Meet our mentors

I have mentored many PGCE students over the last seven years, from all three science disciplines. I have also spent two years mentoring Early Careers Teachers (ECTs) in my department. I am passionate about the teaching profession and enjoy coaching others and sharing ideas of good practice. I am proud to be able to witness exceptional progression from my mentees. I have also recently completed a National Professional Qualification in Leading Teaching, and I enjoy applying the skills I have developed to the instruction of trainee teachers. 

I meet with my mentees at least once a week in a timetabled session. In these meetings we reflect on the past week by looking over lesson observation notes from other teachers, discussing strengths and weaknesses, and agreeing on targets for the upcoming week. I help my mentees to develop a bank of strategies for classroom behaviour management, assessment for learning and deliverance of content. I try my best to tailor sessions to the changing needs of my mentees; for example having joint planning and marking sessions, making amendments to timetables to allow for cross-curricular lesson observations and even aiding with job applications.

I always ensure that my mentees are attached to one of my own classes that I teach, so that I can frequently observe progression within the classroom myself, as well as acting on feedback from other teaching staff.

We also have a sizeable science staffroom where student teachers are given their own spaces to work, so I see my mentees constantly throughout each school day in passing, and I am always checking in to make sure everything is okay in a less formal setting, and offering help if needed. 

The university cannot be faulted for their communication. I am always aware of what is happening throughout the PGCE course, and their instructions are very clear and concise. All university tutors are welcoming and it is clear that they want the best for all PGCE students. It is not a ‘one size fits all approach’; university tutors are understanding and willing to work in ways that help and support the individual. I also enjoy working with the university as I completed my own PGCE there nine years ago, and so I value seeing the parallels and the development of the PGCE programme.

Remember that you are trainee teachers, you are not supposed to be amazing and get everything right from the start! This is the time for you to make lots of mistakes, learn from them, and try out lots of different strategies to see what works and doesn’t.

I have been a mentor since 2021. My aspiration was to apply the significant expertise gained from my career and assume a role where I could provide guidance to those on the course. Having completed my PGCE training with the University of Nottingham, I was overjoyed to reunite with their respected staff once again.

I usually see the mentees every day as there is a department workroom which allows easy collaboration and we can quickly discuss things as they arise. This feels fairly informal and allows the student teacher to feel part of a department. Other colleagues around can chip in with their own help and advice. There is a timetabled weekly mentor meeting where more formal topics are discussed, which are driven by the university’s bespoke objectives and can cover planning, behaviour management, and other things which are part of the role of a teacher.

The school and the university have had a solid connection for many years, creating a strong relationship. Our interactions, including myself, the university tutor, and the trainee, form a collaborative partnership with the goal of supporting the trainee's growth and development. We come together, have meaningful conversations, and work as a team to help the trainee make progress.

Make the most of your PGCE year; try as many ways/styles of teaching your subject and observe as many different teachers as you can. You are not the finished article, so enjoy the process and trust those who are involved in developing your career.

I have been mentoring beginning teachers for the last four years. This was the earliest I could get started as I have only been teaching for five years (I was an ECT for the first year). I wanted to get started mentoring as soon as I possibly could. I didn’t have a positive experience with my mentor on second teaching practice, therefore I wanted to make sure every beginning teacher I came into contact with had a positive experience on their PGCE and was supported and encouraged to make progress. 

I speak to my mentees on a daily basis. On a given day: we might exchange emails before school making sure they have no concerns about the days’ lessons, we might also have a chat after a lesson to help them reflect on what the strengths of the lesson were, and we could also catch up at end of the day to decompress and discuss the day. We also have a mentor meeting, usually after school in directed time, where we try to evaluate the week. In this meeting we pick up on common strengths and areas for development between lessons and use these to construct appropriate targets. We also discuss how work at the university is progressing, consider best practices for managing workload and check on wellbeing.

There are two things I value most about my school’s relationship with the University of Nottingham. First is the communication and collaboration. If I need advice or guidance from the university tutors I can get in touch with them at any time of day through any contact method (WhatsApp, Email, phone…you get the idea) and they are so supportive. If I need to have a difficult meeting or conversation they are first to suggest having a joint meeting. They arrive at West Park so fast that sometimes I wonder if they aren’t camped out in the car park. Second is their understanding. Having all been science teachers previously, the tutors get it. They understand the skills required to be a science teacher. When you have a conversation with them it is clear that everyone in the team around the beginning teachers not only has aligned goals but also has the same clear expectations. 

Experiment and have fun. In your PGCE year you have the the opportunity to try strategies in different contexts and to receive high quality feedback on new teaching strategies. Make the most of it: try new ideas, develop your own personal style and learn which techniques work for you. 

I have been a mentor with the University of Nottingham since 2020. I decided to get involved as I wanted to support the next generation of MFL teachers as they embark on what is both a rewarding and a challenging career. Now more than ever we need to continue training high quality teaching staff who can inspire young people to reach their potential; mentoring allows me to play a part in giving trainee teachers the opportunity to develop their skills. 

It is a joy to observe trainees’ progress over the course of their teaching placements. Their originality, willingness to get involved and enthusiasm for the profession help me to develop my own practice, and make me proud to mentor the teachers of the future.

