Coaching and Mentoring Educators

Faculty of the Arts, Social Sciences and Humanities
School of Education

EDGL919: Coaching and Mentoring Educators

Subject Outline

6 credit points

Subject Information


Autumn, 2022, Wollongong
On Campus, Distance

Dual Delivery This subject is delivered with both on-campus and remote learning options. Any student may enrol in this subject, provided they have met subject pre-requisite requirements


This subject has both On Campus and Online Remote Study options as detailed in the Lecture & Tutorial Sections of this outline. Please note that all subjects, where necessary, can be undertaken online, to accommodate changing circumstances and individual requirements for academic consideration. Information about remote study options in this subject can be found on your subject Moodle site.

The Faculty of the Arts, Social Sciences and Humanities

Education Inherent Requirements

The Arts, Social Sciences and Humanities brings people and place to life and from that our desire to think, examine, express and create, to act collectively for positive social change. More information about the Faculty of the Arts, Social Sciences & Humanities and our School is available on our web pages https://www.uow.edu.au/the-arts-social-sciences-humanities/

To support potential and current students’ decision making a series of inherent requirement statements have been developed. These statements specify the requirements of our teacher education courses for student admission and progression, with aspects associated with the study and the professional practice of teaching. https://www.uow.edu.au/the-arts-social-sciences-humanities/schools-entities/education/inherent-requirements/

Teaching Staff

Teaching Role

Coordinator

Name

Associate Professor Sharon Tindall-Ford

Telephone

4221 3553

Email

[email protected]

Room

67.334

Consultation Times

By appointment

Teaching Role

Lecturer

Name

Dr Kylie Lipscombe

Telephone

4221 3895

Email

[email protected]

Room

67.330

Consultation Times

By appointment

Teaching Role

Lecturer

Name

Ms Kim Stouse- Lee

Telephone

Email

[email protected]

Room

Consultation Times

By appointment


Expectations of Students

UOW values are intellectual openness, excellence and dedication, empowerment and academic freedom, mutual respect and diversity, recognition and performance. We will provide a safe, equitable and orderly environment for the University community, and expect each member of our community to behave responsibly and ethically (UOW Student Conduct Rules https://documents.uow.edu.au/about/policy/learning/index.html ).

We expect that students demonstrate these values and professional behaviour, both face to face and online, making genuine efforts to complete their studies successfully, arriving on time to class, taking part constructively in class discussions and activities, demonstrating appropriate professional and ethical conduct in all communication with UOW staff and community members, and submitting assignments on time (or completing a request for Academic Consideration in advance if needed).

Communication and eLearning Etiquette

Guidelines on the use of email to contact teaching staff, mobile phone use in class and information on the university guide to eLearning ‘Netiquette’ can be found at https://www.uow.edu.au/student/learningcoop/software/emailetiquette/index.html

Cyber Bullying

The University is committed to providing a safe, respectful, equitable and orderly environment for the University community, and expects each member of that community to behave responsibly and ethically. Students must comply with the University’s Student Conduct Rules and related policies including the IT Acceptable Use Policy and Bullying Prevention Policy, whether undertaking their studies face-to-face, online or remotely.

For more information on appropriate communication and etiquette in the online environment please refer to the guide Online and Email Etiquette or at https://www.uow.edu.au/student/learning-co-op/technology-and-software/email-etiquette/.

ADDITIONAL INFORMATION

“UOW may need to change teaching locations and/or teaching delivery at short notice to ensure the safety and wellbeing of students and staff in response to the COVID-19 pandemic or other public health requirements.”

For up-to-date information on the impact of COVID-19 please refer to your subjects Moodle site”


Copyright

Commonwealth of Australia

Copyright Regulations 1969

© 2022 University of Wollongong

The original material prepared for this guide is covered by copyright. Apart from fair dealing for the purposes of private study, research, criticism or review, as permitted under the Copyright Act, no part may be reproduced by any process without written permission.

Hardcopies of this document are considered uncontrolled. Please refer to your Moodle site for the latest version.

Table of Contents

Section A: General Information 6

Learning Outcomes 6

Subject Learning Outcomes 6

Subject Description 6

Course Handbook 6

Subject Details: Practical Activities, eLearning, Readings and Materials 6

Subject eLearning 6

Lab/Practical/Fieldwork/Simulation Safety Guidelines 6

Additional Subject Details 7

Major Text(s) 7

Recommended Readings and Other Resources 7

Lectures, Tutorials and Attendance Requirements 8

Lecture Program * 8

Lecture Recording 9

Your Privacy – Lecture Recording 10

Recent Improvements to Subject 10

Extraordinary Changes to the Subject Outline 11

Learning Analytics 11

Section B: Assessment 12

Assessment Summary 12

Minimum Student Attendance and Participation 12

UOW Grade Descriptors 16

Assessment Learning Outcome Matrix 17

Submission, Retention and Collection of Assessment 17

Extensions 17

Late Submission of Assessment Tasks and Penalties 17

Late Submission Penalty 17

Collection 18

Retention 18

Scaling 18

Supplementary Assessment 18

Review and Appeal of Academic Decisions 18

Assessment Quality Cycle 18

Academic Integrity 19

Referencing 19

Section C: General Advice for Students – Policies and Procedures 19

Student Services and Support 19

Student Support Adviser (SSA) 19

Student Advocacy Service 20

Student Central 20

Library Services 20

Academic Integrity Policy 21

Student Advocacy Service 21

Code of Practice – Research 21

Code of Practice – Honours 21

The Code of Practice – Work Integrated Learning (Professional Experience) 21

Copyright Policy 21

Course Progress Policy 21

Examination Rules and Procedures 21

Ethical or Religious Objection by Students to the Use of Animal and Animal Products in Coursework Subjects 21

