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TESOL UKLearning and Skills Mentor Competency Framework (Level 4)

The UK National Occupational Standards for the “Learning and Skills Mentor” role are integrated into Year 1 of the TESOL UK Bachelor programme, enabling students to obtain a Level 4 Diploma (equivalent to the first year of a UK public university degree) in Education.
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Competency Framework for the Learning and Skills Mentor role (Level 4)

National Occupational Standards code: ST1379 – Learning and Skills Mentor, integrated into Year 1 of the TESOL Bachelor programme.
COMPETENCY LEVEL
LEVEL 4 RQF/ 5 EQF
ANNUAL SALARY
£28,229
LARS Code
322-2

  • The Learning and Skills Mentor role is present across most sectors, including education, healthcare, business, technology, manufacturing, and the public sector.

  • Mentors are responsible for supporting individuals or groups to develop skills and achieve learning objectives, working within ethical and legal frameworks, and collaborating with stakeholders to meet mentees’ needs.

  • This is a mid‑green occupation, focused on sustainable development themes, supporting the green economy, and promoting education on climate change.

  • Equivalent job titles: Academic Mentor, Learning Mentor, Training Mentor, Tutor, Vocational Mentor.

The KSBs (Knowledge, Skills, and Behaviours) of the 9 job groups that a “Learning and Skills Mentor” can perform according to the UK National Occupational Standards (NOS).

16
KNOWLEDGE
14
SKILLS
05
BEHAVIORS
“Support learners of all ages and abilities to develop competence in new job roles.”
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TESOL UK

Competency Framework for “Learning and Skills Mentor”
integrated into Year 1 of the TESOL Bachelor programme
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Career Summary

The Learning and Skills Mentor role exists within public, private, and non‑profit organisations, both nationally and internationally. It is present across all sectors requiring training and workforce development, including healthcare, the military, manufacturing, business, education, entertainment, construction, creative industries, and technology.

The purpose of this role is to support individuals or groups in developing competence and achieving set learning objectives. Mentors perform their duties within ethical and legal frameworks, maintaining high professional standards, while collaborating with stakeholders to comprehensively meet mentees’ needs. They are also committed to continuous professional development and reflective practice in their mentoring role and professional field.

Mentors are usually highly skilled professionals within the organisation, working directly or online across various environments. They may interact with individuals at different levels, such as managers, supervisors, trainees, internal or external specialists, to ensure optimal support for the mentee.

Mentors are responsible for maintaining effective mentoring relationships, ensuring mentee progress within ethical, legal, and organisational guidelines. They often work independently, manage their own workload, and ensure tasks are completed to the required standard and within deadlines.

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Detailed Competency Framework

The following are the minimum professional practice standards that students and instructors must meet to be awarded the Qualified Learning Support Practitioner (QLSP) certification. All learners participating in Level 4 training or placements will be assessed against these competency standards.
For the full details of the professional standards and competency framework required for education support practitioners, please refer to the Teaching Assistant Standards (UK Department for Education, 2016) — the official guidance designed to ensure quality, professional ethics, and effectiveness in supporting learning.
Duties

  • Task 1 – Plan and conduct mentoring activities
    Mentors are responsible for planning, conducting, and recording mentoring activities to support the professional development of the mentee. All activities must comply with current legal and ethical standards, ensuring confidentiality, information security, and the protection of the learner throughout the mentoring process.

  • Task 2 – Establish boundaries and expectations in the mentoring relationship
    Mentors apply appropriate strategies to set and maintain clear boundaries and expectations within the mentoring agreement. This process includes identifying the mentee’s starting point, agreeing on development goals, recognising potential barriers, and, when necessary, considering the needs of other stakeholders.

  • Task 3 – Apply mentoring models, tools, and techniques
    Mentors select and apply suitable models, tools, and techniques to help mentees achieve desired development outcomes. Mentoring activities should demonstrate flexibility and responsiveness to individual needs, ensuring personalised and effective interactions.

  • Task 4 – Demonstrate self-awareness and professional values
    Mentors demonstrate self-awareness regarding their values, beliefs, and behaviours, recognising their impact on the mentor–mentee relationship. Ethical reflection and professionalism form the foundation of all mentoring activities.

  • Task 5 – Provide guidance and professional support
    Mentors provide appropriate information, advice, and guidance within their professional expertise, and refer mentees to other support services or specialists as needed to ensure comprehensive support.

  • Task 6 – Evaluate mentoring effectiveness
    Mentors, together with mentees, establish robust evaluation processes to reflect on and review the effectiveness of the mentoring relationship and the achievement of set goals. Regular evaluation contributes to improving mentoring quality and the personal development of both parties.

