MA (Education): 2013 - 14
Coaching and MentoringVenue: Hazelwick School
Start Date: Wednesday 18 Sept.
Time: 5:30 – 8:00 pm
This module includes one Saturday Workshop: Saturday 9 November, 10:00am – 4:00 pm at the Bognor Regis Campus
Aims:
- To explore and critically evaluate theoretical understandings of coaching and mentoring.
- To be aware of similarities and distinctions between the two conceptual models.
- To critically evaluate a whole school approach to coaching and mentoring and the impact these initiatives have on teaching and learning.
- To analyse critically current literature relating to coaching and mentoring.
- To explore examples of good and innovative practice regarding coaching and mentoring.
- demonstrate enhanced awareness of theoretical understandings of coaching and mentoring.
- critically examine similarities and distinctions between the two conceptual models. familiarise themselves with and critically appraise recent research literature relating to coaching and mentoring.
- analyse their own involvement in the coaching and mentoring process by relating and comparing their experience and context with a broader picture, through research, activities, discussion and collaboration with course colleagues and tutor.
The module will be conducted through a seminar format. A variety of materials and techniques will be used including presentations by the tutor and guest speakers, group and paired work and debate, case studies, video material, on-line learning and short presentations by participants.
Tutor: Antony Bignell
Tutor’s Contact Points: 01243 812024
Contact points for subject librarian –: 01243 812094
MA(Education)
Coaching and Mentoring
Semester 1 2013
Hazelwick School - 5:30 – 8:00
Wednesday 18 Sept. / Session 1
Themed Session
Introduction to module and the course, The Education Debate,
Assignments for the module, formative and summative assessment,the Handbook and the use of Moodle and inter-sessional tasks will be discussed.
Wednesday
2 October / Session 2
Seminar Session: Exploring the distinctions between coaching and mentoring
Wednesday 16 October / Session 3
Seminar Session: The roles and responsibilities of coaches and mentors
Saturday 9 November / Session 4
MA(Ed) Forum
10.00am – 4.00pm
Bognor Regis Campus
The skills of coaching
Wednesday 13 November / Session 5:
Themed Session:
Education Reform and Social Change
Wednesday 27 November / Session 6
Evening Conference
New Landscapes in Education
Wednesday 4 December / Session 7
Seminar Session:The impact of coaching on individuals and schools
Wednesday 8 January: Optional Tutorials
Assignment Due: Thursday 16 January 2014
Assessment:
Students will be required to research mentoring or coaching. Specifically students will need to discuss and evaluate critically how one mentoring or coaching project has been applied to their teaching practice.
In carrying out this assignment, students are required to undertake a small piece of practitioner research that explores how their mentoring or coaching project has impacted on their practice, and pupil learning.
Formative Assessment: A brief proposal of 1,000 words, setting out their coaching or mentoring project, providing a rationale for their project, supported by relevant literature. This proposal will firstly be submitted in draft form, which will be reviewed by the tutor, before a final version is submitted, to be graded.
Formative Assessment Due: Tuesday 17 December
Summative Assessment: Formal, on completion of the module, by an assignment of 5,000 words or their equivalence, which will include a small piece of practitioner research on coaching or mentoring.
Summative Assessment Due: Thursday 16 January 2014
Assessment criteria include the General Assessment Criteria of the MA(Ed) and evidence that the student has demonstrated:
- A critical appreciation of the theoretical understandings of coaching and mentoring.
- An awareness and implications of similarities and distinctions between the two conceptual models.
- An ability to analyse and evaluate the models’ impact on the promotion of learning and teaching.
- An ability to undertake a small piece of practitioner research that examines a coaching or mentoring project within their educational environment.
- Knowledge of the major concepts of the area of study without significant omissions, errors or irrelevancies;
- Evidence that the relationship of these concepts to workplace practice is understood;
- The ability to write coherently and concisely presenting a position or argument based on the outcomes of reading and/or enquiry;
- The ability to analyse critically and reflect on professional practice using an identified framework and/or general theory;
- The ability to evaluate critically the findings of published research and other literature;
- The ability to synthesise and draw upon a range of appropriate material.
