Mentoring in Schools

How to become an expert colleague – aligned with the Early Career Framework

By: Haili Hughes


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Products specifications
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Size: 222mm x 182mm
Pages : 208
ISBN : 9781785835230
Format: Paperback
Published: February 2021

Written by Haili Hughes, Mentoring in Schools: How to become an expert colleague is an all-encompassing guide to becoming a valued in-school mentor.

Forewords by Professor Rachel Lofthouse and Reuben Moore.

With low early career teacher retention rates and the introduction of the Department for Education's new Early Career Framework, the role of mentor has never been so important in helping to keep teachers secure and happy in the classroom.

Haili Hughes, a former senior leader with years of school mentoring experience, was involved in the consultation phase of the framework's design – and in this book she imparts her wisdom on the subject in an accessible way.

Haili offers busy teachers a practical interpretation of how to work with the Early Career Framework, sharing practical guidance to help them in the vital role of supporting new teachers. She also shares insights from recent trainee teachers, as well as more established voices in education, to provide tried-and-tested transferable tips that can be used straight away.

Each chapter is based on a standard from the framework and begins by exploring the research which underpins the guidance, before then providing a summary of findings from the focus groups which link to the standard discussed. This leads on to a section which draws all the findings together to give practical advice and guidance for activities, reading and strategies that mentors can try with their early career teacher.

Suitable for school-based mentors in primary or secondary settings, as well as those working in initial teacher training provision.

Picture for author Haili Hughes

Haili Hughes

Haili Hughes is an experienced teacher and mentor who is passionate about keeping excellent teachers in the classroom, where they make the most impact on young people. She is determined to improve teacher retention rates through the support of high-quality mentors.

View Haili's features on TES here.

Click here to read Haili Hughes' blog.


  1. An excellent guide for mentors, centred around the Early Career Framework, that offers practical guidance on how to effectively support your mentee to make progress across each standard. It provides insights into the associated research, and directs mentors to useful developmental readings. This is all underpinned by focus group feedback, supporting new mentors to learn from the experience of others. There is a great deal here that is applicable to mentors of student teachers on placement as well.  

  2. An excellent resource for all school mentors that breaks down the key elements of the Early Career Framework (ECF) in clear accessible sections.  With greater emphasis on mentors to develop excellent early career teachers with a solid grounding in Evidence Based Practice, this book provides a useful reference point.  It enables mentors to begin their own journey in uncovering what they already know about good practice and framing the discussion in the research that underpins those practices.  Useful also for mentors of trainees as there are close links between the ECF and the Core Content Framework. 
  3. As part of our work across our initial teacher education programmes, we have been developing our mentoring principles – and Haili’s book and research has supported this superbly. Mentoring in Schools is thoughtful, easy to engage with and well presented and written. This has helped our busy mentors enormously. 
    We would highly recommend reading this text to support the development of trainee teachers and early career teachers. 
  4. Mentoring in Schools is a must-read for all those involved in supporting early career teachers. Aligned to the standards outlined in the Early Career Framework, Haili Hughes offers practical advice and valuable guidance which allows mentors and mentees to work together collaboratively. Haili collates insights from professionals at all stages of their career, signposting readers to additional reading, research and resources which will help newly qualified teachers to navigate their way through each standard. 

    A helpful and handy guide which should be kept close at hand by mentors and mentees everywhere. 
  5. This book will be a valuable asset for all those involved in teacher training and mentoring. The book's structure in outlining the standards and providing real-life examples of good and bad practice and some possible strategies to consider is easy to follow. I can also see schools using it as a tool to help structure performance management reviews, especially with those staff in need of particular support. We can all learn from Mentoring in Schools, both when recognising mistakes in managing situations and in celebrating successes when we read sections and think, -˜I do that!'

    I imagine there will soon be many annotated copies of Haili's book on staff bookshelves, and I for one will ensure I have a copy in my briefcase as I visit schools.
  6. Haili's book promises to help readers to become an expert colleague. It is timely as the Early Career Framework is rolled out to schools and as the profession embarks on a renewed understanding of induction.

    The book draws upon the Early Career Framework and the Teachers' Standards to structure eight substantive chapters, each of which considers what a particular standard says and why it is important, while also presenting the views of newly qualified teachers about that standard and offering practical advice on how to help mentees reach that standard. Each chapter draws upon relevant up-to-date research, supported by a comprehensive bibliography. 

