How a Mentor Teacher can support a PRT

As new teachers, provisionally registered teachers (PRTs) are entitled to participate in a planned induction programme which is facilitated by a mentor teacher. The support of an experienced and fully registered teacher is fundamental to the successful induction of a PRT into the teaching profession.

High quality mentoring is a critically important factor in a successful induction and mentoring programme.  The Teachers Council has developed Guidelines for Induction and Mentoring and Mentor Teachers.  The Guidelines recognise the importance of high quality mentoring and describe the key skills, knowledge and attributes needed by mentor teachers, along with features of high quality induction and mentoring programmes.

Section 2: Guidelines for mentoring and mentor teachers will help mentor teachers and professional leaders to identify teachers who are likely to be successful as mentors, and guide their further professional learning and development to carry out the role. 

The Council also now has a register of professional development courses that are focused on developing mentoring skills.  

What is the role of a Mentor Teacher?

As a mentor teacher, you need to be willing to commit your time and expertise to assist the PRT with translating the theoretical knowledge and the usually limited practical experience they have into satisfactory teaching practice. Our vision for an effective mentor:

An effective mentor is a reflective practitioner focused on inquiry into their own and others' professional practice and learning - based on a clear understanding of outstanding teaching.

An effective mentor acts as a change agent and educational leader, dedicated to facilitating growth in professional capability of the colleagues they specifically support and to the wider learning community

An effective mentor has a sound knowledge and skill base for their role and can establish respectful and effective mentoring relationships.

As a Mentor Teacher you have the responsibility to:

  • Recognise that mentoring is a leadership role and reflect on how you can develop your existing skills and knowledge further to become an effective, educative mentor
  • welcome the new teacher as a valued colleague with fresh and special knowledge and skills to offer.
  • introduce the PRT to the learning centre, its staff and facilities.
  • negotiate with the PRT an induction programme that meets their own learning needs and is appropriate and realistic for the learning centre.  This may include guidance with managing time effectively, organisation skills, balancing personal and professional responsibilities, motivating and encouraging students, assessment - what to assess, how to assess, how to interpret results and use these for planning.
  • review and renegotiate the programme regularly.
  • make sure that the PRT has access to any up to date schemes of work, planning or administrative guidelines which will be needed.
  • help the PRT to make contact with any relevant subject associations or other professional organisations.
  • model good teaching practice and be prepared to discuss your own teaching beliefs, strengths, knowledge of students' learning and professional development with the PRT.
  • arrange with the PRT to make frequent visits to observe their teaching.
  • arrange regular meeting times with the PRT.
  • give frequent feedback on the teaching you observe, and on progress relating to all the Registered Teacher Criteria.  This feedback should be clear, specific and constructive, with suggestions for further development and offers of suitable support.
  • recognise and encourage the individual distinctive teaching style of the PRT.
  • find time to structure conversations around samples of student work and other achievement data, so that you can assist the PRT to see what this work or data shows about student understanding and learning and what future learning and teaching is needed.
  • keep notes of key areas of development discussed, planning and action taken.
  • assist the PRT in any way that is needed, and if appropriate, arrange for others to share this support.
  • incorporate your mentor teacher role into your own continuing professional development, for example through participation in courses for mentor teachers.

Beginning an induction programme with the PRT

You can access a range of resources and professional development opportunities to assist you in implementing the programme.  The learning centre that employs the PRT should also have a policy in place regarding the provision of induction programmes . To begin with:

Useful policies and guidelines

These policies and guidelines provide information on the processes and standards required for a PRT to move to full registration: