The Secondary Mathematics PGCE is proud to celebrate our partnership with over 250 Maths mentors in 140 schools across London in the last three years.
Our Lead Mathematics Mentors are a cornerstone of our initial teacher education. They work collaboratively with our university tutor team to enrich the PGCE programme’s curriculum and bring their school perspective to support curriculum development.
In the spring term, lead mentors host a school visit for groups of 10 to 15 student teachers to experience their school’s approach to responsive teaching in Mathematics, including a departmental presentation, lesson observations and debriefs. In the summer term, mentors lead workshop sessions at IOE supporting our students towards their next steps as Early Career Teachers.
Lead mentors are also crucial in providing feedback on curriculum innovations and, of course, with their consistent, high-quality mentoring of our student teachers.
Here, four lead mentors share what our partnership working has meant for them and their departments:
Our partnership with IOE's Mathematics PGCE has had a meaningful impact on departmental development. It has enhanced professional dialogue, promoted engagement with current educational research, and reinforced high standards of subject-specific pedagogy. The collaboration enables us to contribute strategically to teacher development while strengthening our own practice through mentoring and reflection.
Having PGCE student teachers has given me the chance to show my regards for my colleagues and their excellent practice, by entrusting them with mentorship roles. My department has grown in confidence and stature as a result and the student teachers receive a wide range of mentorship in the bargain.
Working with student teachers through our Responsive Teaching in Mathematics visits has been valuable for the department, creating opportunities for teachers to articulate and showcase their practice, deepen professional dialogue, and engage more critically with current educational research. It has reinforced our shared commitment to high-quality, subject-specific pedagogy. Delivering workshops at UCL also prompted me to refine how we develop strong mathematical thinking in the classroom.
Our collaboration with the Mathematics PGCE programme has made a valuable contribution to our department's development. The ideas student teachers have brought to our school have been highly valuable; it has encouraged professional dialogue and supported strong subject-specific teaching practices. Through mentoring and working alongside them, we are able to contribute to the development of new teachers while continuing to reflect on and strengthen our own practice.
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