Postgraduate Course: Coaching and Mentoring (EDUA11431)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Not available to visiting students
|Summary||The focus of this course is on understanding coaching and mentoring approaches and the development of the dispositions and skills to adopt a coaching approach. Distinctions between coaching and mentoring will be examined alongside a critique of coaching models. This is a practice-focused masters and participants will be expected to plan and engage in appropriate professional coaching relationships and critically reflect on the process and their own development.
In professional contexts, including schools coaching and mentoring takes many forms, and is commonly conceived as a means of offering personalised professional support to teachers through discussion about their practice. The very many definitions of coaching and mentoring demand an evidence base to assist with understanding the convergence and distinctions between these concepts, and with situating them in relation to professional practice.
Through this course, students will critically explore the underpinning principles of differing models and approaches to coaching and mentoring, including directive and non-directive approaches. The distinctions and nuances between coaching and mentoring will be investigated. Key professional learning models will be examined to understand the role coaching and mentoring may have to support teacher professional learning.
Core skills and professional dispositions will be examined and developed, including understanding the importance of relationship building, challenging one's own beliefs, assumptions and dispositions; developing inter-personal skills; building capacity in others; developing coaching skills and tools.
Through this course students will initiate and develop, a formal, supportive relationship with at least one other colleague, to develop & apply the key skills of coaching and/or mentoring. Through this process they will become more aware of the resulting impacts of these approaches when applied in context.
The course content is delivered in a variety of ways i.e. whole group lectures, small seminar group discussions and student-led tasks. In addition to the taught lecture and seminar programme, students will learn independently e.g. undertaking set reading prior to each session, as well as completing formative and summative assessment tasks. Participants will also engage in coaching conversations and establish peer coaching networks.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Not being delivered|
On completion of this course, the student will be able to:
- Develop a critical understanding of the nature, purpose and approaches of professional learning and development.
- Engage and develop a sustainable professional network for supporting teacher learning.
- Reflect critically on prior skills, knowledge and understanding to identify starting points and areas for development to contribute to the co-construction of course content and structure.
- Critically evaluate the key concepts and theories of coaching and mentoring and justify adopting coaching and mentoring approaches when supporting the learning of others.
- Analyse and critically reflect upon own understanding, dispositions, skills and practices in supporting others within an educational context.
|Gross Cheliotes, L. M., & Reilly, M. F. (2018). Coaching conversations: Transforming your school one conversation at a time. Thousand Oaks, CA: Corwin. |
Price, D. (2020) The Power of Us: How we connect, act and innovate together London: Thread Books.
van Nieuwerburgh, C. (2012), Coaching in education: Getting better results for students, educators and parents, Karnac, London, UK.
|Graduate Attributes and Skills
Enquiry and lifelong learning
Aspiration and personal development - personal responsibility, reflective and reflexive approach
Outlook and engagement - informed perspective and positive respectful contribution
Research and enquiry
Personal and intellectual autonomy - critically evaluate ideas and experiences
Personal effectiveness: influencing positively and acting with sensitivity and integrity
Communication: engaging effectively with others; interpersonal skills
||Non-MEd Leadership and learning specialist students wishing to enrol should first contact the Course Secretary to ascertain availability. Only available to education professionals working within a relevant professional context.
|Keywords||Teacher education,coaching,mentoring,professional learning
|Course organiser||Ms Rosemary Grady
Tel: (0131 6)51 6013
|Course secretary||Mrs Lesley Spencer
Tel: (0131 6)51 6373