Coursework Rules 22

Human Research Ethics 22

Inclusive Language Guidelines 22

Intellectual Property Policy 22

Review and Appeal of Academic Decisions Policy 22

Student Academic Consideration Policy 22

The Student Charter – Your Rights and Responsibilities 22

Student Assignment of Intellectual Property (IP) Policy 22

Student Conduct Rules 22

Teaching and Assessment: Assessment and Feedback Policy 23

Teaching and Assessment: Code of Practice – Teaching 23

Teaching and Assessment: Subject Delivery Policy 23

Workplace Health & Safety Policy 23

Section A: General Information

Learning Outcomes

Subject Learning Outcomes

On successful completion of this subject, students will be able to:

Demonstrate knowledge of the research, theories and complexities of coaching and mentoring educators in educational settings

Demonstrate understanding of the policy and organisational context in which coaching, and mentoring are enacted

Use knowledge and skills to examine and practice effective coaching and mentoring strategies

Ability to critically analyse and communicate issues relating to effective workplace coaching and mentoring

Applied skills and knowledge to evaluate a mentoring program.

Subject Description

This subject explores coaching and mentoring as a professional learning strategy designed to build the capacity of both leaders and educators in educational settings. Specifically, the theoretical and practical components of coaching and mentoring will be explored and considered against leader, educator and organisational needs. This subject will provide the opportunity for students to engage in collaborative reflective practice to develop their understanding and skills in coaching and mentoring.

Course Handbook

Information about subject pre-requisites, co-requisites and restrictions as well as course completion requirements and Course Learning Outcomes can be found in the Course Handbook https://www.uow.edu.au/handbook/index.html.

Subject Details: Practical Activities, eLearning, Readings and Materials

Subject eLearning

The University uses the eLearning system Moodle to support all coursework subjects. The subject Moodle site can be accessed via your SOLS page.

Lab/Practical/Fieldwork/Simulation Safety Guidelines

The rules below are general rules that are required when participating in labs or practical activities. Before commencing these activities you are to ensure that you understand specific procedures and policy related to safety.

Before commencing any activity you are to ensure that you understand specific procedures and policy related to the lab in which you work and safety in general.

You may need to review a Risk Assessment and complete a Participant Acknowledgement form before commencing any experiments/practical work. These materials will be made available by the lab supervisor/Subject Coordinator.

You must inform the Subject Coordinator of any medical conditions which may impact upon your ability to participate in these activities before commencing the practical.

All Reasonable Adjustment cases must be discussed with the Subject Coordinator prior to commencing the activity

Participation in the lab/practical/field/simulation activities may be denied to students who do not abide by these, and other conditions which may be specified by the Subject Coordinator.

Never use any equipment or attempt any experiment without checking the safety implications with your laboratory supervisor or experienced delegated laboratory worker.

Undergraduate students are not permitted to work after hours unless there is appropriate approval and supervision.

Some Education subjects include Professional Experience placements. Professional Experience placements represent a core component of a future teacher’s degree. They allow students the opportunity to work in a school and gain real world experience before leaving University. Important information on Education Professional Experience placements is available here: https://www.uow.edu.au/the-arts-social-sciences-humanities/schools-entities/education/professional-experience/

Additional Subject Details

Australian Professional Standards for Teachers 6.1 Identify and plan professional learning needs 

6.2 Engage in professional learning and improve practice

6.3 Engage with colleagues and improve practice 

7.1 Meet professional ethics and responsibilities 

7.2 Comply with legislative, administrative and organisational requirements

 

Major Text(s)

There is no major text for this subject.

Please access all subject readings through Subject Reading List on EDGL919 Moodle Site

If there is a textbook available for purchase, you can find the details at University Bookshop https https://unishop.uow.edu.au/

Recommended Readings and Other Resources

Recommended Readings

Recommended readings are available on the subject Moodle site. Students are encouraged to use the UOW Library catalogue and databases to locate additional resources including the e-readings list: https://ereadingsprd.uow.edu.au/  

 

References

You are encouraged to do your own search for relevant additional materials and consult scholarly journals on management/administration/teacher education such as:

International Journal of Mentoring and Coaching in Education

Journal of Research of Leadership Education

Journal of Educational Administrator

Training and Development (Australia)

Australian Journal of Education

Australian Educational Leader

The Practising Administrator

Leadership Quarterly

International Journal of Educational Management

Harvard Business Review

Phi Delta Kappan

Leading & Managing

Educational Management & Administration

Educational Administration Quarterly

This is not an exhaustive list. Students are encouraged to use the UOW Library catalogue and databases to locate additional resources.

