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This course is designed to assist teachers in their professional support and guidance of other teachers. They may be working as tutor teachers, associate research teachers, associate teachers, or in positions of leadership or mentoring in their workplace. The course explores the theoretical and practical bases of supporting others in developing professional roles and responsibilities. It is located within current theories of teacher thinking and development, theories of teacher reflection and effectiveness, and communities of learners and learning organisations.
MEd contact at the College of Education Postgraduate Office 3642987 ext 4877 postgraduate@education.canterbury.ac.nz
Apply theories of teacher learning and development to own practice;Use frameworks of reflective practice to identify goals for their ongoing learning;Apply models and techniques aimed at optimising the learning and development of other teachers and their own growth within their responsibilities as mentors, coaches and guides;Locate examples of their ongoing learning with colleagues using the range of approaches introduced in the course;Critique their ongoing learning using a reflective journal which draws upon theories of teacher learning, thinking and practice;Gain ethical clearance for the use of data obtained from practising teachers.
Subject to approval of the Head of School
EDTL821
Susan Lovett
Robertson, Jan; Coaching educational leadership : building leadership capacity through partnership ; SAGE, 2008 (2013 Price $39.59).
Timperley, Helen; Realizing the power of professional learning ; Open University Press, 2011 (2013 Price $57.59).
Bubb, Sara; Successful induction for new teachers : a guide for NQTs and induction tutors, coordinators and mentors ; PCP/Sage, 2007.
Cameron, Marie , New Zealand Council for Educational Research; Lessons from beginning teachers : challenges for school leaders ; NZCER Press, 2009.
Day, Christopher, ACP; Developing teachers : the challenges of lifelong learning ; Falmer Press, 1999.
Day, Christopher, ACP; Teachers matter : connecting work, lives and effectiveness ; McGraw Hill/Open University Press, 2007.
Drago-Severson, Eleanor; Leading adult learning : supporting adult development in our schools ; Corwin ;, 2009.
Dymoke, Sue , Harrison, Jennifer; Reflective teaching and learning : a guide to professional issues for beginning secondary teachers ; SAGE, 2008.
English, Fenwick W. , Anderson, Gary L; The Sage handbook of educational leadership : advances in theory, research, and practice ; Sage Publications, 2005.
Glickman, Carl D; Leadership for learning : how to help teachers succeed ; Association for Supervision and Curriculum Development, 2002.
Harris,A; School Improvement. What's in it for schools? ; RoutledgeFalmer.
Johnson, Susan Moore. , Project on the Next Generation of Teachers; Finders and keepers : helping new teachers survive and thrive in our schools ; 1st ed; Jossey-Bass, 2004.
Lovely, Suzette , Association for Supervision and Curriculum Development; Staffing the principalship : finding, coaching, and mentoring school leaders ; Association for Supervision and Curriculum Development, 2004.
Malderez, Angi , Wedell, Martin; Teaching teachers : processes and practices ; Continuum, 2007.
Moon, Jennifer A; Learning journals : a handbook for reflective practice and professional development ; 2nd ed; Routledge, 2006.
Muijs, Daniel. , Reynolds, David; Effective teaching : evidence and practice ; 2nd ed; SAGE Publications, 2005.
New Zealand Teachers Council. , New Zealand; Towards full registration : a support kit for schools ; Learning Media, 2004.
New Zealand; Making a bigger difference for all students : schooling strategy 2005 - 2010 = Hangaia he huarahi hei whakarewa ake i nga tauira katoa ; Ministry of Education, 2005.
Osterman, Karen Figler. , Kottkamp, Robert B; Reflective practice for educators : professional development to improve student learning ; 2nd ed; Corwin Press, 2004.
Pollard, Andrew. , Collins, Janet; Reflective teaching : effective and evidence-informed professional practice ; Continuum, 2002.
Reeves, Douglas B; Reframing teacher leadership to improve your school ; Association for Supervision and Curriculum Development, 2008.
Robertson, Jan , Timperley, Helen; Leadership and learning ; Sage, 2011.
Scherer, Marge , Association for Supervision and Curriculum Development; Keeping good teachers ; Association for Supervision and Curriculum Development, 2003.
Schon, Donald A; The reflective practitioner : how professionals think in action ; Basic Books, 1983.
