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Mentor Recognition Programme

Requirements for the Award

Key Principles

The LJMU Mentor Recognition Programme is based on the following key principles:

  • Sets out the criteria for quality mentoring, therefore there is an expectation that all our mentors working with LJMU student teachers will be working towards either effective or advanced stages of recognition / accreditation;
  • Engages the mentor in reflection on practice, both in relation to the specific criteria and the final reflection and target setting;
  • Reflection should be related to the mentor’s own professional learning during the process of mentoring and not the student teacher;
  • Sources of evidence should be clearly identified and the impact this had upon your development as a mentor;
  • Identification of the specific teaching, personal and professional and mentoring standards that have been achieved alongside the evidence submitted to fulfil each criterion;
  • Indicates the CUREE skills that mentors feel they have addressed and also highlight in the overall reflection/target setting section skills to develop;
  • Target setting should be specific, measurable and achievable in terms of key areas of development for the mentor. They should also focus on reflection and evaluation, and could include further professional development.


To achieve each award (Effective or Advanced) Mentors must provide signposts to evidence that they:

  1. Have a working knowledge of QTS standards;
  2. Know student teachers' programme requirements;
  3. Complete the appropriate documentation;
  4. Understand the principles of partnership and liaise effectively with the ITT provider;
  5. Recognise the dual support and assessment role of the ITT Mentor/Professional Mentor;
  6. Plan and implement the training programme, with attention paid to student-teacher's records/audits;
  7. Assess student teachers by:
    • Undertaking an evaluative approach to lesson observations using a 'cause and effect' model, and giving constructive formative feedback;
    • Using a range of evidence, in relation to the Standards;
    • Supporting the student teacher in setting appropriate targets linked to the Teachers' Standards;
    • Using assessment procedures confidently and consistently to support progression;
  8. Understand the needs of the adult learners;
  9. Understand how to facilitate student teachers' self-evaluation and reflection;
  10. Engage with and help to resolve sensitive issues with student teachers;
  11. Are able to reflect critically on their own and other’s practice for professional development.
Mentor Recognition Framework