 

Subject eLearning

The University uses the eLearning system Moodle to support all coursework subjects. The subject Moodle site can be accessed via the eLearning link in SOLs. SOLs can be accessed from this page: https://www.uow.edu.au/student/index.html

You can find guidelines to eLearning here https://www.uow.edu.au/student/learningcoop/index.html

This is not an exhaustive list of references. Students should also use the library catalogue and databases to locate additional resources.

Lectures, Tutorials and Attendance Requirements

Lectures: Wednesday 5.30 – 6.30 via zoom 

Tutorials: Weeks 1,3,5,9,11

Thursday 3:30-5:30

Building 67, Rm 302

Up to date timetable and delivery information is located at http://www.uow.edu.au/student/timetables/index.html

You can access your personal timetable by logging into SOLS and selecting ‘My Timetable’

Lecture Program *

* The below times and program may be subject to change. Students will be notified of any change via SOLS.

Week Beginning

(Monday)

Topics covered

Readings

Lecture/Tutorial 

Tasks Due

Module 1: Mentoring & Coaching

Week 1

28thFebruary

Research and Theory

Historical orientation

Assoc. Prof Sharon Tindall- Ford

Clutterbuck & Turner, 2017

Salter & Gannon 2015

Tutorial

Week 2

7 March

Models and Approaches

Assoc. Prof Sharon Tindall- Ford

Mullen, 2016

Cox, Bachkirova, & Clutterbuck,

2014

Week 3

14 March

Approach to continuous teacher professional development

 

Assoc. Prof Sharon Tindall- Ford

Smith and Lynch, 2014

Kennedy, 2008

Tutorial

Module 2:  Organisational Implementation

Week 4

21st March 

Culture

Ms Kim Stouse – Lee

Gormley & van Nieuwerburgh,

2014

Assessment 1 

Sunday 27th March 

11:59pm

Week 5

28th March

Design

Ms Kim Stouse – Lee

NEA, 2000

Kraft et al, 2018

Tutorial

Week 6

4 April

Evaluation

Ms Kim Stouse – Lee

Gray, Garvey & Lane, 2016

Week  7 11th April

 

WRITING WEEK

Leadership

Ms Kim Stouse – Lee

McMahon, 2013

Beutel et al, 2017

Anthony & van Niewerburgh, 2018

Mid-Session Break

Module 3:  Practical Skills & Tools

Week 8

25th April

Professional conversations

 Dr Kylie Lipscombe

Tillema & van der Westhuizen,

2013

Strong & Baron, 2003

Dobrowolska & Balslev, 2017

Assessment 2

Sunday 1st May, 11:59pm

Week 9
2nd May

Rapport & trust

Dr Kylie Lipscombe

Cox, 2012

O’Broin & Palmer, 2010

Tutorial

Week 10

9 May

Listening, Questioning &

Paraphrasing 

Ms Kim Stouse – Lee / Dr Kylie Lipscombe

Young and Cates, 2004

Bearwald, 2011

Week 11

16 May

Observing & Modelling

Ms Kim Stouse – Lee

Cosh, 2000

Hudson, 2016

Tutorial

Week 12

23rd May

Feedback

Ms Kim Stouse – Lee

Armatas, 2011

Hudson, 2013

Week 13

30 May

No Lecture or Tutorial

Assessment 3

Sunday 5th June, 11:59pm

Lecture Recording

The University of Wollongong supports the recording of UOW educational content as a supplemental study tool, to provide students with equity of access, and as a technology-enriched learning strategy to enhance the student experience.

If you make your own recording of a lecture, class, seminar, workshop or any other educational session provided as part of your course of study you can only do so with the explicit permission of the lecturer and those people who are also being recorded.

You may only use educational content recorded through the delivery of subject or course content, whether they are your own or recorded by the university, for your own educational purposes. Recordings cannot be altered, shared or published on another platform, without permission of the University, and to do so may contravene the University’s Copyright Policy, Privacy Policy, Intellectual Property Policy, IT Acceptable Use Policy and Student Conduct Rules. Unauthorised sharing of recordings may also involve a breach of law under the Copyright Act 1969.

Most lectures in this subject will be recorded, when they are scheduled in venues that are equipped with lecture recording technology, and made available via the subject Moodle site within 48 hours.

Your Privacy – Lecture Recording

In accordance with the Student Privacy & Disclosure Statement, when undertaking our normal teaching and learning activities, the University may collect your personal information. This collection may occur incidentally during the recording of lectures in equipped venues (i.e. when your identity can be ascertained by your image, voice or opinion), or via the delivery of online content therefore the University further advises students that:

Lecture recordings are made available to students, university staff, and affiliates, securely on the university’s IT Platforms and via the subject Moodle eLearning site;

Recordings are made available only for the purpose for which they were recorded, for example, as a supplemental study tool or to support equity and access to educational resources;

Recordings are stored securely for up to four years

If you have any concerns about the use or accuracy of your personal information collected in a lecture recording, you may approach your Subject Coordinator to discuss your particular circumstances.