    Mentoring in Schools will undoubtedly be an invaluable resource for mentors, but will be equally useful to new teachers, who will find in it a wealth of tips and suggestions, many of which come from Haili's own experience. Without being prescriptive, the book encourages the development of a nurturing relationship with the mentee, whose professional progress remains at its heart.
  7. Drawing upon her vast experience, Haili Hughes has produced an insightful, challenging and thought-provoking book which provides a range of supportive ideas within proven systems and structures to promote mentoring of colleagues. It is primarily aimed at developing the mentoring of new entrants to teaching to support the development of their skills and confidence; however, I can envisage a need to extend the support to other, more experienced colleagues too.

    The emphasis throughout Mentoring in Schools is on promoting a framework within which new entrants experience opportunities linked to clear systems of support and guidance. The structure of the book is excellent in discussing strategies to promote subject and curriculum awareness and knowledge. The sections to promote skills of mentors in assisting with planning, tracking, modelling, worked examples, scaffolding and dialogic teaching linked to CPD are extremely beneficial. Linked to this are additional strategies to ensure assessment is effective, promoting the technique of verbal feedback during the lesson, traffic lights, colour highlighting, etc. The book is also packed with really positive and practical ideas for mentors to raise the impact of their work - for example, the -˜I have, I am, I can' model for developing resilience.

    I highly recommend this book for all school- and college-based mentors and subject leaders to ensure that teachers will receive the support, guidance and tips to ensure they are confident, happy and can build, or re-engage with, successful careers.
  8. Mentoring matters, and we need to get it right. The guidance in this well-researched and thoroughly informative book will undoubtedly help, as Haili Hughes guides us as to how effective mentoring from expert colleagues can provide our new and novice teachers with the platform to thrive, succeed and grow.
  9. In-¯Mentoring in Schools, Haili Hughes exemplifies the ways in which effective mentoring can ensure that new and trainee teachers have an exciting and empowering start to their teaching roles, providing them with the tools to sustain a fulfilling career in education.-¯Drawing on her experience in academia, Hughes combines the voices of new teachers through qualitative interviews, with a systematic approach to the new Early Career Framework, illustrating what effective mentoring looks like on both a cultural and practical level. 

    Packed with precise and clearly explained pedagogical theory, this book is a great text for managing mentors, ITT providers and teaching and learning leads to get their teeth into when considering the efficacy of both their beginner teacher provision and their in-house mentor training.-¯To argue the tantamount importance of the mentoring role, and for anyone keen to take this role seriously,-¯Mentoring in Schools-¯is a vital companion to refer back to again and again. 
  10. Mentoring in Schools is the book that so many schools and mentors have been crying out for: a comprehensive, no-nonsense guide to mentoring which should serve to both enhance the effectiveness and raise the profile of mentors in our schools, while simultaneously providing a rich and beautifully curated collation of research and resources to support them in their role. Haili's detailed analysis of best practice alongside existing published research is combined to form an easy-to-navigate, deftly articulated and essential guide to the role of mentor. A long overdue handbook for those carrying out this vital work in supporting our early career colleagues.  
  11. Like all great-¯books, Mentoring in Schools will have impact beyond the intended audience. It is an excellent text not just for mentors but as a useful aide-memoire-¯for-¯our own knowledge, understanding and practice of the principles behind the Early Career Framework.-¯Its compelling blend of research, excellent-¯summaries and insights from focus groups will make this a standard text across the sector. 
  12. This is a superb resource for mentors at a time when the role has finally been given the recognition it deserves and is therefore more important than ever. Haili combines a deeply reflective, evidence based approach with a fantastically practical and well-organised format. This makes Mentoring in Schools a book that lends itself both to a long, thought-provoking read and to the possibility of being dipped into at point of need. 
  13. Mentoring in Schools provides-¯a succinct-¯exploration of what is required to be a successful mentor in a school. Haili guides readers through the Teachers' Standards, offering the prospective or established mentor a wealth of strategies and interventions with which to support their mentee. Utilising her own original collection of relevant case studies, as well as her own extensive experience, Haili offers excellent advice and guidance to anyone charged with mentoring the next generation of teachers. Above all, Haili is an excellent writer and her passion for the profession clearly translates into the pages of this book. I highly recommend this book to anyone embarking on that special journey of supporting a teacher colleague.  
  14. Haili's book provides mentors with a handy step-by-step guide through the Early Career Framework, enabling them to provide support and instruction to their mentees. It provides a wealth of research, explanation, examples, practical advice and activities to underpin some of the most effective approaches in ensuring high expectations for all and improving teaching.

    Mentoring in Schools will prove invaluable to all mentors, whether they are experienced in or new to the role, providing a clear guide to those working with early career teachers and indeed anyone who could benefit from some mentoring regardless of stage. It is certainly a book I would recommend to all who want to reflect on their practice as a mentor. 

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