IMPORTANT INFORMATION – NEW ASSIGNMENT HAND IN AND FEEDBACK PROCEDURES
Attendance only
Although the normal expectation is that students complete an assignment, you may if you wish ‘attend only’ with no penalty. This is received by the Board of Examiners as audit only. Of course if you decide to ‘audit only’ you will not receive any credits towards your MA(Ed).
Extension requests
For students intending to submit assignments, we understand that occasionally things go wrong and you may request anextension of up to two weeks. If you request an extension to your assignment, you are indicating your intention to submit this work and we would remind you that failure due to non-submission of the assignment, without mitigating circumstances, will result in a fail.(You will also incur an admin charge of £100 per module).
Requests for extensions must be emailed before the due date to , copied to and the relevant tutor. Please state the module you are studying.
Mitigating Circumstances
If you have a major problem which prevents you from submitting your assignment, you must claim mitigating circumstances. You are, strongly advised to submit your claim form with evidence to AQSU as soon as you know there is a problem and before the Board of Examiners. For information and a claim form go to: Portia; select tab for UniServices; select Academic Quality and Standards Unit.
Submitting your assignment
Every assignment should be:
- securely fixed in a floppy backed folder;
- accompanied by:
- a completed assignment/module submission sheet [available from your module tutor(s), the MA(Ed) Office or from the Student Downloads page of the website: ] ;and
- an electronic version of your assignment on a disc or memory stick (returnable), securely fastened into the folder.
- put into MA(Ed)pigeon hole in the Staff Club in St Michael’s House at BRC; or
- brought in to the MA(Ed) office in room 7, Arran House at BRC; or
- posted to MA(Ed) Office (Assignments),Room 7 Arran House, University of Chichester, Bognor Regis Campus, UpperBognor Road, BognorRegis, West Sussex, PO21 1HR, provided it:
- is postmarked on or before the deadline date Posting an assignment after the last collection time on the day of submission will make it late;
- is securely packaged; and
- has the correct amount of postage.
If the assignment is late without an extension then it will sustain a FAIL grade
Assignments cannot be accepted by email. Please do note-mail,give or post your assignment directly to your module tutor; they are not in a position to record formally that it has been received.
Always put the word count (excluding the bibliography) at the end of the assignment.
Always keep a copy of your assignments.
New Assignment Submission sheet
Available on the MA(Ed) website, student downloads
This has been introduced across the University and should be used by all students. Please complete all sections of the form. When the assignments have been received by the MA(Ed) office, the forms will be folded to facilitate anonymous marking.
Signing in – the instruction to sign the hand-in sheet held in the office can obviously only apply to those of you bringing in your assignment. As stated above, it is still perfectly acceptable for you to post your assignment but it must include the new submission sheet.
New feedback method
Feedback is no longer be given on hard copy comment sheets returned with the assignment. Feedback is done with a system known as MAF on line - Module Assessment Feedback on line. The University sees key benefits for students including:
- remote access to grades and comments
- online storage of feedback
- fewer stages in the process allow for improved turnaround time of feedback
Key benefits to the University are
- collecting the assessment feedback and marks in this way will enable centralised electronic secure storage of module assessment feedback and marks
- supporting the Green Campus initiative
Marks and feedback can be released on line before the Board of Examiners, although they will still be subject to Board of Examiners’ approval. Once the tutor has released the feedback, you will receive an email in your Chi email account informing you of this. You must have an active Chi email account – if you do not wish to use this email address then you can arrange to have it forwarded to an email address of your choice. Please contact for advice on this.
You will be able to see your feedback on line through your Portia SONAR account.
It is absolutely essential therefore that you keep your Portia account active
Assignment hand back
As previously, assignments will be handed back by the module tutor if you are undertaking a module; if not, they will be posted recorded delivery to your home address. The assignment will not, however, be accompanied by a comment sheet – this will only be available on line.
Resubmission information
Please note that if you are unsuccessful in a module:
1.Tutors are unable to contact you about a fail until after the INTERNAL Board of Examiners when normally you will be emailed and requested to contact the tutor.