  • Task 7 – Reflect and develop personal competence
    Mentors regularly assess and reflect on their professional practice to identify strengths, limitations, and opportunities for professional development. This maintains continuous career growth and enhances personal professional competence.

  • Task 8 – Make sustainable and ethical professional decisions
    Mentors make responsible and sustainable decisions in planning, conducting, recording, and evaluating mentoring activities. All decisions must be based on professional ethics, effectiveness, and long‑term impact on the learner and the organisation.

  • Task 9 – Maintain records and engage in continuous professional development (CPD)
    Mentors are responsible for keeping accurate and complete records of mentoring activities, and documenting and updating their continuous professional development (CPD) to ensure transparency, professionalism, and reliability in mentoring practice.

Knowledge
  • K1: Understand the role and responsibilities of a mentor, including professional and organisational boundaries, legal and ethical requirements, and regulations related to confidentiality and mentee protection.
  • K2: Understand how to establish and manage an effective mentoring agreement.
  • K3: Understand the process of planning mentoring sessions and know how to review and adjust action plans when necessary.
  • K4: Understand mentoring theories and models, including maintaining good practice standards and adhering to procedures within the mentoring relationship.
  • K5: Understand the legal and organisational requirements for recording, storing, and sharing personal information.
  • K6: Know strategies for assessing the mentee’s starting point, including identifying potential barriers in their development process.
  • K7: Understand communication methods to maintain the mentoring relationship and monitor progress toward agreed objectives.
  • K8: Be proficient in questioning techniques and active listening.
  • K9: Know effective feedback methods to support mentee progress.
  • K10: Be aware of the impact of personal values, beliefs, and behaviours on mentoring practice.
  • K11: Understand how to provide accurate and appropriate career guidance or psychosocial support to mentees, including recognising when to refer to other professional services.
  • K12: Be familiar with theories and models of assessment and reflection.
  • K13: Understand approaches to sustainable mentoring practice.
  • K14: Recognise opportunities for continuous professional development (CPD) to enhance professional competence.
  • K15: Understand the role of supervision in supporting and developing mentor competence.
  • K16: Understand and apply evidence-based practice derived from research and personal experience.
Skills
  • S1: Conduct mentoring activities sustainably, adhering to professional and organisational boundaries, as well as legal and ethical requirements, including confidentiality and learner protection regulations.
  • S2: Establish and maintain a mentoring agreement with the mentee and, when necessary, with other stakeholders.
  • S3: Conduct mentoring sessions according to the agreed plan.
  • S4: Apply established mentoring tools and techniques to help mentees achieve agreed development objectives.
  • S5: Maintain records of mentoring activities, ensuring compliance with quality, confidentiality, and data protection requirements.
  • S6: Identify and use the mentee’s assessed starting point to set specific goals for the mentoring process.
  • S7: Review and evaluate progress and achievement of agreed goals, adjusting action plans as necessary.
  • S8: Maintain a mentoring relationship based on objectivity, non-judgement, and respect for the mentee.
  • S9: Use questioning techniques to encourage mentees to reflect and develop themselves.
  • S10: Provide feedback to mentees to guide progress in their development.
  • S11: Provide information, advice, and guidance to support mentees in achieving agreed objectives.
  • S12: Apply theories and models of assessment and reflection to support mentee development.
  • S13: Monitor and reflect on one’s own mentoring practice, including receiving feedback from supervision, to develop personal competence.
  • S14: Apply evidence-based mentoring practices derived from research and personal experience.
Behaviours
  • B1: Demonstrate and promote sustainable practices with mentees, contributing to long‑term positive impact in learning and professional environments.
  • B2: Act in accordance with ethical and legal standards, consistently maintaining clear professional boundaries in all mentoring activities.
  • B3: Exhibit resilience and adaptability when facing challenges and change, maintaining focus and self‑management throughout the work process.
  • B4: Demonstrate and encourage mutual respect, with a deep understanding of equality and diversity, in relationships with learners, colleagues, and associated organisations.
  • B5: Commit to continuous enhancement of competence and professional development in the mentoring field.
Extended Teaching Skills Portal (Supplemented by TESOL UK)
Extended Portal for Lesson Planning (Supplemented by TESOL UK)
Extended Portal for Training Assessment (Reflection) (Supplemented by TESOL UK)
Extended Portal for Classroom Motivation and Interaction Management (Supplemented by TESOL UK)
Extended Portal for Curriculum Design (Supplemented by TESOL UK)
Extended Portal for Enhancing Educational Technology Competence (Supplemented by TESOL UK)
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Integrated Competency FrameworkYear 1 of the TESOL Bachelor program

Year 1 of the TESOL Bachelor programme fully integrates the “Learning and Skills Mentor” competency framework, enabling students to achieve the Level 4 Diploma in Teaching and Learning (UK government-recognised) from the first year.
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