Brockbank, A. and Mcgill, L. (2006) Facilitating Reflective Learning Through Mentoring and Coaching London, Kogan Page Ltd
Brooks, V. and Sikes, P. (1997) The good mentor guide: initial teacher education in secondary schools. Buckingham, Open University Press
Clarke, J., Exley, K and Wisker, G. (2006) One-to-One Teaching: Supervising, Mentoring and Coaching London, Routledge Falmer
Clutteruck,D. and Megginson, D. (2004) Techniques for Coaching and Mentoring London, Butterworth-Heinemann Ltd
Cunningham, B. (2005) Mentoring Teachers in Post-compulsory Education: A Guide to Effective Practice London, David Fulton Publishers Ltd
Fletcher, S. (2007) Mentoring Adult Learners; Realising Possible Selves, in Rossiter, M (ed.) New Directions for Adult and Continuing Education, pp75-86, New York: JossyBass
Hawkins, P. (2006) Coaching, Mentoring and Consultancy: Polishing the Professional Mirror Open University Press
Jones,M., Nettelton,P. and Smith, L. (2005) The Mentoring Chameleon ? A Critical Analysis Of Mentors? And Mentees? Perceptions Of The Mentoring Role In Professional Education And Training Programmes For Teachers, Nurses, Midwives And Doctors Paper presented at the British Educational Research Association Annual Conference, University of Glamorgan, 14-17 September 2005
Ikuta, T. and Ogino, M. (2005) A Case Study regarding the Role of Mentor for Student Teachers in Japan Paper presented at the British Educational Research Association Annual Conference, University of Glamorgan, 14-17 September 2005
Punter, A. (2007) Mentor Development for Teacher Training A scenario-based approach, Hatfield, Univ of Herts Press
Rhodes, C., Stokes, M. and Hampton, G. (2004) A Practical Guide to Mentoring, Coaching and Peer-Networking: Teacher Professional Development in Schools and Colleges. London: Routledge Falmer
Rowley, J. (2006) Becoming a High-performance Mentor: A Guide to Reflection and Action Sage Publications Inc (USA) - Corwin Press
Robins, A. (ed) (2006) Mentoring in the Early Years London, Paul Chapman Publications
Shulman, J.H. (2006) Mentoring Teachers Toward Excellence: Supporting and Developing Highly Qualified Teachers Indianapolis, Jossey Bass Wiley
Towns, J. (2006) Reverse Mentoring: What My Students Taught Me Longwood, Xulon Press

A portfolio of evidence (total 3,500 words or equivalent) to support learning throughout the unit. This will include examples of critiques and activities produced during the module, evaluations of activities linked to mentoring on awards such as meeting notes, target setting records and observation notes and feedback to mentees, all supported by a reflective diary / journal. Assesses LOs b,d,e (50%)
In addition to the completed tasks, a 2,000 word literature review analysing relevant texts and articles will be required with a 500 word critical reflection linking this literature to the evidence presented. This literature review should include a bibliography. Assesses LOs a,c,d,e (50%)
Both elements must be passed.

University teaching sessions
Tutorials
University library
Materials and links on MA Education Leadership Blackboard
Curee - http://www.curee.co.uk/
Oxford Brookes University
http://www.brookes.ac.uk/schools/education/ijebcm/home.html
Mentoring Resources at Bradford University
http://www.brad.ac.uk/admin/conted/guidance/mentoring/resources.php

Forum - http://mentorsforum.co.uk,
Journals
Mentoring And Tutoring
International Journal Of Evidence Based Coaching And Mentoring

The module will provide an overview of the issues involved in mentoring in education settings before proceeding to explore the components of mentoring, in particular, investigating key concepts of mentoring and associated notions of strategic planning, practical skills and problem solving.

Research studies on the development of trainee, newly qualified and experienced teachers will be used and the module will review different methods and styles of mentoring in the context of education settings and identify what makes a mentor effective. It will consider the importance of placing mentoring and professional development within a holistic framework using concepts of the education setting as a learning organisation.

It will discuss the key factors required by such an organisation's infrastructure to foster mentees' learning and development, consider the relationship of a mentor's work to the types of establishment organisation and cultures that can best support mentors and the professional learning and development of education professionals.

The module will, of course, require participants to engage in and report on mentoring trainee, newly qualified or experienced education professionals or teachers

The learning strategies will require participants to commit 300 learning hours of which 30 hours will consist of contact time.
Sessions will take the form of 5 x 6hr sessions
Sessions will consist of
- lectures and presentations by the tutor;
- seminars and workshops to generate discussion, reflection and exchange of ideas;
- guided reading, supported self-study and independent study to enable participants to engage with relevant and appropriate debates;
- individual tutorials to support development of understanding;
- practical workshops for the analysis and discussion of issues, documents and materials;
- case-study activities to establish connections between the workplace and issues raised by the programme;
- critical feedback from peers and tutors on presentations, workplace experiences and standpoints taken on issues raised in taught sessions;
- Work Related Learning - the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies;
- work with others, which enables participants to develop interpersonal skills, the capacity to plan, to share goals and work as a member of a team, communicate and present oral and written arguments;
- Information and Communication Technology, including word processing, data bases, internet communication, information retrieval and on-line searches. VLE (Blackboard) will be used to facilitate exchange of ideas and access to specific resources and activities. Participants will be required to use word processing, data bases, internet communication, information retrieval and on-line searches throughout their studies
- support from the peer group through collaborative learning activities
A further 270 hours of independent study will require participants to take responsibility for relating the issues addressed in this module to their personal experience, for reading and thinking about their work as newly qualified teachers and relating all this to their own working context. This will form the basis of the assignment.