Module overview
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
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- a practical understanding of the role of the mentor and the complexities of the mentor-mentee relationship in an institutional context;
- raised your awareness of research findings and develop your ability to use these to inform practice.
- 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;
- developed your understanding of the principle and practices of coaching;
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
- 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)
| Type | Hours |
|---|---|
| Teaching | 18 |
| Independent Study | 132 |
| Total study time | 150 |
Resources & Reading list
Textbooks
Stephens, P. (1996). Essential mentoring skills: a practical handbook for school-based teacher educators. Cheltenham: Stanley Thornes.
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.
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.
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.
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.
Maynard, T. (ed) (1997). An introduction to primary mentoring. London: Cassell.
Assessment
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Digital presentation | 100% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Digital presentation | 100% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
| Method | Percentage contribution |
|---|---|
| Digital presentation | 100% |
Repeat Information
Repeat type: Internal & External