Bury College staff have taken part in a professional development programme to strengthen their mentoring skills and support colleagues in developing their teaching practice.
Delivered in partnership with Cognition Learning Group, the 2025–2026 Teacher Mentoring Programme ran across three cohorts, involving 16 mentors and 19 mentees. Mentors completed 27.5 hours of blended learning alongside 18 hours of workplace mentoring.
The programme provided opportunities for staff to develop practical coaching techniques, build effective mentoring relationships and help colleagues reflect on their practice. This is particularly valuable in supporting early career teachers as they develop their confidence and establish themselves in the Further Education sector.
Lynn Duerden, Teaching and Learning Coach at Bury College, said: “I chose to take part in the Advanced Mentoring Programme to further develop my coaching and mentoring skills and deepen my understanding of how to support colleagues effectively. The programme provided me with valuable insights into building mentoring relationships, asking impactful questions, and encouraging reflective practice.”
Amie Markey, Team Leader for Sport at Bury College, added: “As I am currently mentoring a second-year Early Careers Teacher, the programme has helped increase my confidence in the role and provided practical approaches that I can use in my mentoring sessions.”
Catherine Lee, Teaching and Learning Coach at Bury College, said: “I enjoyed learning new techniques that help colleagues build confidence, reflect on their practice, and identify their own next steps for improvement. It has strengthened my ability to support professional development in a meaningful and sustainable way.”
The Teacher Mentoring Programme is a Department for Education funded initiative that aims to support new teachers entering the Further Education and Training sector. By equipping mentors with the skills and knowledge to guide colleagues, the programme helps early career teachers develop professionally and progress in their roles.
