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Self confidence is like a wall , it grows brick by brick. Help by stating the what to you is obvious. Ask if they have a special skill they could offer the school to help them become involved in the wider school community. and Give support when they initially start speaking to parents. Have positive conversations about managing workload.

All of these will build their self esteem.

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We all know the phrase, don't judge a book by its cover and this is the same with training mentees- get to know them and understand how they work/ whether they needs support and try not to bring any pre perceived ideas of them

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Choose ONE priority job each day. If that gets done, anything else is a bonus.

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No-one wants to be a "bad" teacher, if they are not getting it right it is likely that they don't know or understand how to. Try to empathise & create an achievable path to success.

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Burnt-out teachers are not best for pupils

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Express the importance of being prepared and on time to start the day. This can help create a calm learning environment. As a mentor, we should lead by example and be prepared with our own resources and lessons.

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Initiative and participation in the class

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Initiative and participation in the class

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As a mentor I have helped my mentees set realistic expectations. Our clear communication and being up front has enable participation. When I mentor, I see myself as a guide. Students come from university filled with ideas waiting to put into practice and I am there to enable and help them set their path to achievement. However, sometimes they are so overwhelmed by the reality of the school and being in front of a large group of individual, unique children with specific needs that their skills for observation and judgement contributed immensely into being confident to have the initiative to get involved from the start and not just being an observant but a participant in a child's learning journey.

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In order for a trainee to be successful they first need to know what that looks like!

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Model expected behaviours and create a relationship where they feel comfortable to ask if they feel unsure about anything.  Give them to opportunity to speak with parents, but be their to support them through this as necessary.

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Model expected behaviours and create a relationship where they feel comfortable to ask if they feel unsure about anything.  Give them to opportunity to speak with parents, but be their to support them through this as necessary.

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Be sure to listen to the mentee's and support them based upon their individual needs.
Not everyone is going to have the same experiences and needs.
Guide, support and model professional behaviours.

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Be a good role model to set clear expectations for mentee.

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Be a good role model to set clear expectations for mentee.

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As teachers, professional behaviour comes as second nature, but it may take some trainees time to adapt to that kind of workplace. Praise professionalism from the beginning.

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You have probably changed a lot since then. Go easy on them! (Without compromising standards obvs)

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Model professional behaviour (they spend the most time with you!)

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Practise what you preach - be the best role model

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Practise what you preach - be the best role model

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Ensure you understand the mentees understanding of professionalism and what this entails. Support them to understand the expectations of a school and model these at all times.

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Be clear about expectations; this must also include expectations that consider well-being. Be transparent in your actions, not being afraid to explain why you are doing something/have chosen to do something in a particular way; openly reflect on things that may not have gone as expected and what your response to this will be.

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Welcome the mentee into the school. Ensure they have also the necessary information regarding expectations of the school - but don't overload them with too much too soon. Be available and approachable.

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Provide support and set out expectations. Model professional behaviour/relationships. Explain the ethos and background of the school.

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Provide support and set out expectations. Model professional behaviour/relationships. Explain the ethos and background of the school.

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Show them you have time and you are available to talk, discuss and guide them straight from day 1 of their placement. Model a calm, thoughtful, self-evaluating behaviour as being the norm in the profession. Have the children's progress and well-being as main core value in anything they will do in schools.

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I have a weekly to do planner, which allows me to plan out my week. I use it to prioritize which activities/resources/admin I need to complete each day. I log any meetings I need to attend in the week. This helps me to make my workload more manageable. You also need to learn that you will never finish your to do list. Always make sure you prioritize the most important jobs first.

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Be kind, supportive and available.

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A high quality induction at the start of the placement and regular meetings with the mentee.

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Communicate your establishments expectations but also listen when things are not quite right. The mentee is there to learn but without understanding their obstacles or barriers it can be impossible to offer the right kind of support.

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Firm, fair and friendly.
To support a mentee, learn a little about them as an individual.  What skills do they have that could add to the team?  Is it something that they could offer as an extra-curricular offering?  Do they have subject expertise that could be shared across the team in an area where up-to-date knowledge is not so high?  Ultimately, try to make them feel part of the team, not a bolt-on.

