Jonathan Glazzard’s research focuses on mental health, well-being, and inclusion in education. He holds the Rosalind Hollis Chair in Education for Social Justice at the University of Hull. Jonathan is a co-convenor of the British Educational Research Association (BERA) Special Interest Group, Mental Health and Wellbeing in Education. He has published widely on aspects of inclusion and social justice for marginalised groups and individuals and he is deeply committed to research that improves the lives of individuals and research-informed teaching.Michael Green is an experienced educational professional and leader, driven by a commitment to improving the life chances of children and young people. He was until recently one of Her Majesty’s Inspectors. He has over 22 years of experience in his career in education, holding a number of senior positions in a range of educational and government settings. These include executive leadership within a large multi-academy trust as Director of Strategy and Projects, working for Ofsted as one of Her Majesty’s Inspectors of Education, leading initial teacher education and partnership development in higher education, working as a government advisor in the Department for Education on teacher workload, undertaking international advisory work on curriculum and teacher development and holding senior leadership positions within primary schools. He has also worked as a governor and has previously held several trustee positions. His areas of expertise include primary education, initial teacher education, policy development, English, advising on teacher workload, and learning outside the classroom.

• Introduction 1. The ITE policy context 2. Principles, models and approaches of generic mentoring 3. The ITE curriculum and the implications for mentors 4. Inclusive mentoring 5. Subject and phase-specific mentoring 6. Subject-specific feedback: A toolkit for mentors 7. Assessing trainee progress and target setting 8. Educational research for mentors 9. Supporting trainees’ workload and mental health 10. Mentoring early career teachers Conclusion

Effective Mentoring in Initial Teacher Education is an outstanding resource that transforms the mentoring process into a reflective and impactful experience. This book offers a comprehensive and insightful guide into the intricacies of mentoring, providing practical strategies and reflective practices that are essential for nurturing the next generation of teachers. By integrating thought-provoking questions as reflection points and real-world examples, this book equips both experienced mentors and those new to the role with the tools to foster meaningful growth in Initial Teacher Education (ITE) students. The authors offer a nuanced understanding of the mentoring journey, emphasising the importance of critical reflection and dialogue. This approach not only enhances the mentor-mentee relationship but also encourages deeper professional development for future educators. A must-read for anyone passionate about shaping the future of education in the UK, this book is a beacon of innovative strategies, ensuring that mentoring is both effective and empowering.Dr Sarah CharlesHead of the Institute of Education, University of DerbyMentoring matters – especially in a recruitment and retention crisis. Over the last few years, approaches to mentoring and coaching new teachers have changed so much that it has left some busy mentors spinning. This brilliant book is the answer to their prayers. It’s no exaggeration to say that Glazzard and Green’s book is an encyclopaedia of all things mentoring in ITT. From the opening chapters on recent policy changes and context, to the useful examples of how schools and mentors can work with ITE providers, this comprehensive guide is all a school leader needs to familiarise themselves with recent changes. Unlike other mentoring books I have read, it also spends time unpicking and exploring how mentors can provide more inclusive mentoring, for trainees with protected characteristics. The signposting to relevant research and focus on motivation and agency will help mentors become the kind of guides our new teachers need. Absolutely essential reading.Haili HughesPrincipal Lecturer - Mentoring Lead, School of Education, University of Sunderland

Jonathan Glazzard’s research focuses on mental health, well-being, and inclusion in education. He holds the Rosalind Hollis Chair in Education for Social Justice at the University of Hull. Jonathan is a co-convenor of the British Educational Research Association (BERA) Special Interest Group, Mental Health and Wellbeing in Education. He has published widely on aspects of inclusion and social justice for marginalised groups and individuals and he is deeply committed to research that improves the lives of individuals and research-informed teaching.Michael Green is an experienced educational professional and leader, driven by a commitment to improving the life chances of children and young people. He was until recently one of Her Majesty’s Inspectors. He has over 22 years of experience in his career in education, holding a number of senior positions in a range of educational and government settings. These include executive leadership within a large multi-academy trust as Director of Strategy and Projects, working for Ofsted as one of Her Majesty’s Inspectors of Education, leading initial teacher education and partnership development in higher education, working as a government advisor in the Department for Education on teacher workload, undertaking international advisory work on curriculum and teacher development and holding senior leadership positions within primary schools. He has also worked as a governor and has previously held several trustee positions. His areas of expertise include primary education, initial teacher education, policy development, English, advising on teacher workload, and learning outside the classroom.

