Reference no: EM133157087

EDGL919 Coaching and Mentoring Educators - University of Wollongong

Learning Outcome 1: Demonstrate knowledge of the research, theories and complexities of coaching and mentoring educators in educational settings
Learning Outcome 2: Demonstrate understanding of the policy and organisational context in which coaching, and mentoring are enacted
Learning Outcome 3: Use knowledge and skills to examine and practice effective coaching and mentoring strategies
Learning Outcome 4: Ability to critically analyse and communicate issues relating to effective workplace coaching and mentoring
Learning Outcome 5: Applied skills and knowledge to evaluate a mentoring program.

Assessment 1: Essay - Mentoring and coaching in education

• Ability to discuss and critique high quality mentoring and coaching research
• Understanding and ability to deeply define and discuss the difference definitions of mentoring and coaching in educational organisations
• Understanding and ability to discuss and compare different mentoring/coaching models
• Providing a rationale for either mentoring or coaching for school leader's context
• Accurate writing style including reference and grammar

There are many descriptions and definitions of mentoring and coaching in education. These differences raise questions such as:
• What is the historical orientation of mentoring and coaching (approx. 100 words)
• What research and theory underpin mentoring and coaching in education? (approx. 400 words)
• Are mentoring and coaching distinctive and separate activities or are they similar? (approx. 400 words)
• What are some of the approaches/models of coaching and mentoring and how are they similar and how do they differ? (approx. 700 words)
• In your context discuss whether mentoring or coaching would be most beneficial, support your argument with literature (approx. 300 words)

Assessment 2: Project - Practical Resource

Imagine you are part of an educational organisation that does NOT have a coaching or mentoring program. As part of the leadership team, you want to introduce a coaching/mentoring program but first you need to convince others on the leadership team of the importance of mentoring/coaching and share an approach to design a program for the educational organisation. You decide to put together a presentation to present at the next team meeting.

Design a 12-15 slide PowerPoint (PPT) introducing mentoring or coaching to your leadership team. The PPT should include:

1. Definition and rationale of mentoring/coaching

2. Examples of different mentoring/coaching models including their benefits and limitations

3. A suggested process to design a coaching/mentoring program for the educational organisation

4. A rationale and suggested process for evaluating the mentoring/coaching process once its implemented

5. Key considerations for leaders in the design and implementation of the program

6. Some useful professional readings

7. 2-3 interactive activities throughout the PPT to engage your audience in the presentation

8. Reference list
To accompany the PowerPoint you will also need to submit ‘Speaking notes' which include key points that would be discussed when presenting each the slide. A template for these speaking notes is available on the subject Moodle.

Assessment 3: Report - A professional conversation

Professional conversations are not "chit-chats" but purposeful reflective dialogues. These conversations are critical for professional growth and central to mentoring and coaching.

This assessment requires you to participate in a professional conversation with a peer. The peer, as mentee or coachee, must be an adult and have full acknowledgement of the conversation and its requirements. Follow the process below carefully to ensure you understand the requirements of the assessment task.

Process
1. Identify an area that you believe you have knowledge into successfully mentor or coach a less skilled/knowledgeable other. This preferably should be a professional educational topic such as mathematics teaching or assessment design. Alternatively, meet with a potential mentee/coachee who you could engage in a professional conversation with. Together decide on a topic for the professional conversation.

2. Identify a mentee/coachee you are able to work with for a period of 20-30minutes. This person should be an adult (18 or over), preferably an educator,and be able to give full permission to partake in the professional conversation.

Preferably this person is interested in your chosen topic and would benefitfrom engaging in a professional conversation.

3. Approach the mentee/coachee and explain the assessment task and topic. Apermission form is available on the Moodle site for them to sign asapproval to participate. Please assure that they will not beidentifiable in the assessment submission. You must use pseudonyms.

4. Identify a suitable time to meet your mentee/coachee. This may be (preferably) face to face but could also be virtually via Skype/ Zoom etc. The time set should be outside of work hours to avoid any disruption to a mentees/coachees professional life. Set aside 20-30 minutes to participate in a professional conversation.

5. Next develop a 3-4-page plan for your professional conversation Whilst, as aMentor/coach, you must be flexible and responsive to your mentee/coachee, you should also be prepared with carefully crafted questions and prompts that will support you to facilitation a quality professional conversation. In this plan you should include: the aims of your professional conversation; the type of approach you will undertake and why; a semi structured script including questions and prompts you may use throughout the conversation; and any additional skills you will utilise. You should include references to support your ideas.

6. Complete your professional conversation. This must be recorded (audio-visual).

7. After the professional conversation listen back to recording of the mentoring conversation (you may need to do this multiple times). During this play back, reflect and analyse on the effectiveness of your mentoring during the conversation. Use the video analysis template to support your analysis.

8. Write a reflection on the professional conversation. Analyse:
a. Your success in achieving your aims set out in your plan
b. The type of approach you took and how successful this was
c. The environment of the professional conversation and how this impacted on the conversation
d. The skills you utilised/ didn't utilise in the conversation and how this impacted on the conversation. You need to be specific here by relating this response back to your plan and discussing specific skills used and what impact they had. You should include specific examples from your audio recording as quotes.
d. Based on the professional conversation, identify future personal goals for your own development as a mentor/coach. Explain why you chose these goals and how you will develop them.

*Note: Need only Assessment 3

Attachment:- Coaching and Mentoring Educators.rar