TITLE: A Mentoring Framework for Teachers/ Trainers in the Work
Based Sector
KEYWORDS
Mentoring
Work Based Learning
Mentoring Protocols
Teacher Qualifications
Mentor Job Description
SUMMARY
This project is unique in its approach to collaboration by pooling all the expertise of work
based training providers in the Herefordshire and Worcestershire of the Herefordshire,
Worcestershire and Shropshire Training Providers Association (HWSTPA).
Through collaborative working, it has produced an innovative solution to support a
contextualised Diploma in Teaching in the Lifelong Learning Sector (DTLLS) programme
offered in conjunction with the West Midlands Centre for Excellence in Teacher Training
(WMCETT) by fielding standard protocols and trained mentors for candidates undertaking
the DTLLS programme.
The project set out to develop a framework for mentoring new and developing
teachers/trainers in the work based learning sector. The role of the mentors is to support
individuals engaging in teacher training and professional development primarily , but not
exclusively, through the Diploma in Teaching in the Lifelong Learning Sector (DTLLS)
qualification. The objective was to increase retention and success rates in a
contextualised work based DTLLS through a structured mentor support.
Research was carried out to establish existing practice in mentoring and then set out to
standardise an approach for the mentoring of work based staff studying initial teacher
training qualifications.
Following the research, the standard approach to mentoring was compiled into two
manuals: the first, outlining the procedures for a mentoring scheme; and the second
outlining the theory of mentoring. This latter manual was supported by a training course
for twelve prospective mentors.
The long term aim of this project is to build a sustainable network and bank of mentors
that could support those Work Based Learning Staff wishing to follow the DTLLS
programme. This Bank would then be maintained in Herefordshire and Worcestershire by
the Herefordshire, Worcestershire and Shropshire Training Providers Association
(HWSTPA) Mentor Coordinator.
Main strategies
To investigate the scale of teacher training required within the sector through a
survey to be carried out amongst the Training Provider network.
To research the existing mentor training available across the sector by contacting
providers and collecting information on existing practice.
To identify the protocols for effective mentoring of work based staff embarking on
the DTLLS programme through a working group set up in the existing Work Based
Learning Peer Review Group. This will help to establish the training needs and
technical support required to become an effective mentor.
To produce draft and final specifications for a mentor that will be agreed by the
Peer Review Group.
Main outcomes
A Mentoring Procedure Handbook for Mentors and Mentees completing Initial
Teacher Training Qualifications within the Work Based Learning. This Manual
includes a Framework for a Work Based Mentoring Scheme incorporating
operational procedures; Person specifications and job description; Mentor/ Mentee
Agreements; and templates to be used for on-going mentor evaluations, reviews
and support.
A Skills Handbook for Mentors and Mentees completing Initial Teacher Training
Qualifications within Work Based Learning. This Manual contains supporting theory
on: the benefits and principles of mentoring; mentoring role; and mentoring
relationship. This is a practical guide for anyone wishing to mentor a colleague and
is designed to be delivered alongside a formal training event to prepare mentors.
A Benchmarking Survey was carried out across the Herefordshire, Worcestershire
and Shropshire Training Providers Association to identify the current situation
regarding existing staff qualifications and future training needs for Initial Teacher
Training Qualifications.
CONTEXT
Herefordshire, Worcestershire and Shropshire Training Providers Association (HWSTPA)
is a group training organisation with a membership of 38 independent work based/
vocational training institutions including colleges, voluntary sector, public and private
sector training providers. In total, HWSTPA represents in excess of 400 teachers/ trainers
across the geographical region with a responsibility to source, support and develop
excellence in the profession through individual and organisational Continued Professional
Development (CPD).
In the Work Based Training Sector, trainers are amongst the least supported in terms of
engaging in professional development including teaching qualification progression
required within the sector. As the drive for qualification recognition takes pace, there is a
distinct lack of formal mentor support to assist staff embarking on formal teaching
qualifications.
In the HWSTPA, it was agreed at a steering group meeting to concentrate on those
Training Providers who were purely work based training. As many of these are non-
college based and relatively small in size, the ability to share a pool of mentors would
prove very useful and a beneficial service that could be monitored by the HWSTPA. This
would also allow mentors to be matched to mentees by specific occupational sectors and
work based learning areas of expertise.
