School of Education. EDST5127 Coaching and Mentoring In Educational Leadership. Semester 1

Transcription

1 School of Education EDST5127 Coaching and Mentoring In Educational Leadership Semester 1

2 Contents 1. LOCATION STAFF CONTACT DETAILS COURSE DETAILS... 4 Summary of Course... 4 Aims of the Course... 4 Important Information... 5 Student Learning Outcomes... 5 Graduate Attributes (AITSL Professional Graduate Teaching Standards) RATIONALE FOR THE INCLUSION OF CONTENT AND TEACHING APPROACH TEACHING STRATEGIES COURSE CONTENT AND STRUCTURE RESOURCES... 8 Required Readings... 8 Further Readings ASSESSMENT Assessment Details Feedback IMPORTANT : For student policies and procedures relating to assessment, attendance and student support, please see website, The School of Education acknowledges the Bidjigal and Gadigal people as the traditional custodians of the lands upon which we learn and teach. EDST5127 Coaching and Mentoring in Educational Leadership, UNSW

3 1. LOCATION Faculty of Arts and Social Sciences School of Education EDST 5127 Coaching and Mentoring in Educational Leadership (6 units of credit) Semester 1, STAFF CONTACT DETAILS Course Coordinator: Dr Kris Needham Office Location: John Goodsell building, Room Phone: Availability: Please to arrange an appointment Visiting Lecturer: Mr John Campbell Office Location: John Goodsell building, Room Phone: Availability: Please to arrange an appointment Lecturer: Dr Kris Needham Qualifications: BA, Dip Ed, MEd, EdD, FACEL Academic background: Dr Kristine Needham is a senior leadership consultant with growth coaching international, an accredited coach and member of the International Coaching Federation. Kris has extensive experience in school leadership, including being a secondary school principal, senior consultant and online course developer. Her passion for supporting teachers, teams and school leaders to be their best has led her to specialise in professional learning, particularly through reflective practice in coaching and practitioner research. Lecturer: John Campbell Qualifications: BADipEd, GradDip (Past Guid), MAppSc (Comm Mgt), MAppSc (Psych Coaching) AFAIM Academic background: John Campbell is the Managing Director of growth coaching international where he specialises in leadership and work team coaching. He has more than 30 years experience in the people development and management consulting arenas, having worked as a secondary teacher, education consultant, business consultant, corporate trainer and executive coach. During the last 20 years, John has designed and facilitated hundreds of workshops throughout Australia and in New Zealand, Singapore, China, Korea, Philippines, Malaysia, and the United States. He is the author of the Team Focus workshop and The Team Leadership Coaching Guide. He has also written an occasional column on Coaching and Mentoring for The Australian Educational Leader. EDST5127 Coaching and Mentoring in Educational Leadership, UNSW

4 In recent years John has led a wide range of leadership, team and organisational development projects in both the private and public sectors. Some of these include: Leading large scale coach development programs for senior educational leaders in ACT DET, DEECD Victoria and with QELi in Qld, as well as in independent schools across NSW, Victoria and Queensland. Delivering corporate university programs offered by HSBC, leading programs in China, Malaysia, India, Philippines and Sri Lanka. Facilitating the Fairfax Media management development program for over eight years in Australia, New Zealand and the United States. Special Interest Areas Leadership development Training and facilitation Team coaching at all levels Leadership coaching Education, Qualifications and Memberships Bachelor of Arts with Diploma of Education (Macquarie University) Graduate Diploma Education Studies (Pastoral Guidance) (Aust. Catholic University) Master of Applied Science (Communication Management) (UTS) Master of Applied Science (Psychology of Coaching) (University of Sydney) AFAIM (Associate Fellow Australian Institute of Management) Graduate, Australian Institute of Executive Coaching Member, International Coach Federation Member, University of Sydney Coaching and Mentoring Association Founding Member, Institute of Coaching Professional Association Associate Member, International Positive Psychology Association EDST5127 Coaching and Mentoring in Educational Leadership, UNSW