2.A formal resubmission date for your assignment will be set by the EXTERNAL Board of Examiners for the Postgraduate Awards Scheme. You will be notified of this resubmission date by letter shortly after the Board of Examiners has taken place. Please note you may submit your assignment earlier if you wish.
3.You may continue with your current module and submit an assignment for it if you wish.
4.Please note that a failure in a module re-assessment is deemed to be an irrevocable fail, and you will be required to leave the programme.
5.Please note also that if you decide not to resubmit without appropriate mitigating circumstances, this will count as an irrevocable fail and you will be required to leave the programme.
Indicative Reading:Beatty L & McGill I (2001) Action Learning: a guide for professional, management and educational development London: Kogan Page
Boud D & Soloman N (2001) Workplace Learning: a new higher education? Buckingham: Open University Press
Briggs A and Coleman M (Eds.) (2007) Research Methods in Educational Leadership and Management. London: Sage
Bryman A (2001) Social Research Methods. Oxford: OUP
Clutterbuck, D. and Megginson, D. (2004) Techniques for Coaching and Mentoring, Butterworth-Heinemann
Clutterbuck, D. and Megginson, D. (2009) Further Techniques for Coaching and Mentoring, Butterworth-Heinemann
Creasy, J. & Paterson, F. (2005) Leading Coaching in Schools,
Cryer P (2006) The research student’s guide to success Maidenhead: Open University Press
Evans K, Hodkinson P and Unwin L (Eds) (2002) Working to Learn: Transforming Learning in the Workplace London: Kogan Page
Gills I, Brockbank A (2007) The Action Learning Handbook. Oxford: Routledge Falmer
Goodson I (2003) Professional knowledge, professional lives: studies in education and change Maidenhead: Open University Press
Gray D, Hay D, Grundell S and O’Neill J (2004) Learning Through Work the Workplace: A Guide to Workbased Learning. London: Thornes
Hargreaves A (2003) Teaching in the knowledge society: education in the age of insecurity Maidenhead: Open University Press
Hutton W, Fillingham D, Attwood, M and Pedlar, M (2003) Leading Change: A guide to whole systems working. Bristol: The Policy Press
Jarvis, P. (2004) Adult Education and Lifelong Learning: theory and Practice, London: Routledge
Marshall L & Rowland F (1998) A Guide to Learning IndependentlyBuckingham, England: Open University Press
Mayfield M (2007) Thinking for yourself: developing critical thinking skills through reading and writing Boston: Thomson Wadsworth
Metcalfe M (2006) Reading critically at university London: Sage
Moon J (1999) Reflection in learning and professional development London: Kogan Page
Parsloe, E. and Leedham, M. (2009) Coaching and Mentoring: Practical Conversations to Improve Learning, Kogan Page
Pask, R. & Joy, B. (2007) Mentoring-Coaching: a guide for education professionals, McGraw Hill Education
Pritchard, A. (2009) Ways of Learning, Learning Theories and Learning Styles in the Classroom, London: Routledge
Poulson L & Wallace M (Eds) (2004) Learning to read critically in teaching and learning London: Sage
Revans, R W (1998) The ABC of Action Learning. London
Street H and Temperley J (Eds) (2005) Improving Schools through Collaborative Enquiry
London: Continuum International Publishing Group,
Thomas, W. and Smith, S. (2009) Coaching Solutions: Practical Ways to Improve Performance in Education, Network Continuum Education
Unwin L (2003) Expanding Learning in the Workplace: The relationship between work organisation, workplace pedagogy and better practice. London: NAICE
Verma G K & Mallick K (1999) Researching Education : Perspectives and Techniques London: Falmer Press
Weinstein K (2007) Action Learning: A practical Guide. London: Gower
Wilkinson D (2005) The essential guide to postgraduate study London: Sage
Websites:
British Educational Research Association
DfE
National College for School Leadership;
Education-Line:
Journals:
Assessment in Education
British Education Research Journal
British Educational Research Journal
British Educational Research Journal
Cambridge Review of Education
Comparative Education
Discipline-specific and profession specific professional journals
Education Management
Journal of Teacher Education
Oxford Review of Education
Professional Development in Education
Research Papers in Education