IN PRACTICE

Applying the mentoring process

The mentoring model comes to life through regular cycles of observation, reflection and action. In practice, mentors and teachers look closely at classroom teaching and learning, consider what the evidence shows and agree on manageable next steps.

This work is purposeful but realistic. Milestones are negotiated, strategies are tested and progress is revisited over time. Rather than relying on isolated workshops, integration capability develops through sustained professional dialogue embedded in everyday teaching.

Benchmarking and growth

Mentoring cycles combine structured benchmarking with regular review to support developmental growth through the Integrating Interactive Technologies Framework. Rather than relying on isolated observations, the model establishes a clear baseline, negotiates purposeful milestones and sustains progress through ongoing Look, Think, Act cycles. This approach ensures that professional learning remains evidence-informed, manageable and embedded in everyday classroom practice.

1. Observation and baseline

Mentoring partners begin by establishing a clear and shared and evidence-informed understanding of current practice. The mentor prepares by reviewing the Integrating Interactive Technologies Framework and clarifying what to look for during the lesson observation. The observation is scheduled collaboratively and reflects authentic curriculum priorities. Its purpose is developmental, not evaluative. • Mentor reviews relevant Framework access points prior to observation. • Lesson observation scheduled collaboratively to minimise disruption. • Observation focuses on behaviours described in the Framework. • Agreed documentation methods used to support later reflection.

2. Reflection and milestone setting

3. Review cycles and continuity

Access the templates

Download the field notes, recording tool and review form from the Resource hub.

View the Resource hub

Adjustments and adaptations

The mentoring structure is designed to operate across diverse schools and learning environments. Mentoring partners may adjust pacing, emphasis or scheduling to suit their setting. However, the core elements of the cycle should remain intact to preserve developmental integrity.

Some examples of adaptations include:

Cycle frequency

Look, Think, Act cycles may be adjusted to suit context and workload.

Extend cycles when capacity is limited.
Compress cycles when momentum is strong.
Ensure time for strategies to be trialled before review.

Core structural elements

The following elements preserve the integrity of the mentoring model.

Observation anchored to Framework access points

Evidence-based milestone negotiation

Benchmarking timing

Formal benchmarking points may be scheduled to align with school priorities, curriculum phases or shifts in practice.

Conduct benchmarking after a defined number of Look, Think, Act cycles.
Align review with the end of a unit or term.
Initiate benchmarking when a significant change in practice or technology occurs.

Domain focus

Domains may be emphasised in response to context, while still considering the Framework as an integrated whole.

Prioritise domains that align with immediate teaching goals.
Select specific access points for depth without isolating them from the broader Framework.
Revisit specific domains as practice evolves or new demands emerge.

Explicit identification and dating of achievement

Sustained implementation between benchmarking reviews

Documentation tools

Documentation methods may be adapted to suit school systems and mentoring contexts.

Use agreed templates to record observations and milestones.
Align documentation with existing school planning or reporting processes.
Keep records concise and focused on evidence of practice.