5 3. COURSE DETAILS Course Name Coaching and Mentoring in Educational Leadership Credit Points Workload 6 units of credit (uoc) Includes 150 hours including class contact hours, readings, class preparation, assessment, follow up activities, etc. Schedule Lecture Saturday 7 th March, Sunday 8 th March, Sunday 26 th April, Saturday 30 th May am 5 pm each day Summary of Course Day 1 - The module will focus on understanding the role and processes involved in coaching and mentoring in schools. This includes the place of the learning conversation, applications of coaching and mentoring and how coaching works. There is an emphasis on developing participants practical skills in coaching. Day 2 - This module will focus on the importance of reflection on, in and for practice. Participants will study the change process through adult learning theory, and leadership capacity building through shared and reciprocal leadership. Participants will learn the methodology of action research and undertake a practical action research study involving them in mentoring and/or coaching in their own leadership, developing coaching and mentoring relationships in the workplace. Day 3 - This module will focus on extending and deepening participants capacity to lead coaching in their schools. The concept of a coaching culture will be explored and the participants will deepen their understanding of the practical and ethical issues of leading coaching in education. There will be opportunity to review progress on the action research project. Day 4 - The module will provide students with the opportunity to share their action research with members of the class. It will also address the issue of feedback and challenging conversations, especially being able to give and receive effective feedback for their own and others professional growth. Aims of the Course Day 1 - This module will enable students to further their understanding of coaching and mentoring processes and the role these play in educational leadership, as well as deepening their own skills in using these methodologies. Day 2 - Through participation in this module, students will have the opportunity to explore the methodology of action research and how coaching and critical friendship lead practitioners naturally to this process in the pursuit of improved practice and outcomes for young people. Day 3 - This module will assist students to consider a variety of coaching approaches in education and to further the implementation of their action research project. EDST5127 Coaching and Mentoring in Educational Leadership, UNSW

6 Day 4 - This module will enable students to share their action research experiences and receive some peer feedback on their presentations. It will also strengthen their capacity to use feedback more effectively for teacher growth. Important Information Attendance: Students are expected to give priority to university study commitments. Unless specific and formal permission has been granted, failure to attend 80% of classes in a course may result in failure. See the section on attendance for details on guidelines, procedures and penalties in Part B of this document. Student Learning Outcomes At the end of this course students should be able to: Module Outcome(s) Assessment(s) 1 Develop their understanding of the purposes and processes of coaching and mentoring in schools; Enhance their skills and competence in coaching and mentoring 1,2,3 2 3 Understand the theory of adult learning and professional learning in schools Understand action research methodology; Reflect on their own experience of mentoring and coaching; Develop their skills in coaching and mentoring through considering a variety of current theories impacting on coaching practice Share their leadership strengths and experiences with the group; Conduct a practical application of the theory to their own workplace; Critically reflect on the process of coaching in leadership Develop their skills in leading coaching and mentoring through considering a variety of applications in schools and the development of a coaching culture Reflect on the application of their learning to their school context 1,3 1,3 4 Analyse their action research Present this analysis to their peers Reflect on the strengths and areas for further development Increase skills in giving and receiving feedback 1,2,3 EDST5127 Coaching and Mentoring in Educational Leadership, UNSW

