This transition aligns closely with the ambitions of the Initial Teacher Training and Early Career Framework (ITTECF) (Department for Education [DfE], 2024), which positions mentoring as a process that develops increasingly autonomous professionals capable of making informed decisions about teaching and learning.

Similarly, the ITT Mentor Standards (DfE, 2024) describe mentoring as adaptive, developmental and responsive to trainee need. As trainees become more confident and capable, mentors should adjust their approach accordingly, reducing unnecessary support whilst continuing to provide appropriate challenge.

Returning to the professional journey diagram, mentors should continually ask themselves:

"Where is this trainee currently on the journey towards professional independence?"

The answer should influence the type of support the mentor provides.

For a trainee who still requires significant guidance, mentoring may involve more modelling, instructional feedback and structured questioning.

For a trainee who is becoming increasingly independent, the mentor's role shifts towards challenging assumptions, validating professional judgement and encouraging self-directed reflection.

Rather than asking:

"What do I still need to teach this trainee?"

mentors might instead ask:

"What evidence tells me this trainee is ready to take increasing ownership of their own professional development?"

This subtle shift reflects a move away from dependence and towards professional autonomy.