A variety of learning and teaching methods are used such as presentations by specialist practitioners, group discussions, case studies, problem based learning activities and participant centred investigations. There is a strong emphasis on activity-focused learning and participants are expected to actively engage in all sessions. In addition, participants are required to engage in independent study so as to consolidate and build upon their learning in taught sessions. This takes the form of undertaking follow-up tasks and work based self-assessments and reading key texts and research papers.

¿ University Library for a range of mentoring and coaching texts, e-books and academic journals
¿ Materials and resources on the module VLE
¿ Access to academic and library support

Brockbank, A. and Mcgill, L. (2006) Facilitating Reflective Learning Through Mentoring and Coaching London, Kogan Page Ltd
Burley, S & Pomphrey, C (2011) Mentoring and Coaching in Schools - Professional Learning through collaborative enquiry. Routledge
Clarke, J., Exley, K and Wisker, G. (2006) One-to-One Teaching: Supervising, Mentoring and Coaching London, Routledge Falmer
Cheliotes, L & Reilly, F. R. (2012) Opening the Door to Coaching Conversations. Corwin (Sage)
Garvey, R (2012) A Very Short, Fairly Interesting and Reasonably Cheap Book About Coaching and Mentoring. Sage
Neale, S. (2011) Emotional Intelligence Coaching. Kogan Page
O'Connell, Bill et al. (2012) Solution Focused Coaching in Practice. Routledge
Western, S. (2012) Coaching and Mentoring - A Critical Text. Sage

The modules requires participants to engage in and report on the mentoring and coaching of trainee, newly qualified or experienced education professionals and/or learners. In order to achieve this, the module provides an overview of the issues involved in mentoring and coaching in education settings before proceeding to explore the components of mentoring and coaching, in particular, investigating key concepts of mentoring and coaching and associated notions of strategic planning, practical skills and problem solving.

The module will review different methods and styles of mentoring and coaching in the context of education settings and identify what makes a mentor/coaching effective. It will consider the importance of placing mentoring and coaching for professional and educational development within a holistic framework using concepts of the education setting as a learning organisation. Key factors required by organisational infrastructures in order to effectively facilitate mentoring and coaching good practice will be explored.

Details - An Assignment (2500 words) weighted at 50% and a Portfolio (2500 words equivalent) weighted at 50%.

The Assignment requires the student to produce a critical literature review (maximum 2500 words). This must systematically analyse relevant academic sources and conclude with issues raised in relation to the student¿s practice. (assesses LOs 1 & 3) (50%).

The Portfolio of evidence (maximum 2500 words or equivalent) will include a series of critical and reflective commentaries on coaching and mentoring activities conducted in practice, such as meeting notes, target setting records, observation notes, feedback to mentees and reflective diary excerpts. (Assesses LOs 2, 3 ,4,5) (50%).


Both elements of the assessment must be passed.