This module will professionally develop your mentoring and coaching skills in an educational setting. You will initially critically explore and evaluate theories and models related to mentoring and coaching processes. Subsequently, you will analytically consider these approaches in a specific educational context. You will then be invited to critically analyse the mentor and mentee relationship, with the aim of improving the learning experience.

As such it explores:

A knowledge of coaching and mentoring models and approaches used in the HE and professional sector

Own professional development of approaches to supporting learners

Own professional development of teaching and learning within your own subject-specific discipline

Own skills in English and ICT

Assessment 1

You will critically analyse mentoring and coaching models and theories associated with these approaches to supporting learners. You will apply this theory during your own practice when coaching/mentoring a learner/colleague. Produce a case study report that critically reflects on and appraises the effectiveness of the mentoring process. (LO1-3, 2,000 words)

Assessment 2

Professional Practice Portfolio (LO4, 1,000 words equivalent)

Portfolio includes:

Paperwork associated with an observation by your mentor/experienced colleague (LO4)

Regular reflections on professional practice

This module will be delivered through:

1) Peer learning tasks (communities of practice)

2) Interactive content delivery sessions

3) Online asynchronous learning weeks

4) Assignment workshops

5) Academic tutorial sessions (online via Teams)

6) Flipped learning – engagement in key pre-session tasks

Additionally, as a part time course there is an expectation of considerable independent study. Participants are expected to consolidate and build upon their learning from the taught sessions by reading key texts and journal articles and undertaking follow-up tasks and work based self-assessments. Participants are also expected to work constructively with a range of peers and colleagues to share and develop their practice.

1. Critically evaluate a range of key theories and models of mentoring and coaching.

Analysis knowledge and understanding.

2. Develop and justify practical mentoring/coaching strategies using pertinent theories and models, relevant to your own professional context.

Application analysis.

3. Methodically, critically reflect on the effectiveness of the mentoring process based on your own application.

Application, reflection.

4. Plan and deliver inclusive and appropriate teaching approaches and assessment strategies to enable learning, progression and support.

Learning.

Weblinks

Advance HE: https://www.advance-he.ac.uk/

Linked in - Online learning: https://www.staffs.ac.uk/support_depts/library/eresources/linkedin-learning/

The Guardian Higher Education:

https://www.theguardian.com/education/higher-education

Jobs, critical viewpoints, resources etc.

The Times Higher Education:

https://www.timeshighereducation.com/

Jobs, critical viewpoints, resources etc.

SEDA: https://www.seda.ac.uk/

https://padlet.com/d_n_hindmarch1/WiderProfessionalPractice

Journals

There are a number of educational journals which are a valuable contemporary resource during this module. Of particular relevance are:

Higher Education

Innovations in Education and Teaching International

Active Learning in Higher Education

Assessment and Evaluation in Higher Education

Brockbank, A. and McGill, I. (2012) Facilitating reflective learning through mentoring and coaching. London: Kogan Page.

Hobson, A., Maxwell, B., Stevens, A., Doyle, K. and Malderez, A. (2015) Mentoring and coaching for teachers In the Further Education and Skills sector in England. Report to the Gatsby Foundation. [Online]. Available from http://www.gatsby.org.uk/uploads/education/reports/pdf/mentoring-full-report.pdf. [Accessed 8 July 2019].

Parsloe, E., Leedham, M. (2022) Coaching and Mentoring. Practical techniques for developing learning and performance. 4th Edition. London: Kogan Page

Rolfe, A. (2021) Mentoring Mindset. Skills and Tools. 4th Edition. Sydney: Synergetic People Development Pty

Sternad, D. (2021) Developing Coaching Skills. A concise introduction. Austria: Econcise publishing

Tummons, J. and Ingleby, E. (2012) The problematics of mentoring and the professional learning of trainee teachers in the English Further Education Sector. International Journal of Adult Vocational Education and Technology, 3(1), pp. 29-39.

Yendol-Silva, D. and Fichtman, D. N. ( 2007) The reflective educator's guide to mentoring: strengthening practice through knowledge, story, and metaphor. London: SAGE.

This module will professionally develop your mentoring and coaching skills in an educational setting. You will initially critically explore and evaluate theories and models related to mentoring and coaching processes. Subsequently, you will analytically consider these approaches in a specific educational context. You will then be invited to critically analyse the mentor and mentee relationship, with the aim of improving the learning experience.

As such it explores:

A knowledge of coaching and mentoring models and approaches used in the HE and professional sector

Own professional development of approaches to supporting learners

Own professional development of teaching and learning within your own subject-specific discipline

Own skills in English and ICT