7 Graduate Attributes (AITSL Professional Graduate Teaching Standards) Students will be encouraged to develop the following graduate attributes by undertaking selected activities and knowledge content. These attributes will assessed within the prescribed assessment tasks: Standard Advanced disciplinary knowledge and practices 1 Demonstrate an advanced understanding of the field of education as it relates to their specialist area of study, and the ability to synthesize and apply disciplinary principles and practices to new or complex environments. Research-based learning Demonstrate an in-depth understanding of research-based learning and the 2 ability to plan, analyse, present implement and evaluate complex activities that contribute to advanced professional practice and/or intellectual scholarship in education. 3 Cognitive skills and critical thinking Demonstrate advanced critical thinking and problem solving skills Communication, adaptive and interactional skills 4 Communicate effectively to a range of audiences, and be capable of independent and collaborative enquiry and team-based leadership International outlook 5 Demonstrate an understanding of international perspectives relevant to the educational field Ethical and responsible professional practice 6 Demonstrate an advanced capacity to recognise and negotiate the complex and often contested values and ethical practices that underlie education Assessment (s) 1,2 1,2,3 1,3 2 1,3 1,2,3 4. RATIONALE FOR THE INCLUSION OF CONTENT AND TEACHING APPROACH This course will enable students to develop an understanding of the role that Coaching and Mentoring play in developing Educational Leaders. The course involves a detailed study of the theory, research and practice associated with this topic as well as the opportunity to complete an action research project. 5. TEACHING STRATEGIES This course will be taught within the classroom with a strong emphasis on student participation. Students will be provided with online material and references to research journals which they will be expected to read prior to each session. Students will have the opportunity of sharing their ideas with each other in an online discussion group. Various activities, eg practice coaching in pairs and triads, small group discussions and other practical activities will engage students and enable a deeper understanding of the related issues. One class presentation, with supporting minor paper, and one extended paper will require students to lead a coaching process in their schools, using action research methodology, then reflect on its impact and any leadership implications. EDST5127 Coaching and Mentoring in Educational Leadership, UNSW

8 Date 6. COURSE CONTENT AND STRUCTURE 1a. Saturday 7 th March Sunday 8 th March Sunday 26 th April Saturday 30 th May Module 1 Module 2 Module 3 Module 4 2a. 3a. 4a 10-11:30 Introduction to coaching and mentoring: research, role in ed. leadership The change process and adult learning theory Reflective practice and double and triple loop learning Coaching in education: Coaching portals An exploration of the various coaching entry points and the current research in these areas Hurdle requirement/ Assessment 2 due 30 th May Student Presentations (15 mins) in small groups with peer feedback 11:30-11:45 Morning Tea 1b. 2b. 3b. 4b 10:45-1:00 Coaching demonstration, practice and debrief The methodology and theory of action research The action research study Coaching Culture: the what, why and how Definitions, opportunities, challenges regarding coaching cultures and the current research Review of presentations and formative feedback, implications for major assignment. 1:00-2:00 Lunch Students to provide own lunch 1c. 2c. 3c. 4c 2:00-3:30 Skills of coaching and mentoring, esp. listening and questioning Further coaching tools and processes Leading coaching in schools: practical and ethical issues Reflection on workplace project The skill of feedback in coaching: giving and receiving effective feedback for professional growth 3:30-3:45 Afternoon Tea 1d. 2d. 3d. 4d. 3:45-5:00 Skills applied in second practice round, debrief. Research task. Planning for the action research study Reciprocal coaching for leadership of the project More reciprocal coaching for leadership of the project Module review and learning summary Assessment 1 Minor research paper Due 26 th April Practice giving feedback in coaching and application to the performance and development cycle. Assessment 3 Report on Action Research Due 9 th June EDST5127 Coaching and Mentoring in Educational Leadership, UNSW

