Ron Sergejev has 35 years experience in secondary schools in North London and Hertfordshire, many of them spent senior leadership positions. He currently works at Middlesex University as a Programme Leader for various Masters programmes and is also module leader for some undergraduate programmes and Initial Teacher Training.
The aim is of this module is to enable participants to be well grounded in mentoring and coaching skills as key leadership tools to support and develop colleagues to deliver inclusive environments and build capacity within their organisation.
It will introduce the field of coaching psychology and its wide range of behavioural and cognitive techniques that enable individuals to reach their capabilities through self-directed learning and personal growth as well as enhancing their well-being.
It will also provide students with an awareness of theoretical debates about mentoring and coaching and will promote critical engagement with the literature devoted to these themes, encouraging students to reflect upon the ways in which the two themes interrelate.
It will lead to a deeper understanding of some of the more common coaching models. Participants will further develop their practice skills through regular coaching dialogues in the workplace and reflecting on this practice as part of a small action research project.
On successful completion of this module, you will have knowledge and understanding of:
On successful completion of this module, students will be able to:
Cohorts begin in February, June, or October.
Book and enrol before 15 June to join our next cohort.
This section will entail a minimum number of coaching sessions with a minimum number of clients with the coach/mentor keeping a diary and reflecting on the practice in light of their experiences and the theory behind mentoring and coaching. Participants will also be expected to abide by the European Mentoring and Coaching Council code of ethics.
Module strands are designed to support the learner through the subject area:
Assessment is through three coursework assignments covering the learning outcomes and will consist of the following (numbers in brackets refer to learning outcomes assessed):
Make the case for mentoring and/or coaching as a useful tool for professional development and school improvement. Make reference in your assignment to theory, research evidence and practical aspects including the structure of conversations and the role of the mentor/coach.
Analyse critically the current mentoring and coaching culture of your setting and discuss ways to develop it further.
Consider:
Write a reflective account that shows how your competence as a mentor/coach have developed over the course of the module and considers the potential value of coaching and mentoring to you in your role as a leader of inclusive education.
You will need one to take this module.
You will get the most out of this module if you work in an education setting with children, young people or adults.
You will need to get written permission from a senior member of staff to regularly access a setting. We will show you the best way to do this, enabling you to carry out our learning activities in your chosen setting.
As part of this process, you will also need to complete a Disclosure and Barring Service (DBS) check. Visit GOV.UK for more information.
This course is available online and can, therefore, be completed anywhere in the world. Please click here for advice on payment options and other information relevant to those studying outside of the UK.
Speak to us (01273 358080) or make a booking.
Cohorts begin in February, June, or October.
Book and enrol before 15 June to join our next cohort.
Please note: as it takes time to process your application and payment, we strongly recommend to register as soon as possible, so that you don’t miss the next intake.
Our Programme Prospectus will provide you with additional information on M-level practice-led learning modules in Leading Inclusive Education.