Meet the manager of TTI’s mentoring programme: Adrienne Birtwistle

Friday 20 March 2026

Pairing highly experienced, subject-specialist mentor teachers with trainees for the entire school year is a key element of The Teachers’ Institute model. Programme Manager Adrienne Birtwistle works closely with our network of partner schools, mentors and trainees to ensure the programme’s success. She explains how it’s unique, why a teacher would opt to be a mentor, and what mentors are saying about

being involved.

How is the TTI mentoring programme unique?

A defining feature of our programme is each trainee’s year-long immersion in schools. They’re present at school from the beginning of the academic year, right through to the end so they can participate in all aspects of school life - sports days, performances, staff events.

Mentors and trainees work together to plan lessons and assessments and engage in all of the back room work that’s required. Often, they start with team teaching as the trainees develop their confidence. They build collegiality over that long period. Feedback is ongoing and organic - often happening in informal conversations like sitting down over a coffee. When schools and mentors get this right, it’s a highly effective way of learning.

This contrasts with shorter placements, where trainees might miss important elements like establishing a classroom environment at the start of the year.

Another strength often mentioned is the level of connection. There is a strong three - way connection between trainees, their schools and The Teachers’ Institute, which we feel makes the trainees feel well supported.

How does the mentoring programme work throughout the year?

It involves close, ongoing collaboration between schools and the TTI training team. My role is to work directly with coordinators and mentor teachers. I meet with them before the programme begins – typically early December - and again at the start of February.

Each week, I send a summary email outlining what trainees have covered in workshops. This gives mentor teachers a clear focus for the following week - helping guide their conversations with trainees and shaping lesson observations.

In Term 1, our team visits schools to meet mentor teachers and coordinators, discuss trainee progress, how well they’ve settled in, their relationships with staff and students, and their teaching practice. We identify strengths and areas for development.

In Terms 2 and 3, the focus shifts more toward observing trainees in the classroom and checking in with mentors. I focus on supporting the mentors and ensuring they feel heard and supported. Their feedback is invaluable in helping us to shape and improve our programme.

What are mentors saying about being involved?

We’ve received really positive feedback from mentors about how capable our trainees are in the classroom. They notice real improvement in their trainees’ pedagogical knowledge and confidence over the school year.

Mentors tell us they value trainees’ subject specialist training, which is something that supplements the subject learning they do in school. They also say they appreciate the consistent communication and visibility from our team.

What training do mentors receive?

Mentor training begins with two initial sessions focused on what effective mentoring looks like. We also bring in external expertise, so there is a professional development opportunity for teachers.

Mentors are supported with a handbook, as well as weekly emails outlining what our trainees are learning in workshops and block courses and their recommended readings.

This helps mentors stay aligned with the programme and support their trainee’s development.

What makes a good mentor?

A strong mentor is typically a strong teacher - someone with deep subject knowledge, good classroom management, and positive relationships with students and colleagues. They are hardworking. They have patience and a positive outlook.

Good mentors also recognise that trainees don’t need to become replicas of themselves. We’re not trying to produce clones! They’re willing to support different teaching styles. They encourage reflection, provide guidance, and gradually give trainees autonomy to grow and develop their own practice. It’s very much a two-way learning process.

What motivates a teacher give up their time to become a mentor?

There are several motivations.

Professionally, mentoring can be a pathway into leadership. Many teachers go on to take on broader responsibilities in this area. Many have an altruistic view and want to help new teachers entering the profession. Additionally, when you’re teaching, you’re learning. When mentors have a trainee in the class, they’re more conscious and reflective of the way they’re teaching. They might be learning as much from the trainee as the trainees are learning from them. There is also a financial incentive; schools manage how this is used.