This module focuses on another role undertaken by senior staff in education institutions - staff development and mentoring colleagues. This module begins with an examination of the role of the mentor and the complexities of the mentor-mentee relationship. The module then moves to a broader view of the processes behind staff development.
Aims and Objectives
Having successfully completed this module you will be able to:
- developed your understanding of the principle and practices of coaching;
- developed your self-awareness through critical reflection and evaluation of your own experiences of mentoring, coaching and professional development;
- a critical understanding of different professional and theoretical perspectives on mentoring, coaching and professional development;
- raised your awareness of research findings and develop your ability to use these to inform practice.
- a practical understanding of the role of the mentor and the complexities of the mentor-mentee relationship in an institutional context;
The content of the module will typically cover:
- The nature of professionalism within the current policy context
- Theoretical perspectives applied to mentoring and coaching
- Learning within a workplace community of practice
- Models of teacher and lecturer development
- Developing reflective practice in others
- Intervention styles
- Current frameworks for mentoring and coaching practices
- Peer mentoring
- Research into mentoring in national and international contexts
Learning and Teaching
Teaching and learning methods
This module is taught entirely online. A typical 'lesson' would include:
- Lectures - delivered live via the university's web conferencing system (Adobe Connect) or as pre-prepared videos
- Lecture notes - written by the module tutors
- Selected readings - from the prescribed core texts
- Written tasks - submitted via private blogs or discussion forums
- Online activities - such as quizzes and tests
- Individual and Group tutorials - via Skype (individual) or Adobe Connect (groups)
|Completion of assessment task||60|
|Preparation for scheduled sessions||18|
|Practical classes and workshops||6|
|Wider reading or practice||50|
|Total study time||200|
Resources & Reading list
Jonson, K.F. (2008). Being an effective mentor: how to help beginning teachers succeed. Thousand Oaks: CA Corwin Press.
Bryson, J. (2005). Effective mentoring manual: assessing competence and improving teaching through mentoring. Harlow: Pearson Education.
Maynard, T. (ed) (1997). An introduction to primary mentoring. London: Cassell.
Stephens, P. (1996). Essential mentoring skills: a practical handbook for school-based teacher educators. Cheltenham: Stanley Thornes.
Punter , A. (2007). Mentor development for teacher training : a scenario-based approach. Hatfield: University of Hertfordshire Press.
Hicks, C. D., Glasgow, N. A. and McNary, S.J. (2005). What successful mentors do : 81 research-based strategies for new teacher induction, training, and support. Thousand Oaks: CA Corwin Press.
Vlaeminke M. (ed) (1996). The active mentoring programme. Cambridge: Pearson Publishing.
During each lesson you will be directed to related readings from other textbooks and journal articles to enhance and extend your understanding of the topics under discussion. All of these resources will be available electronically via the University's library.
This is how we’ll formally assess what you have learned in this module.
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Repeat type: Internal & External