MODULE IN MENTORING

10 ECTS Credits at NFQ Level 9

Learning & Teaching Unit Name of Institute of Technology

Contact Details Phone: 090 6483051

Email: landt@ait.ie

MODULE RESOURCES

Essential Material Kerry, T.  and Shelton Mayes, A. (1995). Issues in Mentoring. London, Routledge.

Online materials to be accessed via Moodle.

Supplementary Material Portner, H. (2008). Mentoring New Teachers. 3rd Edition.  Thousand Oaks CA, Corwin Press.

Eraut, M. (1994). Developing Professional Knowledge and Competence. London, Routledge.

Strong, M. (2009). Effective Teacher Induction and Mentoring: Assessing the Evidence. New York, Teachers’ College Press.

Gravells, J. (2007). Mentoring in the Lifelong Learning Sector (Professional Development in the Lifelong Learning Sector). Exeter, Learning Matters Ltd.

ASSESSMENT

Coursework Assessment Breakdown Course Work / Continuous Assessment = 100%

Course Work / Continuous Assessment BreakdownDescription Outcome addressed % of total Assessment week

Essay Two written assignments on practical mentoring within the candidate’s institute

1,2,3,4,5,6,7,8 100 Ongoing

WorkloadType & location Description Hours Frequency

Lecture - flat classroom Lectures/tutorials 30 Per Module

Independent Learning 170 Per Module

“The interactions with other staff and the discussions that came out of the sessions that we have has been absolutely fantastic.”

Lecturer and work placement officer, IADT

Attendance N/A %

Discipline Learning & Teaching

Coordinator Learning & Teaching

Host Department Accounting & Business Computing

Official Code

NFQ Level 09

ECTS Credits 10

MODULE DESCRIPTION

This module aims to develop teachers’ and lecturers abilities and dispositions to analyse and explain their academic and pedagogical thinking so that they can share their expertise and support their colleagues’ professional development.

LEARNING OUTCOMES

On successful completion of this module the learner should be able to:

1. Demonstrate competence in reflective self-evaluation and professional / academic awareness.

2. Act as role model, coach, critical friend and colleague, involving sensitive selection from a range of complex skills.

3. Articulate a critical awareness of the general principles and practices of mentoring

4. Demonstrate a systematic knowledge of mentoring at the forefront of current thinking and apply appropriate theoretical insights to the analysis and development of paradigms. of teaching, learning and academic practice

5. Demonstrate a range of skills in helping mentees to integrate theory and practice by observing, analysing and critiquing classroom practice in the light of professional norms and theory.

6. Express their comprehensive internalised world view, articulate their implicit skills as teachers, and share these.

7. Develop expertise in supporting and challenging mentees and thus improve themselves as teachers and academics.

8. Carry out small-scale research in their own institutions.

MENTORING MODULE ASSESSMENT STRATEGIES

A clear assessment strategy can complement a statement of intended learning outcomes and aid its interpretation by learners.

Continuous Assessment which will consist of two written assignments which relate to practical mentoring in the participant’s own institution, a critique of various national and international ‘competences’ and small-scale research.

INDICATIVE SYLLABUS

Effective teaching: students’, participants’ and theoretical perspectives;

Effective mentoring: students’, mentors’ and research perspectives;

Theoretical models of mentoring (apprenticeship models, competence models, reflective models);

Co-planning of lessons;

Co-teaching of lessons;

Critique and use of ‘Standards, ‘Competences’, ‘Codes of Practice’, ‘Professional values’ appropriate to the participants;

Observational techniques (initially from DVD, CD-ROM and audio CD);

Recording and analysing observations;

Feedback and co-analysis techniques;

Reviewing and target-setting: shifting focus from teaching to learning;

Formative and summative assessment and reporting;

Analysis of the teaching and learning context; 

Peer mentoring exercises with colleagues.