This module focuses on another important aspect in education institutions - staff development and mentoring colleagues. This module begins with an examination of Professional Development and the processes behind staff development. It them moves onto consider mentoring and coaching. The module considers the role of the mentor and the complexities of the mentor-mentee relationship.
Aims and Objectives
Having successfully completed this module you will be able to:
- developed your understanding of the principle and practices of coaching;
- a practical understanding of the role of the mentor and the complexities of the mentor-mentee relationship in an institutional context;
- developed your self-awareness through critical reflection and evaluation of your own experiences of mentoring, coaching and professional development;
- raised your awareness of research findings and develop your ability to use these to inform practice.
- a critical understanding of different professional and theoretical perspectives on mentoring, coaching and professional development;
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
- Current frameworks for mentoring and coaching practices
- Instructional Coaching
- 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 (Blackboard Collaborate) 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
- Engagement with case studies
- Individual and Group tutorials (online)
|Practical classes and workshops||6|
|Preparation for scheduled sessions||18|
|Completion of assessment task||60|
|Wider reading or practice||50|
|Total study time||192|
Resources & Reading list
Jonson, K.F. (2008). Being an effective mentor: how to help beginning teachers succeed. 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.
Stephens, P. (1996). Essential mentoring skills: a practical handbook for school-based teacher educators. Cheltenham: Stanley Thornes.
Bryson, J. (2005). Effective mentoring manual: assessing competence and improving teaching through mentoring. Harlow: Pearson Education.
Punter , A. (2007). Mentor development for teacher training : a scenario-based approach. Hatfield: University of Hertfordshire Press.
Maynard, T. (ed) (1997). An introduction to primary mentoring. London: Cassell.
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.
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