EDUC6471 Mentoring and Staff Development
Module Overview
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
Module Aims
develop your knowledge and understanding of mentoring and staff development processes in education and training contexts.
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- a critical understanding of different professional and theoretical perspectives on mentoring, coaching and professional development;
- a practical understanding of the role of the mentor and the complexities of the mentor-mentee relationship in an institutional context;
- 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;
- raised your awareness of research findings and develop your ability to use these to inform practice.
Syllabus
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
Special Features
This module is taught entirely online. Therefore, students would need access to a good quality computer and a moderately fast Internet connection.
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)
| Type | Hours |
|---|---|
| Lecture | 6 |
| Preparation for scheduled sessions | 18 |
| Wider reading or practice | 50 |
| Follow-up work | 18 |
| Revision | 30 |
| Completion of assessment task | 60 |
| Practical classes and workshops | 6 |
| Seminar | 6 |
| Tutorial | 6 |
| Total study time | 200 |
Resources & Reading list
Punter , A. (2007). Mentor development for teacher training : a scenario-based approach.
Vlaeminke M. (ed) (1996). The active mentoring programme.
Bryson, J. (2005). Effective mentoring manual: assessing competence and improving teaching through mentoring.
Jonson, K.F. (2008). Being an effective mentor: how to help beginning teachers succeed.
Stephens, P. (1996). Essential mentoring skills: a practical handbook for school-based teacher educators.
Maynard, T. (ed) (1997). An introduction to primary mentoring.
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.
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.
Assessment
Summative
| Method | Percentage contribution |
|---|---|
| Essay (4000 words) | 100% |
Referral
| Method | Percentage contribution |
|---|---|
| Essay (4000 words) | 100% |
Repeat Information
Repeat type: Internal & External
Costs
Costs associated with this module
Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.
In addition to this, students registered for this module typically also have to pay for:
Hardware
Participating in an online programme requires you to access to a PC/ laptop. Students may also wish to purchase their own PC/laptop or tablet in order to access Blackboard. Processor: 1 gigahertz (ghz) or faster. RAM: 1 gigabyte (GB) (32-bit) or 2 GB (64-bit) Free hard disk space: 16 GB. Sound card and speakers Webcam and Microphone Platforms Windows Windows 7, 8 or 10 Mac OSX 9 or better Internet connections Broadband is recommended. (DSL, Cable Modem, FIOS, etc.)
Printing and Photocopying Costs
For all modules, coursework (such as essays; projects; dissertations) is submitted on line.
Software Licenses
Licenses relating to software used in the programme are purchased by the University, and students can download them from the iSolutions website using their username and password. Adobe Acrobat Reader Adobe Flash Player Microsoft Word Microsoft Excel Microsoft Powerpoint Virus Protection Browsers Mozilla Firefox is recommended Or Chrome, Safari
Stationery
You will be expected to provide your own day-to-day stationery items (e.g. pens, pencils, notebooks, etc.).
Textbooks
As an online course, students will need to have access to a good quality computer and a moderately fast Internet connection. The minimum technical specifications needed to participate in an Online course are listed. All mandatory resources are available for loan as e-books or electronic articles from the University of Southampton Library; however, students may desire to purchase the core textbooks.
Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at www.calendar.soton.ac.uk.