EDLED506-19B (BLK)

Educational Leadership: Advanced Coaching and Mentoring

30 Points

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Te Kura Toi Tangata Faculty of Education
Te Whiringa Educational Leadership and Policy

Staff

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Convenor(s)

Jenny Ferrier-Kerr

Jenny Ferrier-Kerr
6665
TT.2.13
To be advised
jenny.ferrier-kerr@waikato.ac.nz

Lecturer(s)

Jenny Ferrier-Kerr

Jenny Ferrier-Kerr
6665
TT.2.13
To be advised
jenny.ferrier-kerr@waikato.ac.nz

Administrator(s)

: helen.findlay@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: melanie.chivers@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5 or 9 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
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Paper Description

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This paper advances the conceptual, theoretical and practical understandings of coaching and mentoring introduced in PROF507/EDLED503. It expands the interpersonal skills and knowledge essential for effective coaching/mentoring in educational contexts and continues the emphasis on critical reflection on practice. Participants will be in an active coaching/mentoring role for the duration of the paper and develop an evidence-based personal practice portfolio.
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Paper Structure

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This paper will be delivered via Moodle and at the University of Waikato's Hamilton Campus on two Friday/Saturday blocks in room TL2.19 as follows:

Friday, 25 July: 4.00pm-8.00pm

Saturday, 26 July: 9.00am-4.00pm

Friday, 5 September: 4.00pm-8.00pm

Saturday, 6 September: 9.00am-4.00pm

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Demonstrate their advanced understanding, knowledge of, and ability to critique concepts and theories of coaching and mentoring.
    Linked to the following assessments:
  • Refine and expand their coaching and mentoring skills with an emphasis on observation and practice.
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  • Reflect on and critique their coaching or mentoring practice.
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  • Demonstrate a disposition towards establishing respectful and inclusive coaching and mentoring relationships.
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  • Critique and demonstrate their capacity to support and guide coachees and mentees in their personal professional growth.
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  • Demonstrate their ability to collaborate with diverse people in multiple contexts.
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  • Demonstrate a greater awareness of authenticity in their coaching and mentoring practice.
    Linked to the following assessments:
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Assessment

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In order to be eligible for a pass in this paper students must complete and submit all pieces of assessment.

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Portfolio 1: Coaching and Mentoring Practice Analysis
11 Aug 2019
No set time
30
  • Online: Submit through Moodle
✔
2. Portfolio 2: Coaching and Mentoring Practice Journal
15 Sep 2019
No set time
40
  • Online: Submit through Moodle
✔
3. Portfolio 3: Summary Reflection
13 Oct 2019
No set time
30
  • Online: Submit through Moodle
✔
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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There are no required readings for this paper.
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Recommended Readings

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Students will select readings relevant to their context and their coaching/mentoring research interests. Readings will be shared among participants in Moodle and at Colloquia sessions.

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Other Resources

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The library holds a range of other titles that may be relevant to the mentoring and coaching contexts students are working in. In addition, students may be given electronic links to articles, which they can read online or download themselves. 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.

Educational databases contain the most recently published and peer reviewed research literature. Students are expected to use databases such s EBSCO, EMERALD, ERIC, and PROQUEST in their study and may also find GOOGLE SCHOLAR to be a useful search engine.

Students are strongly encouraged to make use of the Virtual Education Research Desk (VERD). This is accessed via the home page on Moodle and contains useful database guides and links. Please ask our very willing library staff for assistance.

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Online Support

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This paper is Supported Online (SO) in Moodle.
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Workload

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This paper has a credit value of 30 points. Students are expected to attend all colloquium sessions, to read widely and become conversant with the library databases. In addition to attending the colloquia, students are expected to maintain a presence online. It is important to note that masters level papers demand academic rigour and an average of 10-15 hours of study each week.
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Linkages to Other Papers

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Prerequisite(s)

Prerequisite papers: PROF507 or EDLED503

Corequisite(s)

Equivalent(s)

Restriction(s)

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