EDUC 7060OL - Mentoring for Teachers

Online - Semester 2 - 2024

Classroom teachers in their roles as mentors are crucial in facilitating preservice teachers development within the school context. Quality mentoring has a profound effect on the success of preservice teachers, teachers and the school community. Teaching & Learning Modes: Fully Online or Intensive Workshop

  • General Course Information
    Course Details
    Course Code EDUC 7060OL
    Course Mentoring for Teachers
    Coordinating Unit School of Education
    Term Semester 2
    Level Postgraduate Coursework
    Location/s Online
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Course Staff

    Course Coordinator: Associate Professor Mathew White

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    This course is delivered totally online. It is a blended course offered with two two-day online zoom intensives on Fridays and Saturdays (9 – 5 pm) so you can connect directly with your lecturer.

    You will complete regular online activities to support student learning.

    Before and after each intensive, weekly discussion forums will strengthen your critical thinking skills and create a class community.

    You will be asked to participate in regular weekly online discussion boards, watch pre-recorded course material and participate in scheduled zoom conference calls with your lecturer on the following dates:Please refer to MyUni for more details.

    * PLEASE NOTE: This course is taught in blended intensive mode. Modules are not weeks and may be subject to change. Refer to MyUni for the start date for the course.

    **80% attendance at both intensives is required for students to participate in structured learning activities to achieve the learning outcomes for this course.
  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:

    1. Analyse contemporary theories of mentoring and its application to leadership
    2. Criticise the strengths and limitations of theories of mentoring and its application to leadership
    3. Evaluate the application of theories of mentoring and its application to leadership in diverse contexts




    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    1,2,3

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    1,2,3

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    1,2,3

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    3

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    1,2,3

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.

    1,2

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    1,2,3

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    1,2,3
  • Learning Resources
    Required Resources
    All readings for this course will be made available upon enrolment via Leganto on the course's MyUni page.


    Recommended Resources
    All readings for this course will be made available upon enrolment via Leganto on the course's MyUni page.
    Online Learning
    This course is delivered in blended mode and MyUni will be used extensively in this course for announcements, resources,
    and assessment. Students are expected to be actively checking the MyUni course page regularly for announcements, lecture slides, general courseinformation, assessment details, intensives preparation, additional  readings and suggested links. Please ensure you access the MyUni course page before the start of semester. This is your responsibility.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This is an online blended course delivered in two two-day on-campus intensives on Fridays and Saturdays (9 – 5pm) with regular online activities to support student learning. Before and after each intensive, weekly discussion forums will strengthen your critical thinking skills and create class community. Online intensives are highly interactive and may include expert guest speakers.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Delivery or Engagement Mode Hours
    Face-to-face intensive workshops (4 full days) 30-32 hours
    Online discussion 6-8 hours
    Assignments, reading and research (Approx 12 hours per week) 120 hours
    TOTAL 156 hours


    * PLEASE NOTE: This course is taught in blended intensive mode. Modules are not weeks and may be subject to change. Refer to MyUni for the start date for the course.

    **80% attendance at both intensives is required for students to participate in structured learning activities to achieve the learning outcomes for this course.
    Learning Activities Summary
    Schedule
    Week 1 Module 1 What is mentoring?
    Week 2 Modules 2 Defining mentoring in the literature
    Week 3 Module 3 Why mentoring matters in education?
    Week 4 Intensive # 1
    Module 4, 5, 6, 7
    Evidence-based approaches to mentoring
    Approaches to mentoring
    Mentoring Paradigms
    Mentoring and Communities of Practice
    Week 5 Module 8 Mentoring Mindset
    Week 6 Module 9 Mentoring Practices
    Week 7 Module 10 Relational Mentoring
    Week 8 Intensive #2
    Module 11, 12, 13, 14
    Case Studies of Mentoring
    Mentoring & Coaching
    Developing a Mentoring Strategy
    Mentoring for Leadership Growth
    Week 9 Module 15 Politics & Mentoring
    Week 10 Module 16 Mentoring to Lead Self and Others
    Week 11 Module 17 Mentoring to Lead Positive Change
    Week 12 Module 18 Course Reflection & Wrap Up
    This course is delivered totally online. It is a blended course offered with two two-day online zoom intensives on Fridays and Saturdays (9 – 5 pm) so you can connect directly with your lecturer.

    You will complete regular online activities to support student learning.

    Before and after each intensive, weekly discussion forums will strengthen your critical thinking skills and create a class community.

    You will be asked to participate in regular weekly online discussion boards, watch pre-recorded course material and participate in scheduled zoom conference calls with your lecturer on the following dates:Please refer to MyUni for more details.

    * PLEASE NOTE: This course is taught in blended intensive mode. Modules are not weeks and may be subject to change. Refer to MyUni for the start date for the course.

    **80% attendance at both intensives is required for students to participate in structured learning activities to achieve the learning outcomes for this course.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Weighting Learning Outcome
    2000-word Literature Review Summative 35% 1, 2
    2000-word Research Essay Summative 45% 1, 2, 3
    Discussion Forum (x4) Summative 25% 1, 2, 3
    Assessment Related Requirements
    * A total of 80% attendance at both intensives is required for students to participate in structured learning activities to achieve the learning
    outcomes for this course.
    Assessment Detail
    Assessment Task Task Type Weighting Learning Outcome Due Date
    Literature Review(2000 words; 35%) A literature review: provides an
    overview of information available on a subject identifies the main
    authors in the subject area evaluates the ideas in the sources included
    (rather than just describing them) includes your own interpretation of the findings.

    Please note: APA, Harvard,
    Vancouver or style can be used for referencing. Ensure you are
    consistent with your chosen referencing style throughout your paper.
    Pleaserefer to the University of Adelaide Referencing Guides for assistance.
    35% 1, 2 Refer to MyUni
    Research Essay(2000 words; 45%)
    A 2,000-word research essay chosen from three topics.

    Please note:
    APA, Harvard, Vancouver or style can be used for referencing. Ensure
    you are consistent with your chosen referencing style throughout your
    paper. Please refer to the University of Adelaide Referencing Guides for assistance.
    45% 1, 2, 3 Refer to MyUni
    Discussion Forums(20%) Four (4)
    discussion boards will be assessed where your comments will be assessed
    using a marking rubric.

    Students will complete a total of 6 hours’ worth
    of discussion boards over the duration of the course.
    Refer to MyUni
    Submission
    You must submit an assessment task in accordance with the specified deadline, format and lodgement instructions, except as provided in the Modified Arrangements for Coursework Assessment Policy. All submissions will be via MyUni. Specific information will be provided in the Assessment instructions for each item online. Students will be required to upload all written  Assignment via Internet-based plagiarism detection service turnitin on MyUni.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.