• Introduction 1. The ITE policy context 2. Principles, models and approaches of generic mentoring 3. The ITE curriculum and the implications for mentors 4. Inclusive mentoring 5. Subject and phase-specific mentoring 6. Subject-specific feedback: A toolkit for mentors 7. Assessing trainee progress and target setting 8. Educational research for mentors 9. Supporting trainees’ workload and mental health 10. Mentoring early career teachers Conclusion

Effective Mentoring in Initial Teacher Education is an outstanding resource that transforms the mentoring process into a reflective and impactful experience. This book offers a comprehensive and insightful guide into the intricacies of mentoring, providing practical strategies and reflective practices that are essential for nurturing the next generation of teachers. By integrating thought-provoking questions as reflection points and real-world examples, this book equips both experienced mentors and those new to the role with the tools to foster meaningful growth in Initial Teacher Education (ITE) students. The authors offer a nuanced understanding of the mentoring journey, emphasising the importance of critical reflection and dialogue. This approach not only enhances the mentor-mentee relationship but also encourages deeper professional development for future educators. A must-read for anyone passionate about shaping the future of education in the UK, this book is a beacon of innovative strategies, ensuring that mentoring is both effective and empowering.Dr Sarah CharlesHead of the Institute of Education, University of DerbyMentoring matters – especially in a recruitment and retention crisis. Over the last few years, approaches to mentoring and coaching new teachers have changed so much that it has left some busy mentors spinning. This brilliant book is the answer to their prayers. It’s no exaggeration to say that Glazzard and Green’s book is an encyclopaedia of all things mentoring in ITT. From the opening chapters on recent policy changes and context, to the useful examples of how schools and mentors can work with ITE providers, this comprehensive guide is all a school leader needs to familiarise themselves with recent changes. Unlike other mentoring books I have read, it also spends time unpicking and exploring how mentors can provide more inclusive mentoring, for trainees with protected characteristics. The signposting to relevant research and focus on motivation and agency will help mentors become the kind of guides our new teachers need. Absolutely essential reading.Haili HughesPrincipal Lecturer - Mentoring Lead, School of Education, University of Sunderland

Jonathan Glazzard’s research focuses on mental health, well-being, and inclusion in education. He holds the Rosalind Hollis Chair in Education for Social Justice at the University of Hull. Jonathan is a co-convenor of the British Educational Research Association (BERA) Special Interest Group, Mental Health and Wellbeing in Education. He has published widely on aspects of inclusion and social justice for marginalised groups and individuals and he is deeply committed to research that improves the lives of individuals and research-informed teaching.Michael Green is an experienced educational professional and leader, driven by a commitment to improving the life chances of children and young people. He was until recently one of Her Majesty’s Inspectors. He has over 22 years of experience in his career in education, holding a number of senior positions in a range of educational and government settings. These include executive leadership within a large multi-academy trust as Director of Strategy and Projects, working for Ofsted as one of Her Majesty’s Inspectors of Education, leading initial teacher education and partnership development in higher education, working as a government advisor in the Department for Education on teacher workload, undertaking international advisory work on curriculum and teacher development and holding senior leadership positions within primary schools. He has also worked as a governor and has previously held several trustee positions. His areas of expertise include primary education, initial teacher education, policy development, English, advising on teacher workload, and learning outside the classroom.

• Introduction 1. The ITE policy context 2. Principles, models and approaches of generic mentoring 3. The ITE curriculum and the implications for mentors 4. Inclusive mentoring 5. Subject and phase-specific mentoring 6. Subject-specific feedback: A toolkit for mentors 7. Assessing trainee progress and target setting 8. Educational research for mentors 9. Supporting trainees’ workload and mental health 10. Mentoring early career teachers Conclusion

Effective Mentoring in Initial Teacher Education is an outstanding resource that transforms the mentoring process into a reflective and impactful experience. This book offers a comprehensive and insightful guide into the intricacies of mentoring, providing practical strategies and reflective practices that are essential for nurturing the next generation of teachers. By integrating thought-provoking questions as reflection points and real-world examples, this book equips both experienced mentors and those new to the role with the tools to foster meaningful growth in Initial Teacher Education (ITE) students. The authors offer a nuanced understanding of the mentoring journey, emphasising the importance of critical reflection and dialogue. This approach not only enhances the mentor-mentee relationship but also encourages deeper professional development for future educators. A must-read for anyone passionate about shaping the future of education in the UK, this book is a beacon of innovative strategies, ensuring that mentoring is both effective and empowering.Dr Sarah CharlesHead of the Institute of Education, University of DerbyMentoring matters – especially in a recruitment and retention crisis. Over the last few years, approaches to mentoring and coaching new teachers have changed so much that it has left some busy mentors spinning. This brilliant book is the answer to their prayers. It’s no exaggeration to say that Glazzard and Green’s book is an encyclopaedia of all things mentoring in ITT. From the opening chapters on recent policy changes and context, to the useful examples of how schools and mentors can work with ITE providers, this comprehensive guide is all a school leader needs to familiarise themselves with recent changes. Unlike other mentoring books I have read, it also spends time unpicking and exploring how mentors can provide more inclusive mentoring, for trainees with protected characteristics. The signposting to relevant research and focus on motivation and agency will help mentors become the kind of guides our new teachers need. Absolutely essential reading.Haili HughesPrincipal Lecturer - Mentoring Lead, School of Education, University of Sunderland