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Surround the mentee with a team who model what you expect on terms of professionalism. The mentee will learn by example what it means to be professional within the school environment. Any queries
can then be picked up on in mentor time.

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Model professional behaviour and your mentee will imitate. Be clear about expectations from the start so that there are no misunderstandings.

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Teaching is hard, and being a trainee teacher is really hard. Remember that we all make mistakes.

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It is IMPERATIVE that a mentor displays the same standards of professionalism that they expect of the mentee. By adopting an approach that the mentee will observe it then follows that they will begin to imitate it. If this is picked up in the feedback as being unprofessional then the mentee is left with mixed messages and can lead to further complications and, potentially, confrontations later in the year.

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Remember what it was like to be a mentee and support them to be the best that they can be.

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Praise the mentee little and often for their professionalism and development. It will help them to realise what is expected and what is important as a teacher.

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Ensure the mentee has the time to see standards modelled and build in reflection time to look at what is working and what needs to happen next.  Be clear about expectations and discuss the schools policy and procedures with them.  Use scenarios as examples and always walk the walk.

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Set scenes or share experiences that will elicit discussion on professional standards. Be clear that these range from the seeming small like manners and mutual respect to ensuring safety of all. Ensure that in all discussions the mentor regularly references how particular aspects of the work fit in with teacher standards.

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Set the teacher standards in other contexts such as for industry, the police or the NHS. Advise reading and then discuss.

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Ask the mentee to lead an assembly or two that demonstrate that they understand the ethos of the school and that will appeal to the young people. This can give good opportunity for a discussion around the thinking and purpose of the assembly.

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Encourage the mentee to take on the responsibility of writing a risk assessment for a trip, provide them with a scenario and then walk them through the process

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With parent permission, invite a mentee to sit in on a conversation either by phone or in person where they can see first hand the protocols and approach used.

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hey can trust don't openly e critical or say something they may regret as people may not understand the context and it can get them in hot wate

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hey can trust don't openly e critical or say something they may regret as people may not understand the context and it can get them in hot wate

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Give the mentee time, time with you, time observing others, time to discuss, time to reflect, time to learn, time to sleep

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As a mentor, you need to ensure you are leading by example. Think carefully about what you do and say (ie. not having a moan about another staff member!).

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I think the use of scenarios is a good method for exploring professionalism. They not only enable you to safely and securely address issues that could be uncomfortable, awkward or deemed unprofessional to address in any other way.

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Model consistently professional behaviours and make time to also discuss and unpick these. Similar to the ‘live coaching’ approach. Don’t assume they understand why you are doing something – make the implicit, explicit.

Give them chance to practice explicit professionalism and ensure they receive feedback on their approach. Praise what they did well, unpick what they might do differently next time, give your suggestions if and when applicable.

Involve them from day 1 in wider school life. Invite them to school fairs, concerts, to assist with an extra-curricular club/activity. Review with them how this meets the Teachers’ Standards (8 and part 2)

Give them as many opportunities to be involved with professionalism as possible e.g. parents’ evenings, TAC meetings, pupil progress meetings, school trips, concerts/plays, CPD, training

Lead by example – induct a mentee professionally into the school. Make time to ensure they understand their role, behaviours and expectations.

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Give the mentee opportunities to observe you (and others) participating in professional discussions with parents and carers, colleagues, visitors and outside agencies. Let them see for themselves theoretical expectations in action.  Include them in discussions and meetings and help them to develop their professional persona and establish effective relationships.

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Be clear with what expectations are and give examples of them.

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Tale part in extra curricular activities. Allowing students to see you taking part in an activity that is different to your subject specialism opens up communication and relationship building opportunists.

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Never assume.  Ask the question - What have you heard? 

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Never assume.  Ask the question - What have you heard? 

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Take a tour of your training provision and look at this through the lens of professionalism. Identify where this is addressed explicitly and implicitly - and where there might be gaps. Enhance where needed.
Ensure professionalism is promoted as a core value.
Make expectations clear and understood
Tackle issues promptly and with transparency
Model the expectation
Cultivate trainees and mentors in a way that celebrates the profession
Be sure that vision and ethos has professionalism at its heart

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Sometimes one of the trickiest relationships to develop is with parents.  Understanding how to present oneself, what to say and what not to say in different contexts is hard.  Be supportive, provide opportunities for the mentee to take the lead but also be there to step in and support them if the situation is a little tricky.

