EDUC44040 Coaching & Mentoring T&P

Academic Year 2022/2023

This module is provided as a Core module on Year 2 of the MA in Mentoring, Leading and Global Learning. (The module will not be offered every year). The module provides students with an in-depth study of approaches to coaching and mentoring within education contexts, and has a particular focus on practice-based learning so that students can use coaching within education contexts, such as schools. The multi-dimensional understandings of school-based mentoring and coaching are studied (Ko et al, 2012), and the politics and systems of mentoring and coaching and examined (Hargreaves and Skelton).
The module explains the difference between coaching and mentoring, and their uses in education; research on the practical uses of coaching is examined, and students are encouraged to develop their own practice-based coaching projects; the uses of coaching in the effective development of education leaders is examined; students also explore how to incorporate coaching sessions into staff development activities in their schools. New research on the potential of e-coaching for teachers, school leaders, and education professionals is also examined.

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Curricular information is subject to change

Learning Outcomes:

Students should be able to write critically and reflectively about the theory and practice of coaching and mentoring, within education contexts. Students will be able to design and implement coaching and mentoring sessions in their schools, as part of wider leadership development and training. Students will be able to reflect on the uses and purposes to which coaching models can be put, in education settings. Students will be able to evaluate successful coaching and mentoring initiatives, used within education settings.

Indicative Module Content:

Coaching and mentoring in education settings
The difference between coaching and mentoring
Effective coaching for education leadership
Theories and research findings concerning the use of coaching and mentoring in education settings
Action-oriented coaching: its use in schools and with teaching staff
Designing a study that incorporates coaching and/or mentoring with school staff

Student Effort Hours: 
Student Effort Type Hours
Lectures

16
Small Group

10
Seminar (or Webinar)

20
Specified Learning Activities

60
Autonomous Student Learning

100
Online Learning

40
Total

246
Approaches to Teaching and Learning:
This module involves in-class activities including pair and group work; students will keep a learning journal, and develop skills i reflection and self-evaluation; students will undertake paired coaching activities; the module will include independent research, research design, and the design of activities and learning that can be used in schools and in education settings. 
Requirements, Exclusions and Recommendations
Learning Requirements:

Students will have successfully completed Year 1 of the MA in Mentoring, Leading and Global Learning.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Project: Students complete a project that demonstrates their understanding of the application of the principles and theories that inform the use of coaching within education professional settings. Unspecified n/a Standard conversion grade scale 40% No

100

Carry forward of passed components
No
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

During the module, students will undertake activities that allow them to peer review parts of their work-in-progress; students will also self-assess, using a learning journal. Feedback will be given to students at post-assessment.