AIMS AND OBJECTIVES
Aim
To assist Work Based Training Providers in meeting the ‘mentoring requirements’
embedded in the new teacher training programmes by developing a mentoring framework.
Objectives
Identify existing ‘teacher training’ mentoring provision across the sector
Identify barriers, issues and gaps in this provision
Establish the needs and requirements of mentoring in the work based sector
Develop protocols for mentors engaging with mentees their line managers and
employers
Produce criteria required to succeed in the role of mentor, including a personal
specification, appropriate qualifications and experience.
Establish the training needs and technical support required to become an effective
mentor.
Set up and maintain a bank of trained mentors to support work based staff
embarking on the DTLLS qualification.
STRATEGIES
A Steering Group was established to develop mentor materials and monitor progress
against the Action Plan to ensure that the project was co-ordinated, communicated, and
that the resources, activities and scheduling was appropriate. Also, the Steering Group
undertook to ensure that quality assurance was an integral part of the project.
The Steering Group consisted of the HWSTPA Executive Officer, HWSTPA Administration
Officer, five representatives from Training Providers including Private, voluntary and
charitable providers covering a range of occupational areas and geographical coverage
across Herefordshire and Worcestershire. The Steering Group met throughout the project
and were responsible for any amendments to the development plan and monitoring and
evaluation.
The Group was already meeting as a Peer Review and Development Group and so had
established channels for meeting and developing quality initiatives through joint
collaboration. Working relationships were already well established with protocols in place
for communication and reporting of activities within the Group.
The Steering Group were used through out the project to gather feedback on the Draft
Manuals produced and providing feedback on the requirements for a Mentor Training
package.
To establish the existing situation in each of the providers in the HWSTPA, a survey was
carried out in April 2009. This was conducted by the HWSTPA. The survey was circulated
to 19 Work Based Training Providers and set out to benchmark providers in terms of their
current situation regarding qualifications in the Lifelong Learning Sector and establish their
future need.
Having identified the need, the next stage was to research existing practice. This was
carried out by the HWSTPA Administration Officer through various contacts and
examining what was currently being provided as mentoring handbooks for Teacher
Training in the West Midlands area. An internet search was also carried out.
The Steering Group debated what was required in the work based sector for the Mentor
and produced detailed Job Description and Person Specifications. From this emerged
more detailed requirements for a work based mentoring programme that would support a
contextualised DTLLS offered by WMCETT (Warwick University). Throughout the whole of
this process, the Steering Group ensured that anything produced had direct relevance to
those staff in the work based training sector. This was particularly important when looking
at the entry requirements for a mentor bearing in mind that many staff have more technical
experience and qualifications than teaching qualifications.
The Steering group met throughout the project and agreed the final content of the
Handbooks. These were then printed formally and circulated to members prior to the
development of a training course to support volunteer mentors.
OUTCOMES AND IMPACT
This is a very innovative approach to providing support to providers across the two
counties of Herefordshire and Worcestershire. There is strong collaboration between
providers through an active Training Provider Association and the inclusion of a work
based Peer Review Group.
Originally, the project sought to produce a handbook that would contain all the protocols
for would be mentors and some guidance on the role of the mentor. In essence, these are
two separate products from the project and so were placed into two separate manuals:
Mentoring Procedure Handbook for Mentors and Mentees; and Skills Handbook for
Mentors and Mentees. The former was very much about how the scheme would operate
for the HWSTPA Mentors and the latter was more generic about the skills of a mentor.
The Handbooks were used as part of the Mentor Award Training delivered as a workshop
over two days with further on-going review and feedback with the tutor. The programme is
validated by the University of Warwick and carries 10 Credits at NCF 4 or university level
one (this is at the level of first year undergraduates and would also fulfil the minimum of 30
hours CPD requirement for The Institute of Learning)
As part of the research into this project, a survey was carried out amongst Work Based
Learning Providers to ascertain the current picture of those requiring Teacher Training
Qualifications and those practising mentors within providers. This gave a benchmark to
the supply and demand for DTLLS and mentors.
Out of the 36 providers in the TPA network, 19 Work Based Training Providers were
issued with the questionnaire as part of the survey of which 14 providers responded,
resulting in a 74% participation rate. (See Appendix for data)
From the results, it was identified that whilst 76 employees held PTLLS or equivalent
qualifications, 20 held CTLLS and 35 held DTLLS there was still a demand for further
employees to achieve the qualifications: 27 requiring PTLLS; 35 CTLLS; and 44 DTLLS.