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Make sure the mentee understands expectations from the beginning. Make sure these expectations are modelled by you, and everyone else in school. 

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Lead by example.
Provide advice linked to context.
Make sure trainees understand that whilst they may observe some behaviours that do not model those high expectations, they must not be tempted to emulate them.

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Model good attitudes with colleagues and ways to work around a school so the mentee is able to see your standards and expectations. Be sure to also keep a record of events or things that happen between you so you both can look back on them.

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Especially during the initial weeks/months of Teacher Training, model everything you do to show the trainee your expectations and standards of work. Don't leave anything out, you don't want them to get something wrong if you miss it.

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Emulate positivity and enthusiasm and make them feel comfortable and open.

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Invite them to a LAC/TAC Annual review meeting. 

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Invite them to a LAC/TAC Annual review meeting. 

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Trainee will be able to see well modeled professional practice and will be able to develop their own.

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Often mentees are keen to get involved but don't want to tread on others toes or are lacking the confidence or knowledge to take on things themselves. Just like every other aspect of the role, as mentor we should facilitate opportunities to develop and build confidence until the mentee is prepared and confident to take on activities independently.

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Have a clear induction program which runs weekly and focuses on themes such as professionalism and the other teacher standards as well as opening up a forum for discussion.

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Show your mentee what the expectations  around professionalism are in your setting. Make sure they have lots of opportunities to see professionalism in lots of different contexts. Ensure that conversations take place about why certain expectations are in place so they are fully understood.

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Write down a list of things 'to do' then think about the ones that NEED doing first. It'll feel like there's no end to do, but then you can work through the list knowing the tasks that need doing quickly are done first.

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Be the person that you want your mentee to be, the teacher that you would like your own child to have. Have conversations about opportunities and always encourage them to take part in out of school activities.

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Show the mentee the way to behave and act professionally in all situations through your own practice. It's very easy to say how they should behave and what they should do but the only real way they will learn to do this in a professional way is by observing their mentor behaving in this way.
Make your expectations clear and show how best to break down tasks and workload into manageable amounts.

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Ensure that the mentee know that you are human and you can make mistakes as well as. Be clear of your expectations and show that big tasks can be broken down into smaller tasks.

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Give the trainees opportunities to observe a wide range of lessons, get to know and have meetings with a range of staff and get to know the pupils across the school.

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Give the trainee a range of teachers to observe and meet with. This gives them a range of approaches and personalities to observe as professionals, which will highlight that the expectations are the same for everyone regardless of role/experience/gender/age etc.

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Ensure that you and also staff the trainee are involved with model exemplar professionalism. You can't preach what you don't practice.

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Enjoy learning from the mentee and also enjoy thinking about your own practice again. Let them share your passion

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Like we are roles models to the children in the class, we are in our roles as mentors as well. Lead by example and take individuals for who they are. We are there to help them achieve.

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Lead by example and allow opportunities for the mentee to grow in their areas of interests.

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Ensure clear and high expectations are outlined from the start. Ensuring that the mentee can fully commit to the profession.

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Ensure clear and high expectations are outlined from the start. Ensuring that the mentee can fully commit to the profession.

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Ensure you are professional at all times. Mirroring your mentors professional attributes.

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Don't ask the mentee to do something you wouldn't do yourself. Encourage mentee to attend at least one school event outside of the normal day but ensure that they are thanked for their support, discuss what they got from it and tell them what it means to the school.

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Live and breathe the school values and profession

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Live and breathe the school values and profession

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If you model professionalism on a daily basis your mentee will see how this is done in context. Don't be afraid to enter into conversation about why you do things a certain way be that for policy reasons or because of personal values.

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Remember what it was like during your training. Take the time to understand and help.

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Building a positive relationship where the mentee is able to ask questions will enable them to seek clarity when unsure. Also explaining the decisions and processes that you go through as a teacher such as attending a parents evening to shadow will help.

