Leading Coaching and Mentoring in Education PG (10324.2)

Please note these are the 2021 details for this unit
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Leading Coaching and Mentoring in Education PG
Available teaching periods Delivery mode Location
View teaching periods Intensive
On-Campus
 Bruce, Canberra
EFTSL Credit points Faculty
0.125 3 Faculty Of Education
Discipline Study level HECS Bands
Academic Program Area - Education Post Graduate Level Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
This unit will provide the necessary knowledge, skills and understandings for educators to lead effective coaching and mentoring programs for teachers, managers, aspiring leaders and educational teams. It will cover strategies such as coaching, mentoring and supervision and will explore the characteristics, similarities, differences, benefits and challenges of leading these various approaches in educational settings. In particular, the unit will focus on skills that leaders can develop to enhance the professional learning and growth of educators in effective and rigorous coaching and mentoring programs. The unit aims to provide leaders in educational settings with both the theoretical understandings and practical coaching and mentoring skills to improve and support the performance and development of educators, and to create dynamic learning organisations.

Learning outcomes

On successful completion of this unit, students will be able to:
1. Appreciate relevant coaching, mentoring and supervision theories and practices suitable for educational settings;
2. Identify differences, similarities, benefits and challenges of coaching and mentoring in educational settings;
3. Implement strategies for developing and leading coaching and mentoring programs in educational settings;
4. Demonstrate coaching and mentoring skills and practices in educational settings; and
5. Engage in Action Research projects to develop coaching and mentoring programs in educational settings.


Graduate attributes

1. UC graduates are professional - communicate effectively
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development


Prerequisites

None.

Corequisites

Enrolment in a postgraduate course in education.

Incompatible units

None.

Equivalent units

None.

Assumed knowledge

None.
Year Location Teaching period Teaching start date Delivery mode Unit convener
2024 Bruce, Canberra Semester 1 05 February 2024 Intensive Mr Matthew Brown
2024 Bruce, Canberra Semester 2 29 July 2024 On-Campus Dr Will Brehm
Not available

Required texts

While there are no required texts for this unit. the following texts are highly recommended resources for coaching and mentoring and are available as e-texts from the University of Canberra Library. 

Cox, E. Bachkirova, T., & Clutterbuck, D. Eds (2014) The Complete Handbook of Coaching  2nd Edition, Los Angeles, Sage.

Garvey, B. (2014). Mentoring in a Coaching World, in Cox, E. Bachkirova, T., & Clutterbuck, D. Eds. The Complete Handbook of Coaching  2nd Edition, Los Angeles, Sage.

Grant, A.M. (2017). The third ‘generation' of workplace coaching: Creating a culture of quality conversations. Coaching: An International Journal of Theory, Research and Practice, 10(1), 37-53.

West, A. (2016). A Framework for Conceptualizing Models of Mentoring in Educational Settings. International Journal of Leadership and Change 4(1).

Zachary, L (2011) The Mentor's Guide, San Francisco, Jossey-Bass.
Zachary, L. (2009) The Mentee's Guide, San Francisco, Jossey-Bass.

Other readings and resources will be supplied on the unit Canvas site.

Submission of assessment items

Extensions & Late submissions

Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.

All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.

Special assessment requirements

Normally an aggregate mark of 50% is required to pass the unit

Academic integrity

Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.

To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.

Use of Text-Matching Software

The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.

Provision of valid documentation

Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.

Learner engagement

Indicative hours:

Workshops and workshop-related activities: 30 hours

Private study/research:60 hours

Assessment tasks: 60 hours

Participation requirements

Your participation in both class and online activities will enhance your understanding of the unit content and therefore the quality of your assessment responses. Lack of participation may result in your inability to satisfactorily pass assessment items.

Required IT skills

Students will need to access and be able to use the LearnOnline (Canvas) learning management system. 

Artificial intelligence services must not to be used for assessment or assessment preparation by students unless explicitly allowed in the assessment instructions for an assessment task published with the assessment task and/or in the unit outline. That is, an artificial intelligence services may only be used if:
• its use is authorised by the unit convener as part of a specified 
assessment task, and
• it is used in the way allowed in the assessment instructions and/or unit outline, and 
• its use is appropriately referenced, meaning that students must reference the use of AI in their assessment in the same way as they reference other source material.

Work placement, internships or practicums

None

Additional information

The unit recognises that coaching and mentoring are applied fields of practice that have intellectual roots in a range of disciplines. Coaching and mentoring are human development processes that involves structured, focused interaction and the use of appropriate strategies, tools and techniques to promote desirable and sustainable change for the benefit of the coachee and/or mentee and potentially for other stakeholders. The basic principles of three theories of adult learning are referenced to reinforce and underpin both the theory and practical elements of coaching and mentoring. The three theories identified are: andragogy, the theory of adult learning introduced by Malcolm Knowles in the 1970s; experiential learning as propounded by David Kolb (1984); and the transformative learning theory of Jack Mezirow (1990).