In this course, you will develop a clear understanding of mentoring and coaching within the context of teacher professional development, including the key differences between the two approaches. You will explore the essential skills required to mentor and coach effectively, practise using practical tools to support colleagues, and consider how to begin building a strong mentoring and coaching culture within your school.
Across five modules, the course supports you in developing both theoretical understanding and practical confidence, with a focus on applying mentoring and coaching approaches to professional learning and school improvement.
Module One: Mentoring and Coaching as Part of Teacher Professional Development
This module explores what mentoring and coaching are, how they are experienced in schools, and how they link to wider professional development. You will examine how mentoring and coaching can be used effectively to support teacher growth.
Module Two: The Mentoring and Coaching Continuum
This module explores mentoring and coaching from a theoretical perspective. You will reflect on what you already know, clarify key concepts, and deepen your understanding of how mentoring and coaching operate along a continuum.
Module Three: Mentoring and Coaching Skills
This module focuses on the core skills required to be an effective mentor or coach, providing a broad overview of the interpersonal and professional skills that underpin successful practice.
Module Four: Mentoring and Coaching Tools
This self-study module introduces a range of tools and structures commonly used in coaching sessions. While the focus is on coaching, the approaches explored are also relevant to mentoring and wider professional relationships.
Module Five: Creating a Coaching Culture in Your School
This module brings together learning from across the course and supports you in identifying next steps for introducing mentoring and coaching within your school. You will explore how mentoring and coaching fit within continuing professional development for teachers and school leaders, and consider the people, frameworks, and approaches needed to sustain this work.