The University is committed to ensuring your privacy is protected. If you have a concern about how your personal information is being used or managed please refer to the University’s Privacy Policy or consult our Privacy webpage https://www.uow.edu.au/privacy/

Recent Improvements to Subject

The Faculty of Arts, Social Sciences and Humanities is committed to continual improvement in teaching and learning. In assessing teaching and learning practices in a subject, the Faculty takes into consideration student feedback from many sources. These sources include direct student feedback to tutors and lecturers, feedback through Arts, Social Sciences and Humanities Central, responses to the Subject and Course Evaluation Surveys. These important student responses are used to make ongoing changes to subjects and courses. This information is also used to inform systemic comprehensive reviews of subjects and courses.

6th edition Sharon Tindall- Ford, School of Education, UOW

Changes to Assessment 1 and readings

2022
5th edition Kylie Lipscombe, School of Education, UOW

Changes to subject name and learning outcomes

2021
4th edition Kylie Lipscombe, School of Education, UOW

Change to delivery model and assessment tasks

2020
3rd edition Kylie Lipscombe, School of Education, UOW

Changes to assessment and readings 

2019
2nd edition  Kylie Lipscombe, School of Education, UOW

Changes to assessment and subject description

2018
1st edition  Kylie Lipscombe, School of Education, UOW

Changes to assessment and readings

2017

Extraordinary Changes to the Subject Outline

In extraordinary circumstances the provisions stipulated in this Subject Outline may require amendment after the Subject Outline has been distributed. All students enrolled in the subject must be notified and have the opportunity to provide feedback in relation to the amendment, where practicable, prior to the amendment being finalised.

Learning Analytics

Learning Analytics data (such as student engagement with Moodle, access to recorded lectures, University Library usage, task marks, and use of SOLS) may be used by the Subject Coordinator and your faculty’s Head of Students to assist in analysing student engagement, and to identify and recommend support to students who may be at risk of failure. If you have questions about the kinds of data the University uses, how we collect it, and how we protect your privacy in the use of this data, please refer to https://www.uow.edu.au/about/privacy/index.html

Section B: Assessment

Assessment Summary

Assessment Item

Form of Assessment

%

Assessment 1

Essay

30%

Assessment 2

Project

35%

Assessment 3

Report

35%

TOTAL MARKS

100%

Please note: Copies of student work may be retained by the University in order to facilitate quality assurance of assessment processes.

A formative assessment activity (with written or verbal feedback) will be conducted before census date – please see UOW Key Dates.

Minimum Student Attendance and Participation

UOW policy equates 1 credit point with 2 hours of study per week that includes lectures and tutorials/workshops/practicals. For example, in a 6 credit point subject, a total of 12 hours of study per week is expected.

Student attendance and active involvement in tutorials, practicals, seminars, labs and/or simulations is compulsory, and students must attend all classes, whether they are in person or scheduled for online. If students are unable to attend a tutorial/ practical/ simulation/ lab they should email the subject coordinator by the end of week 1. Absences will require the submission of an application for Academic Consideration via SOLS and the presentation of suitable documentation, for example a Medical Certificate, to Student Central as soon as practical. For further details about applying for academic consideration visit the Student Central webpage: http://www.uow.edu.au/student/central/academicconsideration/index.html

Students are expected to attend all their timetabled classes. Active and constructive presence in class makes an important contribution to your education as well as that of your peers.

Attendance records are kept for all tutorials. Students are required to attend a minimum of 80% of all tutorials. Where attendance is affected due to illness or misadventure an application for academic consideration should be lodged. Failure to comply with mandatory minimum attendance requirements may constitute grounds for the award of a grade of Technical Fail (TF) in this subject

Students should carefully check their timetable to see when classes commence. Students are expected to be available through to the end of the scheduled examination period.

Assessment 1: Essay – Mentoring and coaching in education

Marking Criteria

Ability to discuss and critique high quality mentoring and coaching research

Understanding and ability to deeply define and discuss the difference definitions of mentoring and coaching in educational organisations

Understanding and ability to discuss and compare different mentoring/coaching models

Providing a rationale for either mentoring or coaching for school leader’s context

Accurate writing style including reference and grammar

A rubric is available on the Moodle site.

Length

2000 words

Weighting

30%

Assessment Due

27 Mar 2022 (Sunday in Session Week 4)
Final submission time: 11:59pm

Type of Collaboration

Individual assessment

Style and format

Write an essay, you can use sub-headings, to respond to each of the questions.

Assessment submission

Online via Moodle

This assessment has been set up to be checked by Turnitin, a tool which helps you check whether you have referenced correctly. You can submit your assessment task to Turnitin prior to the due date and Turnitin will give you an originality report. You may then make any changes that may be required and resubmit your final version by the due date.

Assessment return

3-weeks post submission via Moodle

Detailed information

There are many descriptions and definitions of mentoring and coaching in education. These differences raise questions such as:

What is the historical orientation of mentoring and coaching (approx. 100 words)

What research and theory underpin mentoring and coaching in education? (approx. 400 words)

Are mentoring and coaching distinctive and separate activities or are they similar? (approx. 400 words)

What are some of the approaches/models of coaching and mentoring and how are they similar and how do they differ? (approx. 700 words)

In your context discuss whether mentoring or coaching would be most beneficial, support your argument with literature (approx. 300 words)

 

Sub-headings may be used to respond to each of the questions above. Use a range of research and literature to support your ideas. 

