroom practice in planning, teaching and assessment *

Always

Often

Usually

Sometimes

Standard 2: Teaching – Support candidates to develop their teaching practice in order to set high expectations of all pupils and to meet their needs

The mentor is able to support candidates in forming good relationships with pupils, and in developing effective behaviour and classroom management strategies *

Always

Often

Usually

Sometimes

The mentor is able to support the trainee in developing effective approaches to planning, teaching and assessment *

Always

Often

Usually

Sometimes

The mentor is able to support the trainee with marking and assessment of pupil work through moderation or double marking *

Always

Often

Usually

Sometimes

The mentor is able to give challenging, constructive, clear and timely feedback on lesson observations *

Always

Often

Usually

Sometimes

The mentor is able to broker opportunities for candidates to observe best practice *

Always

Often

Usually

Sometimes

The mentor is able to support candidates in accessing expert subject and pedagogical knowledge *

Always

Often

Usually

Sometimes

The mentor is able to resolve in-school issues on a candidate’s behalf where they lack the confidence or experience to do so themselves *

Always

Often

Usually

Sometimes

The mentor is able to enable and encourage candidates to evaluate and improve their teaching *

Always

Often

Usually

Sometimes

The mentor is able to enable candidates to access, utilise and interpret robust educational research to inform their teaching *

Always

Often

Usually

Sometimes

The mentor is able to enable candidates to access, utilise and interpret robust educational research to inform their teaching *

Always

Often

Usually

Sometimes

Standard 3: Professionalism – Set high expectations and induct the trainee to understand their role and responsibilities as a teacher

The mentor is able to encourage candidates to participate in the life of the school and understand their role within the wider community *

Always

Often

Usually

Sometimes

The mentor is able to support candidates in developing the highest standards of professional and personal conduct *

Always

Often

Usually

Sometimes

The mentor is able to support candidates in promoting equality and diversity *

Always

Often

Usually

Sometimes

The mentor is able to ensure candidates understand and comply with relevant legislation, including that related to the safeguarding of children *

Always

Often

Usually

Sometimes

The mentor is able to support candidates to develop skills to manage time and workload effectively *

Always

Often

Usually

Sometimes

Standard 4: Self-development and working in partnership – Continue to develop their own professional knowledge, skills and understanding and invest time in developing a good working relationship within relevant ITT partnerships

The mentor is able to ensure consistency by working with other mentors and partners to moderate judgements *

Always

Often

Usually

Sometimes

The mentor is able to continue to develop their own mentoring practice and subject and pedagogical expertise by accessing appropriate professional development and engaging with robust research *

Always

Often

Usually

Sometimes

Declaration

Do you fully recommend this member of staff as an effective mentor? *

Yes

No

Does this member of staff require additional support to be an effective mentor? Please give suggestions. *

Any other comments

Headteacher Name *

Headteacher Email *

Date *

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Jewish Studies
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