Formally, I meet my mentees in a scheduled slot once a week to discuss progress, targets, and strategies, as well as general wellbeing. Informally, I see my mentees every day to catch up, have a chat, and see how they are getting on. I know from experience how powerful a positive mentor/mentee relationship can be, and always try to make myself available to support my trainees on a daily basis.

Working in partnership with the University of Nottingham is a fantastic experience. The university tutors are so supportive and encouraging, and as a school we feel valued by them as much as they are valued by us. Mentors are given effective guidance and training, and I hope it is a partnership that will continue long into the future.

Keep going! The PGCE course is a steep learning curve and can be a rollercoaster of emotions and experiences, but you will discover more about yourself than you ever thought possible, and you will develop all sorts of different skills. When things get tough, don’t be afraid to ask for guidance – no one is superhuman. We are here to support you!

I have been involved in supporting and mentoring trainee teachers since 2019. I had really positive experiences during my own training year at the University of Nottingham, and I wanted to pass it forward!

We are a really close department so we see each other a lot every day. We work closely together and support each other whenever possible, and our mentees are always included when they are with us. In addition to the formal meetings once a week, there is always time for mentees to catch up with other members in the department. In our meetings we talk about everything teaching and education: planning and curriculum, marking and assessment, behaviour management, mental wellbeing and, of course, the all-important work-life balance!

The staff at the university are always communicative and supportive; the information is always very well-structured for both mentors and mentees. The university tutors are experts in building positive working relationships, and previous mentees have always reported feeling fully supported on all sides. The Languages in Education Research Group is invaluable for sharing great ideas and best practice; it’s such a great opportunity to meet other professionals in your field from across the partnership, to share and learn from a wide range of specialists, and to develop your own teaching. 

Use this time to experiment, trial new things and reflect – now is the perfect time to make mistakes and receive constructive feedback from dedicated professionals. Teaching is hard work, but is one of the most rewarding jobs out there!

I’ve been a mentor with the University of Nottingham for four years. I have also mentored on other programmes before this point too. I got involved because I wanted to give something back, I felt I had the experience, we have an interesting curriculum and the setup of the school would offer trainees a good and slightly different experience. 

The mentees are based in the department office, I see them every day they are in, we chat informally most days, but we also have a formal meeting once a week. In these meetings we discuss how the teaching is going, what can be done to help them improve, what aspects of planning they need help with, how they are feeling, what can be done to help them in general, reading to help them think further, linking their university days to school days and anything they need to talk about frankly. 

I value the fact that it is a three-way conversation between myself, the university tutor and the trainee, that it is a partnership where we work together to help the trainee develop. I also value the Subject Interest Group, the subject development sessions that help keep my knowledge up to date, and the training sessions where we meet other mentors and think about how we can continue to improve our mentoring.

Make the most of your training, try as many new experiences as you can as you may not get that opportunity to experiment when you are working, and enjoy it!

I have been a mentor with the university for two academic years. I wanted to become a mentor to give back what my mentors gave me, the opportunity to get into teaching a subject that I love. I believe that teaching is hugely rewarding and that it should be accessible for those to wish to pursue a career in it. I was in my RQT (now second year of ECT) year when I decided to first mentor which was challenging, but I knew I could learn a lot about my own teaching and learning by mentoring someone else.

Informal contact with my mentee is daily, I always promote mentees to ask any questions they have and as the mentor/mentee relationship grows more social conversations also occur daily.  

Formal contact tends to be once a week during a mentor meeting, this can differ in focus depending on the week, for example some weeks we may focus on how to mark a certain assessment or read a piece of literature to discuss. Most standard mentor meetings follow the format of a wellbeing check in, a review of the week and setting targets for the following week.

The relationship between school and the university is a strong one. As a mentor I attend the university development sessions so know the mentees university learning/deadlines as well as school-based tasks to be able to support with. School mentors also have strong relationships with university academic tutors and can therefore contact them for support if required.

Be willing to be reflective, no mentor is going to be mad if something doesn’t go as well as planned, its all about learning from your mistakes to move yourself forward.

This is my first year as a mentor, although I have helped many trainees over the last nine years and have mentored NQTs and ECTs. I really enjoy seeing them make progress and develop relationships with the staff and students and wanted to know more about the PGCE course and the process behind it. Networking with other schools has been really interesting, and mentoring has also opened my eyes to new ways of teaching, and helped me to develop my own practice. 

I meet with my mentees formally once a week, but I speak to them constantly throughout the school day; including first thing in the morning to check their wellbeing. We obviously discuss their progress, development and any queries about their teaching and learning, but it’s also important to build a relationship. 

The continuing professional development, feedback on my abilities as a mentor, and networking with other schools. 

Observe as many different teachers as you can, go on trips and get involved in extra-curricular clubs whilst you’re training and have more PPA time. And always ask as many questions as you want!

I began mentoring about eight years ago as I wanted an extra challenge. I enjoy seeing students progress and feel proud to have a hand in training the next generation of teachers.