Assessment 2: Project – Practical Resource

Marking Criteria

A demonstrated understanding of the purpose and benefits of mentoring/coaching in an educational organisation

A demonstrated understanding of mentoring/coaching models, the process that may be used in developing mentoring/coaching model and how the model may be evaluated in an educational organisation

Well-developed speaking notes supported by relevant research literature

Ability to present quality information in a clear, practical, informative and accurate manner.

A rubric is available on the Moodle site.

Length

12-15 slide PowerPoint (PPT) + Speaking Notes (Approx. 1/2 page – 1 page per PPT Slide)

Weighting

35%

Assessment Due

01 May 2022 (Sunday in Session Week 8)
Final submission time: 11:59pm

Type of Collaboration

Individual assessment

Style and format

PowerPoint (saved as PDF) + speaking notes template as word document or PDF

Assessment submission

Online via Moodle

This assessment has been set up to be checked by Turnitin, a tool which helps you check whether you have referenced correctly. You can submit your assessment task to Turnitin prior to the due date and Turnitin will give you an originality report. You may then make any changes that may be required and resubmit your final version by the due date.

Assessment return

3-weeks post submission via Moodle

Detailed information

Imagine you are part of an educational organisation that does NOT have a coaching or mentoring program. As part of the leadership team, you want to introduce a coaching/mentoring program but first you need to convince others on the leadership team of the importance of mentoring/coaching and share an approach to design a program for the educational organisation. You decide to put together a presentation to present at the next team meeting.

Design a 12-15 slide PowerPoint (PPT) introducing mentoring or coaching to your leadership team. The PPT should include:

Definition and rationale of mentoring/coaching

Examples of different mentoring/coaching models including their benefits and limitations

A suggested process to design a coaching/mentoring program for the educational organisation

A rationale and suggested process for evaluating the mentoring/coaching process once its implemented

Key considerations for leaders in the design and implementation of the program  

Some useful professional readings

2-3 interactive activities throughout the PPT to engage your audience in the presentation

Reference list

To accompany the PowerPoint you will also need to submit ‘Speaking notes’ which include key points that would be discussed when presenting each the slide. A template for these speaking notes is available on the subject Moodle.

You will submit two files on Moodle- PPT and speaking notes. Please note that the size of your submission files must not exceed 100MB.

Assessment 3: Report – A professional conversation

Marking Criteria

Clear and succinct plan that shows deep understanding of the chosen approach and the skills required in a professional conversation

Deep analytical reflection that clearly shows evidence of critical analysis of the professional conversation in consideration of research and literature in mentoring/coaching

Appropriate writing style including referencing style

 

A rubric is available on the Moodle site.

Length

2500 words

Weighting

35%

Assessment Due

04 Jun 2022

Final submission time: 11:00 Am

Type of Collaboration

Individual assessment

Style and format

 

Structure of assignment

1. Plan of professional conversation (3-4 pages)

2. Analysis and Reflection (1500 words)

3. Appendix- Video Analysis template (found on Moodle)

 

N.B. All sections MUST be submitted as one document

Assessment submission

Online via Moodle

This assessment has been set up to be checked by Turnitin, a tool which helps you check whether you have referenced correctly. You can submit your assessment task to Turnitin prior to the due date and Turnitin will give you an originality report. You may then make any changes that may be required and resubmit your final version by the due date.

Assessment return

3- weeks post submission via Moodle

Detailed information

Professional conversations are not “chit-chats” but purposeful reflective dialogues. These conversations are critical for professional growth and central to mentoring and coaching.

This assessment requires you to participate in a professional conversation with a peer. The peer, as mentee or coachee, must be an adult and have full acknowledgement of the conversation and its requirements. Follow the process below carefully to ensure you understand the requirements of the assessment task.

 

Process

1. Identify an area that you believe you have knowledge into successfully mentor or coach a less skilled/knowledgeable other. This preferably should be a professional educational topic such as mathematics teaching or assessment design. Alternatively, meet with a potential mentee/coachee who you could engage in a professional conversation with. Together decide on a topic for the professional conversation.

 

2. Identify a mentee/coachee you are able to work with for a period of 20-30 minutes. This person should be an adult (18 or over), preferably an educator, and be able to give full permission to partake in the professional conversation.

Preferably this person is interested in your chosen topic and would benefit from engaging in a professional conversation.

 

3. Approach the mentee/coachee and explain the assessment task and topic. A permission form is available on the Moodle site for them to sign as approval to participate. Please assure that they will not be identifiable in the assessment submission. You must use pseudonyms.

 

4. Identify a suitable time to meet your mentee/coachee. This may be (preferably) face to face but could also be virtually via Skype/ Zoom etc. The time set should be outside of work hours to avoid any disruption to a mentees/coachees professional life. Set aside 20-30 minutes to participate in a professional conversation.

 

5. Next develop a 3–4-page plan for your professional conversation Whilst, as a Mentor/coach, you must be flexible and responsive to your mentee/coachee, you should also be prepared with carefully crafted questions and prompts that will support you to facilitation a quality professional conversation.  In this plan you should include: the aims of your professional conversation; the type of approach you will undertake and why; a semi structured script including questions and prompts you may use throughout the conversation; and any additional skills you will utilise. You should include references to support your ideas.

