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EDU8400 Mentoring and Coaching

Semester 1, 2023 Online
Units : 1
School or Department : School of Education
Grading basis : Graded
Course fee schedule : /current-students/administration/fees/fee-schedules

Staffing

Course Coordinator:

Overview

Organisations today are facing increasing demands to adapt and thrive in constantly changing environments. Educational organisations are faced with increased accountability measures, constant changes to curriculum, and pressure to enhance teacher quality. These expectations require teachers and leaders to be continual learners capable of in-depth critical reflection and action. However, educational organisations are finding that past models of capacity building no longer provide optimal support, either for leaders or teachers. A mentoring and coaching approach allows for flexible, personalised, in-situ learning enabling individuals to reflect on their own practice within the realities of their personal settings. As a result, mentoring and coaching training has emerged as a means of effectively contributing to individual ongoing development, both personally and professionally. Leaders are required to effectively influence successful change initiatives, therefore the acquisition of mentoring and coaching skills also provides leaders, teachers and managers with the tools to support, challenge and empower others within their organisations.

This course provides participants with an opportunity to understand the theory base as well as develop and practice a repertoire of skills in mentoring and coaching with a focus on the building of capacity in others. Such support enables individuals to develop themselves and/or their careers, and improve personal practice and performance. Participants will investigate the theory underpinning use of this approach; explore the difference between mentoring and coaching; identify the limits of mentoring and coaching; and examine how mentoring and coaching can be used to augment existing approaches to individual and organisational capacity building programs. A major component of this course will require participants to engage in the practical development of basic mentoring and coaching competencies and their subsequent application within workplace setting, thus course participants MUST have access to a mentee. Another component integral to both approaches is the giving of feedback that both supports and challenges individuals to explore their boundaries and improve their teaching, learning and leading practices. The course provides a reflexive space for participants to reflect on personal learning gleaned through analysis of 'critical moments' in order to explore and support participants' emerging knowledge and skills as a mentor and coach.

Course learning outcomes

On successful completion of this course students should be able to demonstrate:

  1. demonstrate a comprehensive understanding of the concepts of mentoring and coaching as a means of building individual and organisational capacity. (All Assignments);
  2. understand the tools, models and techniques used in mentoring and coaching practice. (All Assignments);
  3. apply the tools, models and techniques used in mentoring and coaching practice in a workplace setting. (Assignment 2);
  4. critically reflect upon the philosophical and conceptual foundations of their practice as a mentor and coach. (Assignment 2);
  5. apply advanced cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing (All Assignments).

Topics

Description Weighting(%)
1. Introduce the theory underpinning mentoring and coaching as a reflective organisational intervention 10.00
2. Understand the beliefs, principles and ethical practice that underpin coaching 10.00
3. Explore the similarities, differences, limitations between mentoring and coaching 10.00
4. Examine how coaching can be used to augment existing approaches to individual and organisational capacity building programs 10.00
5. Understand the use of case study of the practical application of coaching within a work place context 5.00
6. Development of coaching conversation skills - questioning and paraphrasing according to purpose, active listening, pausing, building trust and rapport 10.00
7. Application of coaching within a work place context 30.00
8. Evaluation of the value and function of coaching skills in the development of others 15.00

Text and materials required to be purchased or accessed

There are no texts or materials required for this course.

Student workload expectations

To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.

Assessment details

Approach Type Description Group
Assessment
Weighting (%) Course learning outcomes
Assignments Written Essay No 50 1,2,5
Assignments Written Report No 50 1,2,3,4,5
Date printed 9 February 2024