EDLED503-19A (BLK)

Developing Educational Leadership: Coaching and Mentoring

30 Points

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Te Kura Toi Tangata Faculty of Education
Te Whiringa Educational Leadership and Policy


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: helen.findlay@waikato.ac.nz

Placement Coordinator(s)


Student Representative(s)

Lab Technician(s)


: alistair.lamb@waikato.ac.nz
: melanie.chivers@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5 or 9 can also be direct dialled:
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Paper Description

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This paper critically examines theories and models of continuing development through mentoring and coaching. It focuses on the importance of critical reflection on practice, the change process through adult learning theory, and the leadership capacity building that is so important in educational settings.

There are four principles that underpin the learning in this paper. They are that coaching and mentoring:

  • provide powerful leadership learning experiences;
  • are personal and relational;
  • are contextual, contested, dynamic and complex development processes;
  • involve both conceptual and technical frameworks;

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Paper Structure

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Participants will study the interpersonal skills and knowledge necessary for developing leaders and leadership. They will examine their practice in a coaching and mentoring context and articulate developing understandings.

This outline should be read in conjunction with the General Requirements and Regulations for Masters Programmes document.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Explore and critique concepts, models, practices, and theories of mentoring and coaching by engaging with the literature and in critical discussion with peers
    Linked to the following assessments:
  • Develop coaching and mentoring skills that are reflected and enacted in their leadership beliefs and practice
    Linked to the following assessments:
  • Critically reflect on, evaluate and critique their own mentoring and coaching styles and practice
    Linked to the following assessments:
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Note that all assignments are to be submitted via Moodle. Assignment 2 is an assessed online discussion. Students should become familiar with Moodle as quickly as possible.
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Assignment 1: Platform Statement
24 Mar 2019
11:30 PM
  • Online: Submit through Moodle
2. Assignment 2: Student Facilitated Moodle Discussion
3 Apr 2019
No set time
  • Online: Submit through Moodle
3. Assignment 3: Poster
2 Jun 2019
11:30 PM
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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There is no Required Text for this paper. See below for Highly Recommended and Recommended texts.

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Recommended Readings

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There is a Readings List for this paper at https://waikato.rl.talis.com/lists/6034A3FC-3009-EF4C-C4A2-DF461F037B5D.html. It provides students with referencing details and electronic links to articles, which they can read online or download themselves.

The Central Library holds a range of other titles that may be relevant to the mentoring and coaching contexts students are working in. Students are expected to research articles in their particular field of mentoring and coaching to guide their study. They are also required to share their learning from the research articles with the class on a regular basis.

Highly Recommended Texts

Clutterbuck, D. (2014). Everyone needs a mentor (5th ed). London, England: Chartered Institute of Personnel Development.

Kise, J. (2017). Differentiated coaching. A framework for helping educators change (2nd ed.). Thousand Oaks, CA: Corwin.

Lancer, N., Megginson. D. & Clutterbuck, D. (2016). Techniques for coaching and mentoring (2nd ed.). Oxford, England: Routledge.

Robertson, J. (2016). Coaching leadership. Building educational leadership capacity through partnership (2nd ed.). Wellington, New Zealand: NZCER Press.

Rogers, J. (2016). Coaching skills. The definitive guide to being a coach (4th ed). Milton Keynes, England: Open University Press.

Recommended Texts:

Burley, S. & Pomphrey, C.. (2011). Mentoring and coaching in schools. Professional learning through collaborative inquiry. New York, NY: Routledge.

David, S., Clutterbuck, D., & Megginson, D. (Eds). (2013). Beyond goals. Effective strategies for coaching and mentoring. Oxford, England: Routledge.

Garvey, B., Stokes, P., & Megginson, D. (2014). Coaching and mentoring. Theory and practice (2nd ed.). London, England: SAGE

Megginson, D. & Clutterbuck, D. (2005). Techniques for coaching and mentoring (1st ed.). Oxford, England: Elsevier.

Megginson, D. & Clutterbuck, D. (2009). Further techniques for coaching and mentoring. Oxford, England: Elsevier.

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Other Resources

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Educational databases contain the most recently published and peer reviewed research literature. Students are expected to use databases such as EBSCO, EMERALD, ERIC AND PROQUEST in their study and may also find GOOGLE SCHOLAR to be a useful search engine.

Students are strongly encouraged to make use of the Virtual Education Reference Desk (VERD). This is accessed via the home page on Moodle and contains useful database guides and links.

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Online Support

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This paper is taught Partially Online (PO) in Moodle. Students are required to maintain a regular presence in this forum. Note that Assignment 2 is a compulsory assessed online discussion.

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This paper has a credit value of 30 points. Students are expected to attend all colloquium sessions, to read widely and become conversant with the library databases. In addition to attending the colloquia, students are expected to maintain a presence online. It is important to note that Masters level papers demand academic rigour and an average of 10-15 hours study each week. Students are likely to intensify study efforts as assessment deadlines approach and may well exceed the workload guideline.

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