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EDLED503-22A (BLK)
Educational Leadership: Coaching and Mentoring
30 Points
Staff
Convenor(s)
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Michele Morrison
7875
TL.3.02
michele.morrison@waikato.ac.nz
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Lecturer(s)
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Michele Morrison
7875
TL.3.02
michele.morrison@waikato.ac.nz
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Librarian(s)
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Paper Description
This paper critically examines theories and models of continuing development through mentoring and coaching. It focuses on the importance of critical reflection on practice, the change process through adult learning theory, and the leadership capacity building that is so important in educational settings.
There are four principles that underpin the learning in this paper. They are that coaching and mentoring:
- provide powerful leadership learning experiences;
- are personal and relational;
- are contextual, contested, dynamic and complex development processes;
- involve both conceptual and technical frameworks;
Paper Structure
Participants will study the interpersonal skills and knowledge necessary for developing leaders and leadership. They will examine their practice in a coaching and mentoring context and articulate developing understandings.
This outline should be read in conjunction with the General Requirements and Regulations for Masters Programmes document.
Learning Outcomes
Students who successfully complete the paper should be able to:
Assessment
This paper is 100% internally assessed, based on participation, coursework and assignments. Assignments enable students to establish links between coaching/mentoring theory and practice within educational settings. Assignment details and the dates on which they are due are included in this outline. More in-depth assignment guidance will be provided in class, or via Moodle, as required.
You are advised to study assignment requirements carefully and keep a copy of each assignment that you submit. Please note that assignments may be copied and shared with teaching staff for internal and/or external moderation purposes.
The schedule of grades used by the University for the final total of marks is as follows: A+ 90-100; A 85-89; A- 80-84; B+ 75-79; B 70-74; B 65-69; C+ 60-64; C 55-59; C- 50-54; D 40-49; E 0-39; IC Incomplete; RP Restricted pass.
Assessment Components
The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam.
Required and Recommended Readings
Required Readings
The required readings for the paper are available on Talis at https://rl.talis.com/3/waikato/lists/C0AB8DF6-D4A7-A436-E5BD-C8B6BCC21AA9.html?lang=en-US This provides students with referencing details and electronic links to articles, which they can read online or download themselves. The reading list can also be accessed via the Reading List tab on Moodle or the Reading list tab on the library homepage.
Recommended Readings
Highly Recommended Texts
Clutterbuck, D. (2014). Everyone needs a mentor (5th Ed). Chartered Institute of Personnel Development.
Kise, J. (2017). Differentiated coaching: A framework for helping educators change (2nd Ed.). Corwin.
Lancer, N., Megginson. D. & Clutterbuck, D. (2016). Techniques for coaching and mentoring (2nd Ed.). Routledge.
Robertson, J. (2016). Coaching leadership: Building educational leadership capacity through partnership (2nd Ed.). NZCER Press.
Rogers, J. (2016). Coaching skills: The definitive guide to being a coach (4th Ed). Open University Press.
Recommended Texts:
Burley, S. & Pomphrey, C. (2011). Mentoring and coaching in schools: Professional learning through collaborative inquiry. Routledge.
David, S., Clutterbuck, D., & Megginson, D. (Eds). (2013). Beyond goals: Effective strategies for coaching and mentoring. Routledge.
Garvey, B., Stokes, P., & Megginson, D. (2014). Coaching and mentoring: Theory and practice (2nd Ed.). SAGE
Megginson, D. & Clutterbuck, D. (2005). Techniques for coaching and mentoring (1st Ed.). Elsevier.
Megginson, D. & Clutterbuck, D. (2009). Further techniques for coaching and mentoring. Elsevier.
Other Resources
The Central Library holds a range of other titles that may be relevant to the mentoring and coaching contexts students are working in. Educational databases, accessed via the University Library search engine, contain the most recently published and peer reviewed research literature. Students may also find GOOGLE SCHOLAR to be a useful search engine.
Students are expected to research articles in their particular field of mentoring and coaching to guide their study. They are also required to share their learning from the research articles with the class on a regular basis.
Online Support
This paper is taught Partially Online (PO) in Moodle. Students are required to maintain a regular presence in this forum. Note that Assignment 2 is a compulsory assessed online discussion.
PLEASE NOTE: Moodle is used for class notices (Announcements). It is your responsibility to check the site regularly and read the Moodle email notifications. Instructions provided in this way on Moodle are whole class notices.
Workload
This paper has a credit value of 30 points. University regulations stipulate an expected total student workload of 150 hours per paper. This paper involves 24 hours of face to face classes across the semester, and 26 hours of online learning. Students are expected to attend all colloquium sessions, to read widely and become conversant with the library databases. In addition to attending colloquia, students are expected to maintain a regular online presence. It is important to note that Masters level papers demand academic rigour and an average of 10-15 hours study each week. Students are likely to intensify study efforts as assessment deadlines approach and may well exceed the workload guideline.