SED7203 - Coaching and Mentoring

Objectives:

On successful completion of the module, participants will be able to:
Critically discuss and reflect on their own professional practice in relation to coaching and mentoring in educational contexts;
Identify and define from the research literature the key theories, ideas, models and frameworks of coaching and mentoring for educational contexts;
Analyse and judge research findings and other evidence to inform their practice in coaching and mentoring in educational contexts;
Synthesise research findings to compose a reflective account in relation to coaching and mentoring that assesses the impact of their learning on professional practice.

Content:

Participants will:
- analyse their own and research perspectives on mentoring (definitions, roles, teacher as learner, strategies, institutional contexts);
- evaluate active strategies for mentoring (including within a case study of a strategy they employ);
- evaluate approaches to assessment within mentoring/coaching roles (considering competence and standards-based assessments);
- evaluate current coaching and mentoring policies for mentoring/coaching capacities in educational settings;
- critically review: their own mentor role; the institutional structure they work within whilst mentoring; the approach to evaluating professional growth they use; ways to professionally develop coaches and mentors; the wider use of mentoring in educational environments);
- use reflective practitioner and/or practitioner research approaches to evaluate their own practice with regards to coaching and mentoring.

Learning and Teaching Information:

Learning will include tutor input, group discussions, workshops, presentations, case studies, seminars, and independent study as appropriate. Reflective practice will be facilitated in taught sessions, and supported by tutorials and online forums on Moodle. Support will be available for the preparation of the summative assignment through individual and group tutorials.
Participants will be expected to draw on their own professional experiences and relevant research in order to contribute to, and lead, group activities.

Seminars and workshops
Hours: 24
Intended Group size: 20

Tutorials
Hours: 20

Guided independent study Hours: 256

Further details relating to assessment
Assessment is through a negotiated reflective practice assignment. The Module Tutor will ensure that the agreed assignment will address the module and programme learning outcomes, and is directly related to professional practice. As such, students will evidence professional practices, and evaluate and reflect upon them within the assignment. It provides opportunities for participants to reflect upon, critique, and investigate research, policy and practice as it impacts on their professional context.

Other relevant matters
It is not expected that students on this module will be engaging in empirical research. As a part of the process of negotiating the focus for the assignment, the Module Tutor may require the student to complete the Leeds Trinity Research Ethics Self-Assessment Form to as a way of checking that an application for ethical clearance is not required, or may require the student to make an ethical clearance application if needed.