mini´«Ã½

This programme is a school based course, which comprises of two x 30 credit modules at Level 7 that will include covering many aspects of the mentor standards - DFE National Standards for school-based mentors (2016) see here. This will be at the post-graduate (Level 7) level of study. This will be combined with rigorous academic study at Master’s level, evaluating and critiquing a range of academic research relating to mentoring and relating to leadership skills and behaviours, integrating research with practice throughout. Students will be able to critically analyse, engage in and reflect on mentoring and reflect on the implications for their own educational setting. They will be expected to develop their ability to explore what it means to be a critically reflective practitioner in their work as a mentor.

Module 1: Introduction to Mentoring Theory
The first of the modules in the course introduces students to a range of theories relating to mentoring in education. One aim is to respond to the findings of the Carter Review (2015) into mentoring in ITT. This suggests that more attention should be given to the quality of training for mentors working in schools. Ofsted recommends that this training needs to be rigorous, in that it should go beyond the ‘structure and nature of the course’ and should look to develop the skills of mentoring. Another aim is to combine the practical needs of mentoring in education with a wide range of scholarship on this topic.

Module 2: A Research Based Approach to Mentoring
This module builds upon the first module and focuses on existing research to understand how theory in implemented into practice. Building upon the theory and models explored in the previous module these topics aim to synthesise theory with their own experience. This module focuses on developing further the skills required for effective mentoring.

Those participating in this programme will gain an enhanced understanding of what it means to be a mentor in an educational setting, but will also be encouraged to reflect on their own experiences. The programme aims to build on the skills developed on their educational pathways. This course aims to translate educational thinking, theory and research into effective mentoring. It also enables students new to reading research to understand how this can translate into effective practice.
The aims of the programme are:
• To provide an in-depth analysis of the Mentor Standards
o 1.Personal Qualities
o 2. Teaching
o 3. Professionalism
o 4. Self-development and Working in Partnership
• To combine practice with relevant research and evidence-based practice in academic study at Master’s level
• To enable participants to reflect upon and improve their support of mentees
• Through the development of academic criticality and the synthesis of this with relevant evidence-informed practice, to prepare participants to become well-informed educational leaders of the future
• To able to critically analyse, engage in and reflect on educational issues, research, philosophies and initiatives
• To take responsibility for one’s own learning and study independently
• To function as an independently-minded professional capable of contributing to wider educational debate
• To understand the implications of studying mentoring in the context of educational leadership
• To be able to apply knowledge gained from examining mentoring in an educational setting with a wider context.

• Framework for Higher Education Qualifications; Level Descriptors for L6 and L7

• Relevant Subject Benchmark Statement(s)

• Master’s Degree Characteristics Statement, 2020
Link
Mentor Standards (2016)

Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each course unit/module can be found in the departmental or programme handbook. The accuracy of the information contained in this document is reviewed annually by the mini´«Ã½ and may be checked by the Quality Assurance Agency.