13 of the 14 providers were aware of the mentoring requirements and had between them,
15 mentors in place with a further 26 identified as potential mentors. However, there was
confusion about the roles and responsibilities of a mentor and the requirements for
someone to be a suitable mentor.
All providers were keen to establish a pool of mentors and 11 were happy to release their
own mentors into the pool, all identified that strict protocols would need to be established
and financial support made available for wage subsidy. This demonstrates the innovative
approach of this project.
It was suggested that HWSTPA would manage the pool as an impartial organisation.
The following suggestions were identified:Clear job description/person specification for a mentor
Roles and Responsibilities of a mentor identified
Mentor qualification/further training workshops
Structured CPD for mentors
Standardisation meetings for mentors
List of equivalent qualifications for PTLLS, CTLLS & DTLLS
A pool of Mentors for providers to use for specific occupational mentoring
Evidence from the research into existing practices suggested that there was variable
practice and confusion about definitions and methodology for mentoring.
The feedback from the questionnaire was used to compile Handbooks including:
A Mentoring Procedure Handbook for Mentors and Mentees completing Initial Teacher
Training Qualifications within the Work Based Learning. This Manual includes a
Framework for a Work Based Mentoring Scheme incorporating operational
procedures; Person specifications and job description; Mentor/ Mentee Agreements;
and templates to be used for on-going mentor evaluations, reviews and support.
A Skills Handbook for Mentors and Mentees completing Initial Teacher Training
Qualifications within Work Based Learning. This Manual contains supporting theory on:
the benefits and principles of mentoring; mentoring role; and mentoring relationship.
This is a practical guide for anyone wishing to mentor a colleague and is designed to
be delivered alongside a formal training event to prepare mentors.
LEARNING POINTS
The following learning points were made:
1. It was important at the early stage to establish exactly what was defined as mentoring.
There was some misinterpretation between coaching and counselling. Although a full
definition of mentoring was not offered, the scope of the mentor was clearly defined in
the job role. It was commonly agreed that the role of the mentor is an organic and
individual process that may involve some aspects of coaching and some of
counselling within clearly defined boundaries.
2. It is commonly accepted that in many organisations mentoring is practised informally
with staff such as new members of staff shadowing colleagues or gaining advice
about practices from work mates. This project set out to clearly define the
expectations of a mentor and mentee to create a standard package that was directly
applied to the DTLLS Initial Teacher Training Programme.
3. It was felt that the role of the mentor should not be judgemental and not attached to
the formal assessment process of the Teacher Training. By creating this critical friend
approach, the conflicts between assessment and guidance would be avoided. This
would strengthen the personal relationship and confidentiality. By virtue, it was also
recognised that, where possible, the mentor should avoid being the line manager of
the mentee.
4. It is interesting to discuss whether a mentor should be an internal colleague or
externally sourced. Internal mentors will have a greater understanding of
organisational practices while an external mentor will be completely impartial and
focus directly on the mentee and the qualification. From this project’s point of view,
there will need to be a balance of availability of mentors and geographical issues
across Herefordshire and Worcestershire.
5. On several occasions, the issue of whether a mentor should have the same
occupational competence as the mentee was highlighted. Certainly from a teaching
practice point of view, it is advantageous for the mentor to have a sound
understanding of the occupational context that the teaching is taking place in. But
also, from a pure teaching point of view, knowledge of teaching strategies and their
application to a vocational context may be as strong a requirement.
6. In work based training, it is unusual to get a vocationally competent mentor with a full
teaching qualification like a Certificate in Education. In the early stages of this project,
it is expected that there will be a mixture of professionals with competence
backgrounds and some with educational backgrounds. As the project becomes self
sustaining, the bank of mentors will be selected from those having competed the work
based DTLLS and possess vocational competence.
7. It was felt that is was very important to standardise the expectations of both the
mentor and the mentee. This could only be done by writing clear guidelines and
boundaries around the provision of: time allocated to mentoring; amount of face to
face contact; clear roles and responsibilities; and protocols around the arbitration of
disputes. Prior to any mentoring taking place, it would be important for mentor,
mentee and employer to enter into a mentoring contract, not in a formal sense but as
an agreement of services.
