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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“Thank you so much for your valuable feedback throughout this year’s course. I have found getting back into study, particularly the discipline of reading widely and articulating my thoughts, to be very rewarding, although initially very scary as well! Your detailed feedback showed me how rigorous you must be in going through my work. It allowed me to clarify my arguments”. (2018 student)“Thanks very much for a great learning experience with EDEM637. I have found the course most valuable and well-constructed. I look forward to applying many ideas and principles back in the workplace”. (2018 student)“This course lends itself to supporting initiatives such as IES and Communities of Learners (CoLs). I myself will be focusing on working with smaller groups of middle leaders and classroom teachers where the skills I have learnt on this course will bear important fruit”. (2017 student)"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 firstname.lastname@example.org
Apply theories of professional learning and development to own practice as a mentor/coachName the enablers of professional learning conversations;Review scholarly research and literature on how to form a trusting relationship which respects and extends colleagues’ practices;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; Extend own repertoire of collegial observations of practice and develop the protocols necessary for implementation.
Subject to approval of the Head of School
Assignment #1: Powerpoint and accompanying notesPrepare a powerpoint slideshow on coaching and mentoring as a time for facilitating learner to learner conversations for an audience of your choice. The accompanying notes are not intended as a speech but instead to convey more depth related to each slide. The sequence should be seen as an opportunity to highlight the dispositions needed of a mentor/coach and the actions which enable a reciprocal learning relationship as the outcome. Challenges and opportunities should be featured.Assignment #2: Literature review and analysis of a learning conversation following an observation of a colleague’s practiceThe assignment has 2 parts. The first part is an essay explores why observation of practice and its feedback are generally avoided yet deemed to be of value. Suggestions for deprivatising practice are developed from scholarly research and pertinent examples from own experiences. The second part is a small research component where an observation of a colleague’s practice is the prompt for analysing one’s own coaching and mentoring skills in action in a professional learning conversation.
Required Texts – none. Students are given access to ebooks which replace the need for hard copy purchases. Recommended ReadingRobertson, J. (2016). Coaching educational leadership: Building leadership capacity through partnership. Wellington: NZCER. Earl, L., & Timperley, H.S. (Eds.) (2008). Professional learning conversations: challenges in using evidence for improvement. Dordrecht: Springer.
Te Kete Ipurangi
New Zealand Council for Educational Research
The National College for Teaching and Leadership (NCTL)
Domestic fee $1,847.00
International Postgraduate fees
* Fees include New Zealand GST and do not include any programme level discount or additional course related expenses.
For further information see
School of Educational Studies and Leadership.