ED502Y: MENTORING IN PROFESSIONAL CONTEXTS (2014-2015)

Ø  Core content for all target groups:

Ø  Learning communities, collegiality and professionalism

Ø  Models of mentoring and coaching

Ø  Mentoring and coaching as a form of professional learning

Ø  Mentoring and induction - principle-centred induction and procedural-led induction;

Ø  Mentoring and coaching relationships

• issues of power, ethics and confidentiality
• quality of interactions
• appropriate balance between personal and professional roles

• clarification of attitudes and values

Ø  Roles eg                      Mentoring  and coaching activities eg

§  coach                             - relationship building                  - observation

§  role model                     - listening and reflecting                - questioning

§  advocate                       - clarifying                                    - formative feedback

§  critical friend                - dialogic challenge                       - target setting

§  acculturate                    - summarising                               - action planning

§  goal setting

§  reflecting

§  challenging

There is overlap in terms of the roles/skills deployed by mentors and coaches.

Ø  The process of mentoring and coaching - different stages: different skills;

·         frameworks for differentiating support strategies; 

Ø  Skills, qualities and attributes

§  values and attitudinal qualities

§  interpersonal skills the development of essential supporting mentoring and coaching skills including active listening, paraphrasing, clarifying, hypothesising reflection of feeling, feedback,

Ø Analysis of personal and workplace based practice on mentoring and coaching

Ø Some of the content will be generic for all participants and other content will be contextualised/extended to suit the specific professional contexts of course participants eg:

• Peer/specialist coaching  - for those in a leadership role
• Core theory and practice of holistic and person-centred approaches to counselling - for guidance and pastoral care practitioners
• Developing pupil mentoring - for classroom teachers
• Reflective mentoring - for student/probation  mentors
• Co-coaching – for mentees and colleagues working collaboratively

Information on contact teaching time is available from the course guide.

More Information about Week Numbers

1st attempt: 1 written summative assignment (equivalent to 6,000 words) 100% with supporting portfolio evidence

This will take the form of a critical reflection on/professional enquiry into models of mentoring and coaching and reflection on own professional experiences/practice in mentoring

There are no assessments for this course.