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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 courseTestimonials 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
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.
Subject to approval of the Head of School
EDTL821
Susan Lovett
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 PlanEthical 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.
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.
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 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
LEARN Library Student logins Special consideration Websites Education NZ Te Kete Ipurangi New Zealand Council for Educational Research Educational Leaders The National College for Teaching and Leadership (NCTL)
Domestic fee $1,811.00
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 .