 

6. Complete your professional conversation. This must be recorded (audio-visual).

 

7. After the professional conversation listen back to recording of the mentoring conversation (you may need to do this multiple times). During this play back, reflect and analyse on the effectiveness of your mentoring during the conversation. Use the video analysis template to support your analysis.

 

8. Write a reflection on the professional conversation. Analyse:

a. Your success in achieving your aims set out in your plan

b. The type of approach you took and how successful this was

c. The environment of the professional conversation and how this impacted on the conversation

d. The skills you utilised/ didn’t utilise in the conversation and how this impacted on the conversation. You need to be specific here by relating this response back to your plan and discussing specific skills used and what impact they had. You should include specific examples from your audio recording as quotes.

d. Based on the professional conversation, identify future personal goals for your own development as a mentor/coach.  Explain why you chose these goals and how you will develop them.

 

 

UOW Grade Descriptors

The UOW Grade Descriptors are general statements that communicate what our grades represent, in terms of standards of performance, and provide a frame of reference to ensure that assessment practice across the University is appropriate, consistent and fair. Grade Descriptors are available here https://www.uow.edu.au/student/exams/results/. For more information on the UOW grade descriptors refer to the Teaching and Assessment: Assessment and Feedback Policy: https://documents.uow.edu.au/about/policy/alphalisting/UOW222910.html

Assessment Learning Outcome Matrix

Learning Outcomes

Measures – Assessment weighting

Mentoring and coaching in education

Practical Resource

A professional conversation

(30%)

(35%)

(35%)

Demonstrate knowledge of the research, theories and complexities of coaching and mentoring educators in educational settings

Demonstrate understanding of the policy and organisational context in which coaching, and mentoring are enacted

Use knowledge and skills to examine and practice effective coaching and mentoring strategies

Ability to critically analyse and communicate issues relating to effective workplace coaching and mentoring

Applied skills and knowledge to evaluate a mentoring program.


Submission, Retention and Collection of Assessment

Assessed work must be handed in by the date and time listed under each assessment task. All assessment tasks must represent the enrolled student’s own ORIGINAL work and must not have been previously submitted for assessment in any formal course of study.

Extensions

Students requesting extensions of time to submit an assessment task, deferred exam, alternative form of assessment or exemption of a compulsory attendance requirement must apply online via SOLS and provide documentary evidence within three working days of the assessable item’s due date for their request to be considered. For more information please refer to the Student Academic Consideration Policy at: http://www.uow.edu.au/about/policy/UOW058721.html

Late Submission of Assessment Tasks and Penalties

Assessed work must be handed in by the date and time given. If an assessment is submitted late, it will be marked in the normal way, and a penalty will then be applied.

Late Submission Penalty

Late submissions will receive a penalty of 5% per day (or part thereof, including weekends and public holidays) of the total possible marks for the assessment task for up to ten (10) days after the due date and time for submission. Where an extension has been granted, penalties will accrue for up to ten (10) days after the nominated extension deadline

No marks will be awarded for work submitted:

more than ten (10) days after the due date, or

after the assessment has been returned to the students; whichever is applicable

In such an instance, a mark of zero and a result of Fail for the task will be applied

Note: Assessments must still be submitted to meet minimum performance requirements even though no mark is to be awarded.

Collection

Unless directed otherwise, marked assignments will be available within 3 weeks of submission. The Subject Coordinator will advise students of the procedure for returning marked assignments. Assignments will be retained for 21 days after distribution of mark or release of final grade. For further information refer to Code of Practice – Teaching and Assessment.

Retention

The university may retain copies of student work in order to facilitate quality assurance of assessment processes, in support of the continuous improvement of assessment design, assessment marking and for the review of the subject. The University retains records of students’ academic work in accordance with the University Records Management Policy and the State Records Act 1988 and uses these records in accordance with the University Privacy Policy and the Privacy and Personal Information Protection Act 1998.

Scaling

Marks awarded for any assessment task or part of any assessment task, including an examination may be subject to scaling at the end of the session. Marks will be scaled only when unpredicted circumstances occur and in order to ensure fairness of marking across groups of students. The method of scaling will depend on the type of scaling required by the circumstances. When scaling is deemed necessary, it will follow a detailed consideration by the Unit Assessment Committee and/or the Faculty Assessment Committee of the marks of the group of students concerned. Scaling will not affect any individual student’s rank order within their cohort. For more information please refer to Standards for the Finalisation of Student Results Schedule 1: Scaling Guidelines https://www.uow.edu.au/about/policy/UOW039331.html for details.

Supplementary Assessment

Supplementary assessment may be offered to students whose performance in this subject is close to that required to pass the subject, and are otherwise identified as meriting an offer of a supplementary assessment. The Subject Coordinator will determine the precise form of supplementary assessment at the time the offer of a supplementary is made. In some circumstances you may be offered a supplementary exam. For more information about Supplementary Exams refer to: http://www.uow.edu.au/student/exams/aboutsupp/index.html

Review and Appeal of Academic Decisions

A student may request an explanation of a mark for an assessment task or a final grade for a subject consistent with the student’s right to appropriate and useful feedback on their performance in an assessment task. A student may also seek further explanation for other academic decisions such as Academic Consideration, Supplementary Assessment or Credit for Prior Learning. If a student is not satisfied with the explanation, or have further concerns, they may have grounds for a formal review. For further information refer to https://documents.uow.edu.au/about/policy/students/UOW189967.html

Assessment Quality Cycle

The UOW Assessment Quality Cycle provides a level of assurance that assessment practices across the University are appropriate, consistent and fair. Quality assurance activities are undertaken to support the continuous improvement of assessment and promote good practices in relation to assessment design, marking and review of the subject prior to subsequent delivery.

