EDEM637-17W (D) Whole Year 2017 (Distance)

Distributing Leadership Through Coaching and Mentoring

30 points

Details:
Start Date: Monday, 20 February 2017
End Date: Sunday, 19 November 2017
Withdrawal Dates
Last Day to withdraw from this course:
  • Without financial penalty (full fee refund): Friday, 3 March 2017
  • Without academic penalty (including no fee refund): Friday, 8 September 2017

Description

This course explores and applies the theoretical and practical bases of supporting others in developing their professional roles, responsibilities and expertise. It is suitable for those who have coaching and mentoring roles with new and existing members of staff and recognise the need to complement specialist knowledge with professional learning and development strategies.

Click here to find out why I should take this course

Testimonials From Past Students

"I thought the course was well run and I learnt a lot, course information was well set out and the lecturer was always available for support and advice" (2015 student)

"I gained huge new understandings around effective mentoring and found the opportunity to analyse my own mentoring skills valuable which has resulted in a change in approach.... I need to listen more than I talk" (2015 student)

"The content and topics were applicable to my current teaching and leadership role and have helped to challenge some of my ideas which I can use going into new roles" (2015 student).

MEd contact at the College of Education Office 369 3333 educationadvice@canterbury.ac.nz

Learning Outcomes

  • Apply theories of professional learning and development to own practice;
  • Use frameworks of reflective practice to help colleague(s) identify professional learning goals and take agency for next steps;
  • Apply and extend personal repertoire of models and techniques aimed at optimising professional learning conversations about practice with colleagues;
  • Critically review own responsibilities as mentors, coaches and guides and undertake a detailed self-analysis of questioning and listening capabilities informed by literature on effective mentoring and coaching;
  • Use an electronic portfolio to show reflective journaling and insights from learnings about how to increase the effectiveness of mentoring abilities;
  • Demonstrate knowledge in setting up a research study which involves gaining ethical clearance for the use of data obtained through professional work with colleagues.

Prerequisites

Subject to approval of the Head of School

Restrictions

EDTL821

Course Coordinator

Susan Lovett

Assessment

Assessment Due Date Percentage  Description
Literature Review 15 May 2017 30%
Research Plan 19 Jun 2017 20%
Portfolio includes an action research project on learning conversation analysis with a colleague 25 Sep 2017 40%
Online Forum Participation 10% forum #1 5% due 3 April 2017, forum #2 5 % due 14 August 2017


Assignment #1: Literature Review
An initial literature review is assessed as assignment #1. This review is based on the first 3 modules of the course and requires a scoping of issues pertaining to the challenges of being a teacher leader in a professional development role with colleagues.

Assignment #2: Research Plan
Ethical approval is required for the research component of the portfolio (assignment 3). The quality of the ethical approval application is assessed as assignment 2 and informs the methodology component of the portfolio. It includes a justification for a particular teacher learning and development approach, research questions on the language of mentoring and the focus area for the learning conversations. A review of relevant literature is required to set up the ethical considerations needed to conduct learning conversations with a colleague for research purposes.

Assignment #3: Portfolio includes an action research project on learning conversation analysis with a colleague
The portfolio includes a substantial literature review to support the challenges of working in a professional learning role with a colleague. This review is a refinement and extension of the substance of assignment #1.  The portfolio also includes a reflective journal and an action research project. The project is undertaken to explore what can be established about the course member’s strengths and areas for future development when undertaking learning conversations with a colleague. Two to three learning conversations are taped and analysed against the literature on effective mentoring to identify the frequency and extent to which a range of mentoring skills are part of the course member’s teacher leadership repertoire.

Textbooks / Resources

Required Texts

Robertson, Jan; Coaching leadership : building educational leadership capacity through coaching partnership ; Second edition;

Robertson, Jan; Coaching leadership : building educational leadership capacity through coaching partnerships ; NZCER Press, 2005 (Alternative edition to other text by the same name).

Timperley, Helen; Realizing the power of professional learning ; Open University Press, 2011.

Recommended Reading

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.

Tolhurst, Judith; Coaching for schools : a practical guide to building leadership capacity ; Pearson Education, 2006.

Text books may be purchased from the University Bookshop
Business Hours 8.30am to 5.30pm Monday to Friday
10am to 3pm Saturday
Phone: 0800 827 266 or (03) 364 2987 ext 3774 or 3775
Email: ubs@ubscan.co.nz

Indicative Fees

Domestic fee $1,775.00

* 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 .

All EDEM637 Occurrences

  • EDEM637-17W (D) Whole Year 2017 (Distance)