9 7. RESOURCES Required Readings Available from the UNSW bookshop: Robertson, J. (2005). Coaching Leadership: Building educational leadership capacity through coaching partnerships. The Guide below can be purchased through O Bree, M. (2009). Leadership Coaching Guide: Growing you and your organization. 2 nd edition. Growth coaching international. Recommended Reading van Nieuwerburgh, C. (Ed.), (2012). Coaching in education: Getting better results for students, educators, and parents. London: Karnac Further Readings Module 1 Stoll, L. (2010). Stimulating Learning Conversations. Keynote Paper presented to ACEL 2010 Conference Hosting and Harvesting. Available from Creasey, J., Patterson, F. (2005) Leading Coaching in schools. Leading Practice Seminar Series Retrieved from Fletcher, S. (2007). Educational research mentoring and coaching as co-creative synergy. International Journal of Evidence Based Coaching and Mentoring, Vol. 5, No. 2, August 2007 Available from Stone, H., Parker, J.D.A. & Wood, L.M. Report on the Ontario Principals Council Leadership Study. Consortium for Research on Emotional Intelligence in Organizations Available from Module 2 Griffith, A.I. (2002). Mentoring Narratives ON-LINE: Teaching the Principalship. Educational Policy Analysis Archive, 10(27), [online] Available: DOI: Robertson, Jan (2000) ' The three Rs of action research methodology: reciprocity, reflexivity and reflection-on-reality', Educational Action Research, 8: 2, Available: Action Research In Education. Guidelines (2 nd Edition). (2010). State of NSW, Department of Education and Training. Professional Learning and Leadership Development Directorate. Available: Griffiths, K. & Campbell, M. (2009). Discovering, applying and integrating: The process of learning in coaching. International Journal of Evidence Based Coaching and Mentoring, Vol 7, No 2 pp Available: EDST5127 Coaching and Mentoring in Educational Leadership, UNSW

10 McKergow, M. (undated). Solutions Focus: How to change everything by changing as little as possible. Available Module 3 Gormley, H. & van Nieuwerburgh, C. (2014). Developing coaching cultures: a review of the literature. Coaching: An International Journal of Theory, Research and Practice, 7,2. DOI: / Knight, J. (2007). What does coaching look like? Instructional coaching: A partnership approach to improving instruction, Chapter 2. Thousand Oaks: Corwin. Available: Lindon, J. (2011). Creating a culture of coaching: Upskilling the school workforce in times of change. NCSL Research associate full report. Spring Available: Module 4: Class Presentations and Feedback in Coaching Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broadenand-build theory of positive emotions. American Psychologist, 56, Available from Contact the Learning Centre UNSW for advice and assistance re oral presentations. e-learning Moodle This course uses Moodle as its on-line environment. The following information will be available on the Course e-learning website: The course outline; All PowerPoint slides and handouts; Suggested references and readings; Assessment details; Discussion forum; Electronic submission box. Please log into Moodle through: If you have problems accessing Moodle, please contact the Support Help Desk on EDST5127 Coaching and Mentoring in Educational Leadership, UNSW

11 8. ASSESSMENT Assessment component Description Length Weight Learning Outcomes Assessed Graduate Attributes Assessed Date due Assessment task 1 Theory,research and practice related to learning conversations Minor research paper words 40% 1,2,3,4 1,2,3,5,6 26 th April 2015 Assessment task 2 Presentation on Action Research Report Seminar Hurdle requirement 1,4 1,2,4,6 30 th May 2015 Assessment task 3 Action Research Report Major research paper words 60% 1,2,3,4 2,3,5,6 9 th June 2015 Assessment Details Assessment task details and criteria for assessment tasks are provided on Moodle through: Assessment Task 1 Theory, research and practice related to learning conversations - Minor research paper A) In this task students are required to discuss key elements of a learning conversation and potential impact of learning conversations on teacher learning. Students are required to discuss how educational leaders can increase the power of learning conversations in their schools B) Students are to conduct a coaching or mentoring conversation and critically evaluate the role of questioning skills and listening skills in the conversation Assessment Task 2 Presentation on Action Research Report - seminar This task requires students to present a summary to their peer group of the action research completed for Task 3. Students are provided with formative assessment by peers for the presentation. Assessment Task 3 Action Research Report - Major research paper In this task student are required to conduct an 8 week study of coaching and mentoring in their workplace using action research methodology. Students are required to reflect critically and to observe the impact of this work on leadership capacity in the institution and link this to other research and literature reviewed in this course. EDST5127 Coaching and Mentoring in Educational Leadership, UNSW

