Mentoring with Impact: Embedding Reflective Practice

Explore how effective mentoring can foster meaningful reflective practice across schools.

NITE's free professional development series offers short, impactful sessions led by experienced educators to support the professional growth of teachers and school leaders.

Whether supporting students, trainees, Early Career Teachers or subject leaders, mentoring plays a vital role in developing professional judgement and confidence. This session will examine the principles of high-quality mentoring conversations, clarify the distinction between mentoring, coaching and managing, and introduce a practical framework to structure reflection.

Participants will consider common barriers that limit reflective practice and explore strategies to create supportive, growth-focused dialogue. Participants will leave with practical tools and approaches that can be implemented immediately within their own mentoring contexts.

This session is particularly valuable for schools hosting or considering hosting ITT students and trainees, as it strengthens mentoring capacity and helps build a sustainable culture of professional learning.

During this session, we will:

• Examine what high-quality reflective conversations look like
• Share practical strategies for mentoring students, trainees, ECTs and subject leaders
• Identify common barriers to reflective practice

By the end of this session, you will:

• Understand how to structure a reflective mentoring conversation
• Feel more confident facilitating professional reflection
• Leave with practical tools you can use immediately

It is suitable for:

ITT mentors, ECT Mentors, Subject leaders, Phase leaders

Facilitator: Nim Cotter

Nim is NITE’s Head of ITT Primary Curriculum & Research and Mentoring Lead.

A primary headteacher until September 2024, Nim has over 25 years of teaching experience including curriculum lead for subjects including mathematics, phonics, PSHCE, science, physical education and outdoor learning.

She was involved in school-based teacher training throughout this time. Initially as class mentor to trainee teachers, then as a professional mentor, enhancing trainees’ teaching journey and personal development by overseeing the in-school training experience. Ultimately, she became a Leading Teacher, providing specialist support to newly qualified teachers and delivering professional development training to schools.