8. It has become clear that as the bank of mentors grows, there is a need to coordinate
the resourcing of mentees with the available group of mentors. This will be overseen
by the Herefordshire, Worcestershire and Shropshire Training Providers Association.
NEXT STEPS - WHERE TO NOW!
Following the training, it is expected that mentors and mentees will disseminate the work
being carried out as a consequence of this project. As many of the 14 organisations who
responded to the survey are participating in qualifications in the lifelong learning sector, it
is expected that the role will be spread across the HWSTPA network. A full presentation of
the project will be disseminated to all 36 members of the Provider Association at their July
meeting. Further dissemination activities will be carried out at Training Provider
Association Meetings and PDP Showcases.
The Procedural Framework and Skills Handbooks will be shared with organisations via the
Excellence Gateway as a model template for Work Based Learning.
The next step is to train a bank of mentors in how to use the manuals; once the mentors
have completed their training and development, they will be encouraged to become
mentoring champions; cascading their skills throughout partner organisations. Qualified
DTLLS trainers will be encouraged to become mentors following their successful
completion of the course. This will create a sustainable bank of mentors for future DTLLS
candidates.
HWSTPA worked closely with West Midlands Centre for Excellence in Teacher Training
(WMCETT) as a pilot project for a contextualised work based DTLLS was being
developed with a requirement for mentors. WMCETT joined the Steering Group to agree
protocols and look towards delivering a mentor training course based upon the research
carried out.
As a mentor training programme, the delivery will be reviewed to ensure that it meets the
specific needs of those that have gone through the training and amending its content and
delivery appropriately.
As registered mentors with the TPA Bank of Mentors, it may be that professional updating
will be carried out to ensure mentors remain afresh of current practices.
The Protocols and Codes of Practice will be reviewed on an annual basis by the HWSTPA
and its steering group.
CONTACT DETAILS
For further details of this project, please contact:
Mike Smith
Executive Officer
Herefordshire, Worcestershire and Shropshire Training Providers Association
Sunnyside Road
Worcester
Worcestershire
WR1 1RL
Email: mike@hwstpa.co.uk
Philip Broomhead
Director of Learning and Quality
Riverside Training
4-6 St Martins Street
Hereford
HR2 7RE
Email: philip@riverside-training.co.uk
SUPPORTING DOCUMENTS
Appendix 1
Teacher Training Workforce Reforms
Questionnaire
The information asked for on this form is used to measure the position smaller WBL providers are in
and assist us to address the workforce development reform agenda across the WBL Sector.
Are you aware of the Teacher Trainer reforms that affect work based learning
organisations
Yes/No
Do your staff hold PTLLS (Preparation to teach in Life long learning sector) or
equivalent? (E.g. C&G 730 Stage 1)
If so, how many
0
1
2
3
4
5+
Please circle appropriate
Equivalent Qualifications and Levels held
Does your organisation require PTLLS?
If so, how many
0
1
2
3
4
5+
Please circle appropriate
Do your staff hold CTLLS qualifications (certificate to teach in life long learning
sector) or equivalent?
If so, how many?
0
1
2
3
4
5+
Please circle appropriate
Equivalent Qualifications and Levels held
Does your organisation require CTLLS qualifications?
If so, how many
0
1
2
3
4
5+
Please circle appropriate
Do your staff hold DTLLS (diploma to teach in lifelong learning sector) or equivalent?
(E.g. Cert Ed.)
If so, how many?
0
1
2
3
4
5+
Equivalent Qualifications and Levels held
Please circle appropriate
Does your organisation require DTLLS qualifications?
If so, how many
0
1
2
3
4
5+
Please circle appropriate
Are you aware of your requirement to provide a mentor for any of your employee’s
under-taking a DTLLS qualification
Yes/No
How are you currently planning to meet this requirement?
Do you have staff currently carrying out a mentoring role?
If yes, how many __________
Do you have additional staff who would make an effective mentor? Yes/No
If Yes, how many?
1
2
3
4
5+
Please circle appropriate
Qualifications and Levels held
Would you find it beneficial if there was a pool of
Herefordshire, Worcestershire and Shropshire providers?
mentors
available
for
Yes/No (any comments)
Would you support the ‘pool of mentors’ by freeing up your mentors, if there was an
incentive?