Timperley, Helen. , Parr, Judy M; Using evidence in teaching practice : implications for professional learning ; 1st ed; Hodder Moa Beckett, 2004.
Tolhurst, Judith; Coaching for schools : a practical guide to building leadership capacity ; Pearson Education, 2006.
Villani, Susan; Comprehensive mentoring programs for new teachers : models of induction and support ; 2nd ed; Corwin :, 2009.
Wragg, E. C; An introduction to classroom observation ; 2nd ed; Routledge, 1999.
Websiteshttp://www.minedu.govt.nzhttp://www.tki.org.nzhttp://www,ero.govt.nzhttp://nzcer.org.nzhttp://www.leadspace.govt.nzhttp://www.tki.org.nzhttp://www.ncsl.org.ukText books may be purchased from the University BookshopBusiness Hours 8.30am to 5.30pm Monday to Friday10am to 3pm SaturdayPhone: 0800 827 266 or (03) 364 2987 ext 3774 or 3775Email: ubs@ubscan.co.nz
Library portalhttp://learn.canterbury.ac.nz http://ucstudentweb.canterbury.ac.nz http://www.canterbury.ac.nz/exams/aegrotats.shtml
All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations.
The first three assessments form the initial parts of the portfolio. It is expected that the literature review will be re worked as one of the components of assignment 3 (portfolio) using literature from the later modules.Each assessment is marked against an assessment rubric. Each assignment will be awarded a letter grade using the College of Education 11 point scale for assignment grades. The final grade will be reported according to the UC 11 point grading scale taking into account of the course weightings for each assessment in the course. Assignments are graded against the university 11 point scale A+ to E.Passing Grades: A+, A, A-, B+, B, B-, C+, C, C-.Failing Grades: D-Failing Grade: Work at this level is below a pass standard. E-Failing Grade: Work is deficient in almost all respects or is not submitted.
Distance students are encouraged to participate in discussions on-line and form a course learning community
The course coordinator will be responsible for ongoing and informal evaluation of the course.A written evaluation will be carried out by course participants at the completion of the course. Course participants will be asked to evaluate the course in terms of objectives, structure, timing, content, methods, tasks and assessment. The course will be externally moderated every three years according to the moderation cycle approved by the Postgraduate Board of Studies.
By staff internal to UC and external moderation every three years, according to approved MEd external moderation schedule.
Please refer to the Assessment Guidelines for students.http://www.education.canterbury.ac.nz/documents/assessment_guidelines_for_students_13.pdf
Extensions are reserved for exceptional circumstances only and are not granted automatically. Under exceptional circumstances (eg illness, accident, bereavement or critical personal circumstances) individual students may be granted an extension of the due date for an assignment. There is, however, a limit to the length of time that an extension can be granted and this should be negotiated with the Course Lecturer in the first instance. Extensions will not normally be given for longer than one week from the due date, unless exceptional circumstances prevail. Extensions are not granted automatically to students. Requests for extensions should be emailed to the Lecturer at least two days prior to the due date for the assignment. A copy of the lecturer’s email confirming the extension (if granted) and other relevant evidence of special circumstances (eg a letter from a counsellor, medical certificate) must be attached to and submitted with the assignment. Extensions will not normally be granted because of pressure of university study, eg several pieces of work being due at about the same time. Students are encouraged to plan their work in a realistic manner and in advance so that they can meet their assessment deadlines.
No resubmissions are granted in this course.
Aegrotats are not available in this course. Students must demonstrate competence in all aspects of the course in order to gain a pass grade.
Students will be expected to submit their assessments via the online assessment system in the Learn class site by 5.00pm on or before the due date. The lecturer may also ask students to submit assessment work through the software Turnitin, to check for plagiarism. If this option is available students will submit work through Turnitin and obtain a report, after submitting assignments for marking via the Learn site. It is the responsibility of the students to check their Internet access and ability to submit their work via the online system. Any technical difficulties should be notified well in advance of the due date so that assistance can be provided or alternative arrangements can be negotiated. (Students who have unreliable internet access are advised to attend to this early in the course to prevent last minute pressures.) If you require assistance, please email ictservicedesk@canterbury.ac.nz, or phone 0800 763 676 ext 6060.
Domestic fee $1,567.00
International Postgraduate fees
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see School of Educational Studies and Leadership .