Reference no: EM133157092 , Length: word count:2000

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)