| Unit name | Professional Development through Mentoring and Coaching |
|---|---|
| Unit code | EDUCM0017 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Mrs. Elisabeth Lazarus |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
This unit is targeted at all those who are interested in developing their knowledge, skills and understanding in this area, including teachers and lecturers who have been or are currently involved in Mentoring and Coaching. It requires participants to consider and report on how best to support others develop their professional practice, including for example impact on learners. The unit is underpinned by a range of theoretical concepts and models of Professional Development through Mentoring and Coaching and will consider how these operate in different professional contexts, including educational settings such as schools, Colleges and Higher Education Institutions. The unit will draw on both UK and international perspectives. The Unit aims to address important issues of Professional Development through Mentoring and Coaching. In particular, it aims to: -Introduce participants to concepts and models involved in Professional development, Mentoring and Coaching; -Provide an historical overview; -Clarify roles, responsibilities and organisational demands; -Building relationships in Mentoring and Coaching; -Complexities and tensions in Mentoring and Coaching; -Develop skills and strategies for effective Mentoring and Coaching.
Successful participants will be able to: -demonstrate a critical awareness of concepts and models of Mentoring and Coaching; -use these to explain and critique practice and evaluate outcomes; -demonstrate knowledge of a range of Mentoring and Coaching strategies and skills; -show a readiness to apply these in the workplace if applicable.
The unit has been developed collaboratively between Elisabeth Lazarus, Kate Hawkey (both at GSoE) and Allison Bolster, Visiting Teaching Fellow. Teaching will be interactive drawing on a mixture of formal tutor input, workshops, vignettes and video case studies and tutorials. The unit will employ a range of small group interactive teaching methods and will seek to demonstrate active learning techniques. It will employ participant presentations, work-based tasks (if applicable) that stem from participants normal practice. Participants are supported via our VLE Blackboard and through face-to-face tutorials.
Either a 4000 word essay or multimedia presentation such as a ‘Videopaper’ on the theory and practice of Mentoring and Coaching, titles to be provided or negotiated or a professional portfolio on Mentoring and Coaching, either electronic or paper-based, comprising evidence of Mentoring and Coaching in practice and a critical evaluation of this work (equivalent to 4000 words).
Gormley, B.(2008) An application of attachment theory: mentoring relationship dynamics and ethical concerns, Mentoring & Tutoring: Partnership in Learning, 16,1, 45-62. Hagger, H. and McIntyre, M. (2006) Learning teaching from teachers: realising the potential of school-based teacher education. Maidenhead :Open University Press Korthan, F. and Vasalos, A. (2005) Levels in reflection: core reflection as a means to enhance professional growth, Teachers and Teaching: Theory and Practice, 11, 1, 47-71. Nangalia, L. and Nangalia, A.(2010) The Coach in Asian Society: Impact on social hierarchy on the coaching relationship, International Journal of Evidence Based Coaching and Mentoring, 8, 1, 51- . Lazarus, E. & Tay, S. (2003) Transfer and transformation: developing mentoring in Malaysia. In Sutherland, R. et al. (Ed) Learning and Teaching where Worldviews Meet. Trentham Books: Stoke-on-Trent. Tolhurst, J. (2006) Coaching for Schools, a practical guide to building leadership capacity, Pearson/Longman: Harlow.