Academic Integrity

The University’s Academic Integrity Policy, faculty handbook and subject guides clearly set out the University’s expectation that students submit only their own original work for assessment and avoid plagiarising the work of others or cheating. Re-using any of your own work (either in part or in full) which you have submitted previously for assessment is not permitted without appropriate acknowledgement. Plagiarism can be detected and has led to students being expelled from the University.

The use by students of any website that provides access to essays or other assessment items (sometimes marketed as ‘resources’), is extremely unwise. Students who provide an assessment item (or provide access to an assessment item) to others, either directly or indirectly (for example by uploading an assessment item to a website) are considered by the university to be intentionally or recklessly helping other students to cheat. Uploading an assessment task, subject outline or other course materials without express permission of the University is considered academic misconduct and students place themselves at risk of being expelled from the University.

Students should visit the following University website and become familiar with the University’s policy on plagiarism https://www.uow.edu.au/about/policy/UOW058648.html

Referencing

The American Psychological Association (APA) referencing system is to be used. For a comprehensive guide to APA referencing please visit the Library website: https://uow.libguides.com/refcite

Section C: General Advice for Students – Policies and Procedures

Student Services and Support

There are a range of services available to students that are provided free of charge. A good place to get to know services that may be of use to you is the Get Started @ UOW web page, accessed here https://getstarted.uow.edu.au/index.html or search for “Get Started @ UOW”. Services available include:

Service

Link to information about the service

Aboriginal & Torres Strait Islander

https://www.uow.edu.au/wic/about1/index.html?ssSourceSiteId=getstarted

Careers advice

https://www.uow.edu.au/careers/index.html?ssSourceSiteId=getstarted

Counselling

https://www.uow.edu.au/student/counselling/index.html?ssSourceSiteId=getstarted

Disability

https://www.uow.edu.au/student/disability/index.html?ssSourceSiteId=getstarted

Information Tech.

https://www.uow.edu.au/its/index.html?ssSourceSiteId=getstarted

Study Skills

https://www.uow.edu.au/student/learningcoop/index.html?ssSourceSiteId=getstarted

Student Support Adviser (SSA)

If you have a temporary or ongoing issue or a problem that is affecting your study, including issues that are related to belonging to an equity group, then the Student Support Advisers may be able to help. There are Student Support Advisers available to assist students who are studying at all UOW Campuses and in all UOW Faculties. Contact details can be found on the UOW website: https://www.uow.edu.au/student/services/SSA/contact/index.html

Student Advocacy Service

The Student Advocacy Service (SAS) is free, confidential and independent service for all UOW students. The SAS provides advocacy and referral for a range of academic, procedural and administrative issues. For more information visit: https://www.uow.edu.au/student/support-services/advocacy/

Student Central

Student Central is your primary administrative and information contact during your studies. There are service representatives from Student Service, Accommodation Services, BUPA, Global Student Mobility (Exchange) and Scholarships and Sponsorships.

Our purpose is to ensure students have access to the information they need, at the time they need it. We can help with a wide range of enquiries, some are:

Applying for academic consideration

Official documentation requests

Updating personal details

Student ID card replacement

Opal cards and transport

Education verification

Fees and charges

Scholarships and grants

Digital and printed academic documents

Overseas health cover

Studying abroad and exchange

SOLS password and login help

Student feedback

Student Central contacts:

Phone

1300 275 869 (1300 ASK UOW) or +61 2 4221 3927

Email

[email protected]

Online

Enquiry Form(https://bps.uow.edu.au/suite/sites/student-enquiry/page/submit-enquiry

Library Services

To save yourself time and enhance your studies: connect with information specialists and resources anytime, anywhere via Ask Us: https://www.library.uow.edu.au/ask/index.html or Google “UOW library ask us”.

Online – Ask a Librarian

Ask questions and receive a response within 1 business day (Wollongong time)

In person – Book a Librarian

30-minute appointment with a Librarian

Research Consultation Service

1 hour appointment with an information specialist. Available to UOW academics, HDRs, Postgraduate Coursework, Honours and Masters students.