I meet with mentees daily for a short catch up, often during lunchtime, to check how they are feeling emotionally. I also put aside time to carry out the weekly mentor meetings. I am available when there are issues and we can usually resolve any concerns or problems over a packet of biscuits and a good cup of coffee.

There is a strong feeling of mutual respect. Mentors and ITE leads feel valued as part of the process and receive lots of support during mentor development meetings. Tutors are also on hand via email when we have queries or concerns. The university staff are very approachable and non-judgemental.

Make sure you are prepared to work hard to achieve your qualification. If you don’t love the prospect of teaching, maybe it isn’t for you.

This is my second year, but my first through University of Nottingham.

Our school recognises that our workplace is an excellent supportive environment for trainee teachers to practise the core skills required for effective teaching and given our size, there are numerous opportunities to observe different teaching styles or subject-specialist teachers for example.

In theory, contact time is a once per week detailed meeting, however the reality is very different. I remember (just about!) my own experiences as a trainee teacher where having a mentor immediately to hand felt incredibly supportive. I try to ensure that I offer the same experience to current trainees so, in reality, we work together with discussions taking place at all times throughout the day: a plan for the morning and again at lunchtime and some reflection time at the end of the day. Equally, time is set aside to discuss outcomes of formal and informal observations and areas of progress or requiring development.

There is clearly a very supportive relationship between the university and the trainee; similarly, school mentors are given suitable guidance in effectively supporting the mentee through their placement. Personally, I have found that course tutors at the university are regularly on hand for advice and support and always respond quickly to any questions and queries.

A difficult one, but during my own training year, I always remember my mentor emailing me one night when I was feeling a little overwhelmed with it all:

"Your ‘jobs list’ will never be completed; prioritise what is important and accept that some things may just drop off the list without ever being done".

I think it’s great advice, both during teaching practice and throughout your future teaching career.

I have been a mentor for the University of Nottingham since September 2019, though had been a mentor for different students from a range of courses for a number of years. In addition, I had been an NQT (ECT) mentor for a number of years. 

I became involved with the University of Nottingham as one of our governors at the time, John Perry who works on the Secondary PGCE English course at the university, approached me to ask if we would support some of their primary students.  After having our first trainee, we were happy to welcome more as we feel that the university provides an excellent programme of support for the students, and as a school it was great to have such high quality students to work with.

Initially, my mentee always worked within my class so there was daily contact as well as weekly meetings, observations and just general discussions about the children, their progress and different things that could be tried in the classroom. 

Since my role has changed and I am only in class for a day a week, my student is in a class with two very experienced class teachers who have also supported University of Nottingham students previously (acting as their class host). This offers a really good balance of perspectives.

I still meet with my mentee at least weekly for their weekly meeting to discuss progress, any development opportunities that they would like (for example to observe in other classes), carry out weekly observations and feedback meetings, but also pop in from time to time to check how they are.

The support offered from the university tutors has been fantastic both to the student and as a mentor.  Our perspectives and feedback are valued and I’ve found the university really quick to act to support the student if there are causes for concern but also to support the school in managing this.  

The training for mentors and the supporting documents, particularly the handbook with worked examples, is invaluable. I also like the opportunities that the university provides to attend wider training events or to work in partnership.

To make sure that they allocate wellbeing time for themselves. Identifying a time to stop working each evening is key as otherwise you can get into the teacher habit of "I’ll just do that" or "I’ll just find an extra resource". Before you know it, the evening has gone and you haven’t had the important break to recharge your batteries for the next teaching day. Taking a break will make you more efficient in the long run!

I’ve been a mentor for the past two years and have enjoyed every experience. Mentoring is a truly rewarding experience, as like teaching, it is an opportunity to help others grow and thrive in a subject or area which you enjoy!

It is really fulfilling to watch trainee teachers develop over the course of their placement and now more than ever with the retainment crisis, I think it is really important that us mentors help trainee teachers build resilience and positive outlooks on teaching, in readiness for when the going can get a little tough. 

In my experiences, contact is a regular and fluid thing, as the mentee becomes more of a colleague throughout their placement, as opposed to a student. Mentees are entitled to weekly mentor meetings, but outside of this, informal and formal discussions take place daily! When you work so closely with a mentee during what can be a stressful time, it is important that they feel they can approach you when necessary for help and guidance. Contact can look like discussions before school or during school in person, email guidance or texts! As you would with other colleagues, discussions vary from professional conversations (regarding planning, university expectations and school matters) or friendly, safe places to discuss wellbeing and life outside of work! Teachers have lives too and it’s lovely to get to know your mentee on a personal level. 

The most valuable aspect of working with the university is helping trainee teachers who may one day work in the same school, academy trust or local authority. It creates links and partnerships between us and other professionals, which then often leads to other learning opportunities. I truly believe people who become teachers are those who love to learn themselves, and more often than not, we learn new things from upcoming teachers who join us in our school! 

Be brave, be silly, be you!

In my own experiences, I’ve found that children respect and enjoy their time with you as their teacher when they get to see you as a real person too – someone they can relate to. Be brave and silly in your lessons – show off your personality and engage with them on their level. Show an interest in their favourite things and share yours too!