Skip to main content
USQ Logo
The current and official versions of the course specifications are available on the web at http://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EDU8400 Mentoring and Coaching

Semester 2, 2019 Online
Short Description: Mentor & Coach
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : National Priority - Teaching
ASCED code : 070303 - Education Studies
Grading basis : Graded

Staffing

Examiner: Tania Leach

Other requisites

Participants MUST have access to a mentee.

Rationale

Organisations today are facing increasing demands to adapt and thrive in constantly changing environments. Educational organisations are faced with increased accountability measures, constant changes to curriculum, and pressure to enhance teacher quality. These expectations require teachers and leaders to be continual learners capable of in-depth critical reflection and action. However, educational organisations are finding that past models of capacity building no longer provide optimal support, either for leaders or teachers. A mentoring and coaching approach allows for flexible, personalised, in-situ learning enabling individuals to reflect on their own practice within the realities of their personal settings. As a result, mentoring and coaching training has emerged as a means of effectively contributing to individual ongoing development, both personally and professionally. Leaders are required to effectively influence successful change initiatives, therefore the acquisition of mentoring and coaching skills also provides leaders, teachers and managers with the tools to support, challenge and empower others within their organisations.

Synopsis

This course provides participants with an opportunity to understand the theory base as well as develop and practice a repertoire of skills in mentoring and coaching with a focus on the building of capacity in others. Such support enables individuals to develop themselves and/or their careers, and improve personal practice and performance. Participants will investigate the theory underpinning use of this approach; explore the difference between mentoring and coaching; identify the limits of mentoring and coaching; and examine how mentoring and coaching can be used to augment existing approaches to individual and organisational capacity building programs. A major component of this course will require participants to engage in the practical development of basic mentoring and coaching competencies and their subsequent application within workplace setting, thus course participants MUST have access to a mentee. Another component integral to both approaches is the giving of feedback that both supports and challenges individuals to explore their boundaries and improve their teaching, learning and leading practices. The course provides a reflexive space for participants to reflect on personal learning gleaned through analysis of 'critical moments' in order to explore and support participants' emerging knowledge and skills as a mentor and coach.

Objectives

On successful completion of this course students should be able to demonstrate:

  1. Demonstrate a comprehensive understanding of the concepts of mentoring and coaching as a means of building individual and organisational capacity. (All Assignments)
  2. Understand the tools, models and techniques used in mentoring and coaching practice. (All Assignments)
  3. Apply the tools, models and techniques used in mentoring and coaching practice in a workplace setting. (Assignment 2)
  4. Critically reflect upon the philosophical and conceptual foundations of their practice as a mentor and coach. (Assignment 2)
  5. Apply advanced cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing (All Assignments).

Topics

Description Weighting(%)
1. Introduce the theory underpinning mentoring and coaching as a reflective organisational intervention. 10.00
2. Understand the beliefs, principles and ethical practice that underpin coaching 10.00
3. Explore the similarities, differences, limitations between mentoring and coaching. 10.00
4. Examine how coaching can be used to augment existing approaches to individual and organisational capacity building programs. 10.00
5. Understand the use of case study of the practical application of coaching within a work place context. 5.00
6. Development of coaching conversation skills - questioning and paraphrasing according to purpose, active listening, pausing, building trust and rapport. 10.00
7. Application of coaching within a work place context. 30.00
8. Evaluation of the value and function of coaching skills in the development of others. 15.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2019&sem=02&subject1=EDU8400)

Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)

Robertson, J 2005, Coaching leadership: building educational leadership capacity through coaching partnerships, New Zealand Council for Educational Research, Wellington, New Zealand.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
Aguilar, E 2013, The art of coaching, Jossey Boss, San Francisco, California.
Crane, TG 2014, The heart of coaching, 4th edn, FTA Press, San Diego, CA.
Knight, J 2016, Better conversations: coach yourself and each other to be more credible, caring, and connected, Corwin, London, UK.
Parsole, E & Leedham, M 2009, Coaching and mentoring: practical conversations to improve learning, 2nd edn, Kogan, London, UK.
Tomlinson, H 2004, Educational leadership: Personal; growth for professional development, SAGE Publications, Thousand Oaks, California.
Van Nieuwerburgh, C 2017, An introduction to coaching skills: a practical guide, 2nd edn, Sage, London, UK.
Whitmore, J 2009, Coaching for performance, 4th edn, Nicholas Brealey Publishing, London.

Student workload expectations

Activity Hours
Directed Study 80.00
Independent Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 40 40 28 Aug 2019
ASSIGNMENT 2 60 60 23 Oct 2019

Important assessment information

  1. Attendance requirements:
    There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To complete each of the assessment items satisfactorily, students must obtain at least 50% of the marks available for each assessment item.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the weighted aggregate of the marks obtained for each of the summative assessment items in the course.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    Not applicable.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.

Assessment notes

  1. APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide at http://www.usq.edu.au/library/referencing.

Other requirements

  1. Students will require access to e-mail and Internet access to UConnect for this course.

  2. Students enrolling in ONLINE courses MUST have ongoing convenient and reliable access to the Internet in order to access course materials and participate in activities that will affect assessment. The levels of equipment required may change from time to time, with the most recent specification listed at http://www.usq.edu.au/current-students/support/computing/hardware.