(This would enable us to best match mentors to mentees by vocational subject taught)
Yes/No (any comments)
Briefly describe any examples of good practice mentoring you are involved with.
What more do you think could be done to promote mentoring for trainee teachers/tutors?
Appendix 2: Survey Results from the Questionnaire sent to 19 Providers (14 returns)
Organisation
Provider 1
Provider 2
Provider 3
Provider 4
Provider 5
Provider 6
Provider 7
Provider 8
Provider 9
Provider 10
Provider 11
Provider 12
Provider 13
Provider 14
Totals
Hold
PTTLS
4
5
6
13
5
8
3
5
4
4
1
5
5
3
71
Require
PTTLS
0
2
0
0
2
0
0
4
0
5
5
0
5
4
27
Hold
CTLLS
0
0
1
Require
CTLLS
0
5
0
5
0
0
3
0
0
0
5
5
0
19
3
0
2
0
0
0
5
5
5
5
30
Hold
DTLLS
1
2
2
1
5
0
0
3
3
5
1
5
5
2
35
Require
DTLLS
0
5
4
12
0
8
2
0
0
0
0
4
5
2
42
Aware
of
Mentor
req Y/N
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
N
Mentors
in place
1
0
0
0
3
2
0
3
0
1
1
0
4
0
15
Potential
Mentors
0
2
3
2
0
4
0
1
1
5
0
0
4
2
24
Would
use
Pool
Y/N
N
Y
Y
Y
Release
Mentors
Y/N
N
Y
Y
Y
Y
Y
Y
Y
N
N
Y
Y
Y
N
Y
Y
Y
N
Y
Y
Y
Y
Appendix 3: Mentoring Skills Audit
Key Competences
There are a range of skills that are not only significant to mentoring in training and education but also applicable to your personal
development and employability. This skills audit has been designed to help you to identify your strengths, weaknesses and areas for
development within various skills areas.
Your Name
Date Completed
How to complete this audit
Read the SKILLS AREA, place a tick in the column that best suits your ability and decide the priority for YOU in the development of this
skill. The two far right columns will be completed once you have finished the mentor training.
SKILLS AREA
Little or no
experience
√
Self Management
I have strategies to help me to plan and manage my time
I am able to effectively prioritise my tasks and activities
I am able to work to deadlines
Verbal Communication
I can demonstrate active listening skills
I can demonstrate open questioning techniques to explore and
express thoughts and opinions
I encourage colleagues/ learners’ own self reflection and
evaluation of their performance
I can negotiate short and medium term SMART targets with
colleagues/ learners
I can offer constructive feedback to colleagues/ learners on
their performance
Self Evaluation prior to training
Some
I am experienced
experience, but I
at this
need more
Development
√
√
Priority for
Development
1 = High Priority,
2 = Medium
3 = Low Priority
After Mentor Training
I now feel
I need further
confident that I
support to
can apply these
apply these
skills
skills
√
√
SKILLS AREA
Written Communication Skills
I can offer support in the construction and presentation of
essays/ reports
I give written feedback on written reports and documents
I am confident I can express my ideas clearly in written form
I can use agreed protocols for referencing documents
I am confident at using computer software to produce
documents (e.g. Word, PowerPoint, Excel)
I can use email to communicate with colleagues/ learners
I am able to access and search electronic resources (on-line
databases, journals CD-ROMs)
Teaching and Learning Skills
I am used to observing Teaching & Learning sessions of
colleagues
I can encourage independent learning skills
I encourage problem solving techniques in colleagues/
learners
I can use coaching skills to develop practice
I am aware of a range of teaching and learning styles used in
the classroom
Understanding our Industry
I am aware of current FE legislation and policies relating to
education and training.
I can sign post colleagues and learners to key policy
documents
I have knowledge of the requirements of DTLLS course for
Teacher Training
I am aware of the current practices in my occupational area
Self Evaluation prior to training
Little or no
Some
experience
experience, but I
need more
Development
√
√
I am experienced
at this
√
Priority for
Development
1 = High Priority,
2 = Medium
3 = Low Priority
After Mentor Training
I now feel
I need further
confident that I
support to
can apply these
apply these
skills
skills
√
√
Please double click on the images to read further attachments below:
The Mentoring Skills handbook
And
The Mentoring Skills handbook