15 credits at level HE5
Exploring mentoring and the mentoring relationship
Exploring aspects and meanings of effective performance in learning and teaching situations
Identifying the stages of teacher development and analysing how mentoring strategies adapt to meet these stages
Identifying different mentoring approaches
Examining and developing skills and strategies for effective mentoring, including listening, observing, recording and questioning
Mentoring models: apprenticeship, competence and reflective approaches
Ethical issues surrounding mentoring
Stages and phases of teachers’ lives
Mentor’s roles and functions
The role of the mentee
Mentoring skills and strategies
Effective performance in learning and teaching
This module is a taught through e-learning, using WebCT. There will be a face-to-face introductory session with the module tutor, followed by interactive sessions using discussion boards. Course members will be required to interact with one another and with the course tutor.
A 500 word reflective journal which is developed throughout the course and during a mentoring relationship. The journal should include reflections based on an e-discussion about an aspect of mentoring.
A 1000 word case study of a mentoring relationship.
The case study will incorporate evidence of e-discussion with others about issues arising in the case.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Be able to identify specific skills needed for effective performance in a role||Analyse a specific role in terms of the skills needed to perform effectively|
|2.||Be able to reflect upon and evaluate the mentoring strategies that may be used to aid the development of skills needed in a specific role||Reflectively evaluate one’s own selection of mentoring strategies, given the existing competences of the mentee|
|3.||Be able to instigate an e-discussion about issues arising during a mentoring relationship.||Provide evidence that an e-discussion has taken place|
|4.||Be able to reflect on a mentoring situation and devise an action plan based on that reflection||Produce an action plan that relates to the analysis and reflection of a mentoring situation.|
|5.||Be able to act in an ethically sound manner when working with mentees||Provide a case study that is ethically sound.|
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||1000 word case study||500 word journal extract|
Before taking this module you must have successfully completed the following:
No restrictions apply.
Armstrong, M. and Barton, A. (2005) Managing Performance London: CIPD
Atkinson, T. and Claxton, G. (2000) (Eds.) The Intuitive Practitioner Buckingham: Open University Press
Clutterbuck, D. (2004) Everyone Needs a Mentor London: CIPD
Clutterbuck, D. and Lane, G. (Eds.) (2004) The Situational Mentor Aldershot: Gower Publishing Limited
Daresh, J.C. (2003)Teachers Mentoring Teachers Thousand Oaks Corwin Press, Inc.
Dainow, S and Bailey, C (1988) Developing Skills with People. Oxford: Wiley
De Bono, E. (1987) Six Thinking Hats London: Penguin Group
Egan, G. (1998) The Skilled Helper: 6th Edition. London: Brooks/Cole
Furlong, J. The Limits of Competence in Kerry, T. and Mayes, A.S. (1995) Issues in Mentoring London: Routledge
Gillham, B. (2000) Case Study Research Methods London: Continuum
Hay, J. (1999) Transformational mentoring: creating developmental alliances for changing organizational cultures Watford: Sherwood
Heron, J. (1990) (4th Ed.) Helping the client London: Sage
Jonson, K.F. (2002) Being an Effective Mentor Thousand Oaks: Corwin Press
Kerry, T and Mays, A.S. (1995) Issues in Mentoring London: Routledge
Lazarus, E. (2000) The role of Intuition in mentoring and supporting beginning teachers in Lazarus, E. (2000) The role of Intuition in mentoring and supporting beginning teachers in Atkinson, T. and Claxton, G. (2000) (Eds.) The Intuitive Practitioner Buckingham: Open University Press
Lipman, M. (2003) Thinking in Education Cambridge: Cambridge University Press
Maynard, T. and Furlong, J. (1995) Learning to Teach and Models of Mentoring in Kerry, T. and Mayes, A.S. (1995) Issues in Mentoring London: Routledge
Megginson,D. Clutterbuck, D. Garvey, B. Stokes, P. and Garrett-Harris, R. ( 2006) (2nd. Ed.) Mentoring in Action London: Kogan Page
Moon, J. (2004) A Handbook of Reflective and Experiential Learning. Theory and Practice London: RoutledgeFalmer
Rogers, J. (2004) Coaching Skills – a handbook Maidenhead: Open University Press
Smylie, M.A. (1995) Teacher Learning in the Workplace: Implications for School Reform in Guskey, T.R. and Huberman, M. (Eds.) (1995) Professional Development in Education New York: Teachers College Press.
Stephens, P. (1996) Essential Mentoring Skills Cheltenham: Stanley Thornes (Publishers) Ltd.
The Coaching and Mentoring Network (2003). Online. Available: www.coachingnetwork.org.uk
Wallace, S. and Gravells, J. (2005) Mentoring in Further Education Exeter: Learning Matters
Clutterbuck, D. (2004) What about mentee competences? In Clutterbuck, D. and Lane, G. (Eds.) (2004) The Situational Mentor Aldershot: Gower Publishing Limited (pp72-82)
|Host Subject Group:||Education|
|User Name||Date Accessed||Action|