Learning Conversations: Mentoring and Coaching

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.

Learning outcomes: knowledge

On successful completion of this module, you will have knowledge and understanding of:

• The leading writers in this field.
• What inclusive mentoring and coaching are and the distinctions between them.
• Some of the more common coaching models.
• The necessary preconditions for successful mentoring and coaching, including ethical considerations and contracting.

Learning outcomes: skills

On successful completion of this module, students will be able to:

• Deliver mentoring and coaching using an inclusive and collaborative, solution focused, results orientated systematic process, in which the coach/mentor facilitates the client to play to their pre-identified character strengths in a way that allows optimal functioning and performance in the pursuit of goals, through self-directed learning and personal growth
• Apply at least two models of coaching
• Review their and others’ practice
• Have practised coaching and or mentoring.

Choose a start date that suits you

Cohorts begin in February, June, or October.

Book and enrol before 15 June to join our next cohort.

Part 1: Theoretical perspectives

• What is inclusive coaching?
• What is inclusive mentoring?
• Historical perspectives on coaching and mentoring.
• Paradigms and realities, reflection as a process of learning.
• Theories of learning (Kolb, Vygotsky Bloom Maslow etc.)
• Ethical considerations of coaching
• Coaching and Mentoring as a tool for school improvement.

Part 2: Practical perspectives

• Models of mentoring and coaching.
• Questions, answers and body language.
• People’s realities and paradigms.
• Preconditions for coaching/mentoring.
• The coaching/mentoring contract

Part 3: Practice and reflection

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

Module strands are designed to support the learner through the subject area:

Strand 1

• Gaining knowledge
• Historical context, current knowledge and research

Strand 2

• Understanding practice
• Legislation, guidance, best practice and current practice.

Strand 3

• Reflection and next steps
• Developing strategies for change.

Summative Assessment

Assessment is through three coursework assignments covering the learning outcomes and will consist of the following (numbers in brackets refer to learning outcomes assessed):

Critical analysis (2000 words)

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. 

Practice analysis (2000 words)

Analyse critically the current mentoring and coaching culture of your setting and discuss ways to develop it further.

Consider:

• How mentoring and coaching might be used to promote inclusive practice in your setting
• Desired impact
• Potential costs, challenges and barriers and how to address them
• Professional development needs

Reflective analysis (2000 words)

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.

Do you have an undergraduate degree?

You will need one to take this module.

Already working in an education setting?

You will get the most out of this module if you work in an education setting with children, young people or adults.

Or do you require access to an education setting?

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.

Please note

As part of this process, you will also need to complete a Disclosure and Barring Service (DBS) check. Visit GOV.UK for more information.

Are you based in an international setting?

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.

• Single payment of £1,300 + VAT.

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.

Download the prospectus.