Designing accessible professional development for ITT mentors: Applying the Universal Design for Learning framework

RACHEL MINETT, LEANNE GRAY AND OCTAVIA WARD, SCHOOL OF EDUCATION, ANGLIA RUSKIN UNIVERSITY, UK Context The importance of high-quality training for mentors of beginning teachers has been emphasised by the Department for Education in recent years and is now a statutory requirement (DfE, 2025). However, teachers often have limited time and capacity with which to engage with professional development, and sometimes perceive that it is not relevant or does not allow sufficient opportunity to embed learning and reflect on practice (Ofsted, 2024). Based on a case study of our first year of mentor training, this article outlines how a university initial teacher training (ITT) provider designed accessible, relevant and purposeful professional development, aligned with Universal Design for Learning principles (CAST, 2024), which resulted in high levels of engagement from mentors. Anglia Ruskin University’s (ARU) new BEd Primary Education (with QTS) degree is delivered on three campuses in