The Coaching and Mentoring for Teacher Development PGCert offers teachers, school leaders and other educators the means by which to investigate existing and potential coaching and mentoring practice in their own professional setting. It makes links with national policy frameworks and research evidence.
This course draws on the expertise developed in the Research Centre for Learning and Teaching, which is based in the School of Education, Communication and Language Sciences. Course tutors are active researchers and all teach and supervise across a range of courses. This provides them with a wide knowledge base and a genuine concern for the challenges of educational contexts.
There are two modules; one based on investigating coaching and mentoring, and the other on improving it. The modules encourage you to develop quality approaches to meeting the demands of supporting others' professional development in their workplace.
The course also helps participants develop informed excellence in the role of coaches and mentors.
Coaching and mentoring are labels given to a range of approaches based on professional dialogue and collaboration. This course is therefore suitable for teachers and other educators - whether you are in the early stages of your career or taking significant responsibilities for educational excellence and actively supporting other professionals.
Module participants can come from across educational phases (early years to HE) and between educational sectors (schools, museums, colleges and universities, and educational consultancies). This diversity helps to create a dynamic and supportive learning environment in which you learn considerably from fellow participants as well as from the course leaders.
The course is led by Rachel Lofthouse, and co-tutored by David Leat.
The two modules are taught over four Saturdays between October and March. Support sessions (which can be replaced by email support) run on two evenings. Teaching is fairly intense, and the learning from the modules extends into practical and reflective engagement with the workplace.
Modules can be combined with other Master's level credits (including the PGCE), to complete a full Masters with a dissertation.
It is also possible to study additional Master's-level modules, including a dissertation, in order to gain an MEd qualification.
If there are sufficient numbers of students in a school or cluster group, it is also possible to organise an out-posted group.
A 2:1 honours degree in any subject, Qualified Teacher Status (or equivalent), or validated teaching experience. Our course is for those already working in an educational context, so you need to: gain the support of your employer; have assurance that opportunities for developing relevant professional practice are available in your workplace.
Recipient: Newcastle University
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