By phone

+61 2 4221 3548

Academic Integrity Policy

Student Advocacy Service

Academic integrity involves upholding ethical standards in all aspects of academic work, including learning, teaching and research. It involves acting with the principles of honesty, fairness, trust and responsibility and requires respect for knowledge and its development. The Policy can be found at: http://www.uow.edu.au/about/policy/UOW058648.html

Code of Practice – Research

This Code mandates the current policy and best practice relating to procedures for responsible research. The Code can be found at: http://www.uow.edu.au/about/policy/UOW058663.html

Code of Practice – Honours

This Code sets out the responsibilities of all parties involved in managing students undertaking Honours Programs. The Code can be found at: http://www.uow.edu.au/about/policy/UOW058661.html

The Code of Practice – Work Integrated Learning (Professional Experience)

The Code of Practice – Work Integrated Learning (Professional Experience) sets out what is expected from students, the University and Host Organisations in providing work integrated learning professional experience programs. It applies to professional experience programs that form the whole or part of a subject or course offered at the University. The Code assists in promoting a productive work integrated learning experience for students and in promoting relevant UOW Work Integrated Learning Design Principles. http://www.uow.edu.au/about/policy/UOW058662.html

Copyright Policy

The purpose of this Policy is to outline responsibilities and procedures regarding the use of third party copyright material, with the objectives of reducing staff and UOW exposure to the risks associated with the use of third party copyright material, assisting staff to make full legal use of the materials at their disposal by clearly identifying responsibilities and promoting copyright compliance. The Policy can be found at: http://www.uow.edu.au/about/policy/alphalisting/UOW026670.html

Course Progress Policy

The Course Progress Policy establishes the requirements, definitions and procedures to be used in determining the standards of acceptable course progress. The Policy can be found at: http://www.uow.edu.au/about/policy/UOW058679.html

Examination Rules and Procedures

The UOW rules and procedures outline exam conditions, student conduct in exams, and the procedures for exam management. Further information can found here: https://www.uow.edu.au/student/exams/

Ethical or Religious Objection by Students to the Use of Animal and Animal Products in Coursework Subjects

This policy provides a framework for recognition of and responses to students’ ethical or religious objection to animal use in coursework subjects at the University of Wollongong. For the purpose of this policy, animal use includes killing of animals in experimental work, dissection of animals that are already dead, use of animal tissues, use of animal-derived products (such as sera). These uses are relevant to teaching and assessment. Further information about this policy can be found here: http://www.uow.edu.au/about/policy/UOW058708.html

Coursework Rules

The Coursework Rules (hereafter the Rules) govern the admission, enrolment, progression through, and qualification for a coursework award offered by the University. Further information can be found here: https://documents.uow.edu.au/about/policy/UOW262890.html

Human Research Ethics

The Human Research Ethics Committee protects the welfare and rights of the participants in research activities. Further information can be found here: http://www.uow.edu.au/research/ethics/human/index.html

Inclusive Language Guidelines

UOW endorses a policy of non-discriminatory language practice in all academic and administrative activities of the University. Further information is available from: http://www.uow.edu.au/about/policy/alphalisting/UOW140611.html

Intellectual Property Policy

UOW’s Intellectual Property Policy provides guidance on the approach taken to Intellectual Property (IP), including its ownership, protection and exploitation. Further information about the management of IP is available at http://www.uow.edu.au/about/policy/UOW058689.html

Review and Appeal of Academic Decisions Policy

UOW aims to provide a transparent and consistent process for resolving a student concern about an academic decision that has affected their academic progress, including a mark or grade. Further information is available at: http://www.uow.edu.au/about/policy/UOW058653.html

Student Academic Consideration Policy

The purpose of the Student Academic Consideration Policy is to enable student requests for academic consideration for assessable components of a subject to be evaluated in a fair, reasonable, timely and consistent manner throughout the University. The Policy can be found at: http://www.uow.edu.au/about/policy/UOW058721.html

The Student Charter – Your Rights and Responsibilities

The Student Charter is based on principles that guide all members of the University and that promote responsible partnerships within and beyond the University community. http://www.uow.edu.au/student/charter/index.html

Student Assignment of Intellectual Property (IP) Policy

This policy applies to all Students (under-graduate and post-graduate) of the University of Wollongong (UOW). It may also apply to other persons by agreement. This policy sets out the approach taken by UOW in relation to Student assignment of intellectual property. Further information about this policy can be found here: http://www.uow.edu.au/about/policy/UOW058690.html

Student Conduct Rules

These Rules outline the required conduct of students of UOW, and direct staff and students to University Rules, standards, codes, policies, guidelines, procedures and other requirements which specify acceptable and unacceptable student conduct, and the management of alleged student misconduct. http://www.uow.edu.au/about/policy/UOW058723.html

Teaching and Assessment: Assessment and Feedback Policy

The purpose of this Policy is to set out the University of Wollongong’s approach to effective learning, teaching and assessment, including the principles and minimum standards underlying teaching and assessment practice. The Policy can be found at: http://www.uow.edu.au/about/policy/alphalisting/UOW222905.html

Teaching and Assessment: Code of Practice – Teaching

This Code is a key document in implementing the University’s Teaching and Assessment Policy and sets out the specific responsibilities of parties affected in relation to learning, teaching and assessment, as well as procedures for teaching staff. The Code can be found at: http://www.uow.edu.au/about/policy/UOW058666.html

Teaching and Assessment: Subject Delivery Policy

This Policy sets out specific requirements in relation to the delivery of Subjects. The policy can be found at: http://www.uow.edu.au/about/policy/alphalisting/UOW222906.html

Workplace Health & Safety Policy

The Workplace Health and Safety (WHS) unit at UOW aims to provide structures, system and support to ensure the health, safety and welfare of all at the campus. Further information is available from: https://www.uow.edu.au/about/policy/alphalisting/UOW016894.html