12 UNSW SCHOOL OF EDUCATION FEEDBACK SHEET EDST5127 COACHING AND MENTORING IN EDUCATIONAL LEADERSHIP Student Name: Student No: Assessment Task 1 SPECIFIC CRITERIA (-) (+) Understanding of the question or issue and the key concepts involved Addresses the question/issue Understanding of the question/issue Understanding of relationship to relevant theory, research and practice Information presented is relevant Understanding of the complexities and interrelationships involved Depth of analysis and/or critique in response to the task Depth of analysis Well-reasoned arguments Sound analysis of problem Familiarity with and relevance of professional and/or research literature used to support response Appropriate research references to support responses Sound range of research references Structure and organisation of the response Appropriate nature of structural organisation Logical and coherent structure Clear presentation of ideas to enhance readability Presentation of response according to appropriate academic and linguistic conventions APA style for citations and references & complete reference list Clarity and appropriateness of language style GENERAL COMMENTS Lecturer Date Recommended: /20 (FL PS CR DN HD) Weighting: 30% NB: The ticks in the various boxes are designed to provide feedback to students; they are not given equal weight in determining the recommended grade. Depending on the nature of the assessment task, lecturers may also contextualize and/or amend these specific criteria. The recommended grade is tentative only, subject to standardisation processes and approval by the School of Education Learning and Teaching Committee. EDST5127 Coaching and Mentoring in Educational Leadership, UNSW

13 UNSW SCHOOL OF EDUCATION FEEDBACK SHEET EDST5127 COACHING AND MENTORING IN EDUCATIONAL LEADERSHIP Student Name: Student No: Assessment Task 2 SPECIFIC CRITERIA - PEERS (-) (+) Effectiveness of oral communication/delivery Understanding of question and key concepts involved Depth of analysis in response to the task Reference to relevant research Organisation and timing Quality of handout GENERAL COMMENTS Peers GENERAL COMMENTS - Lecturer EDST5127 Coaching and Mentoring in Educational Leadership, UNSW

14 UNSW SCHOOL OF EDUCATION FEEDBACK SHEET EDST5127 COACHING AND MENTORING IN EDUCATIONAL LEADERSHIP Student Name: Student No: Assessment Task 3 SPECIFIC CRITERIA (-) (+) Understanding of the question or issue and the key concepts involved Addresses the question/issue Understanding of the question/issue Understanding of relationship to relevant theory, research and practice Information presented is relevant Understanding of the complexities and interrelationships involved Depth of analysis and/or critique in response to the task Depth of analysis Well-reasoned arguments Sound analysis of problem Familiarity with and relevance of professional and/or research literature used to support response Appropriate research references to support responses Sound range of research references Structure and organisation of the response Appropriate nature of structural organisation Logical and coherent structure Clear presentation of ideas to enhance readability Presentation of response according to appropriate academic and linguistic conventions APA style for citations and references & complete reference list Clarity and appropriateness of language style GENERAL COMMENTS Lecturer Date Recommended: /20 (FL PS CR DN HD) Weighting: 50% NB: The ticks in the various boxes are designed to provide feedback to students; they are not given equal weight in determining the recommended grade. Depending on the nature of the assessment task, lecturers may also contextualize and/or amend these specific criteria. The recommended grade is tentative only, subject to standardisation processes and approval by the School of Education Learning and Teaching Committee. EDST5127 Coaching and Mentoring in Educational Leadership, UNSW

15 Return of Assessment Tasks Assessments are normally assessed and returned online within two weeks or less of submission. Please see Student Policies and Procedures on Moodle and on School of Education website for details of assessment process, grading descriptors, special consideration and late penalties. Feedback Assessment Task Feedback Mechanism Feedback Date Task 1 Written 2 nd May, 2015 Task 2 Written On day of presentation Task 3 Written 22 nd June, 2015 EDST5127 Coaching and Mentoring in Educational Leadership, UNSW