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Mentees will learn from what they see. Put your own advice into practice and reflect and review your own performance as well as theirs.

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Lead by example and allow opportunities to try out what is being modeled. Ensure good practise is always being demonstrated and encourage the mentee to reflect in a journal daily.

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Consistently modelling professionalism and explicitly pointing out those aspects that can often seem the obvious 'when you know what you are talking about/referring to'.

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Ensure that you always lead by example showing what is expected of all. Also point out aspects that may not be as obvious. Keep the mentee a part of all - be involved/present when dealing with behavioural incidents, parents, other staff (where appropriate).

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Ensure that you are a good role model for the mentee and consistently show what is expected, maintaining a professional approach at all times. Explain to the mentee why you do what you do and as much as possible provide opportunities for the mentee to witness this in as many situations as possible (with staff, parents, children, on the phone, face to face, emails etc)

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Be a consistently good role model and narrate the learning for the trainee. Eg. I am going to telephone xxxx's parents to inform of them of what happened today as it is really important to give them that immediate  feedback.

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Discuss what professionalism is - what do they understand by it? Fully involve the trainee in school life - parents evenings, open evenings, shadow different staff etc.. The more they are involved the more they will see that the role of the teacher is so much more than what goes on in the classroom.

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be clear, open and honest about the expectations the school has and why it's important to live up to those at all times. Lead by example and discuss why you do things and why you approach it from that angle.

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Make sure that you lead by example, and show the mentee what is expected of them.

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Uphold professional and make clear by your own actions what it is to be professional. Always give the mentee the time that they deserve and hopefully they will give their students the same. Always invite them to partake in all aspects of school life so that they feel included and hopefully willing to see how a school fully operates.

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Set clear instructions from the start and encourage the mentee to ask about anything they have concerns about. Provide and facilitate practical ways of getting involved in the wider school life. e.g. support a club, contribute to fairs and parents evenings as well as observing best practice around the school.

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Lead by example. Never ask a mentee to do something you wouldn't yourself. And don't do something you wouldn't want to see your mentee do. Ensure your mentee observes other good practise too. This shows the expectation is across the school.

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Build them up to these daunting professional tasks

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Build them up to these daunting professional tasks

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Start off by leading by example - demonstrate a difficult 1-1 conversation with a student or a phone call home or emails to colleagues.  After a few of these allow them to contribute to the planning of what will be said in these events, then contribute to events before finally leading them.  At each stage have discussions and let them talk out their opinions and concerns.  These tasks can be very daunting and people often live in fear of saying or doing the wrong thing so gradually building experience and not closing the door to them from your day-to-day tasks.

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Ensure you model what is expected of the mentee - leading by example. Allow the mentee to witness you doing extra - parents evening, talking to parents, clubs, delivering meetings. So they can see again expectations.

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It is important not to have a 'do as I say, not as I do' approach. If you don't model a professional approach, they cannot be expected to either. This is from professional conduct in office environments, to meeting deadlines and lesson structures.

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Model how to complete a risk assessment and how to check and apply all safeguarding and child protection legislation. Mentee support mentor in completion and organise a local trip to say a library/park. Mentee can then put into practise their learning and complete a fun practical way of achieving several teaching standards through professionalism.

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A large part of a mentee's role is to learn through observation. Therefore consistently setting and demonstrating high standards gives the mentee a clear understanding of what is expected of them.

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Allow a mentee to observe a parents' meeting (with permission from the parents). This will allow you to model how to effectively discuss progress/issues with parents in a familiar manner and will also expose them to other aspects of teaching.

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Ask the mentee to accompany you to a parents' evening for a class they are going to teach or have started teaching. This will allow you to model effective and professional communication with parents and for them to be able to pitch in, where appropriate, and develop their skills in a safe space.

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Set up experiences for the mentee that will help them get a sense of the ethos of the school. Shadowing a pupil or group of pupils for a day, for example, will help them to experience a range of teaching activities but also pastoral events such as form time, house or religious assemblies and lunchtime clubs.

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Be clear in what your expectations of professionalism are. Make sure you spend time at the start of the placement explaining expectations and continue to model those throughout the placement.