Supervision and Mentoring of Teachers

10 Units

While many school teachers engage in supervision or mentoring of student teachers and other teachers, few have any training in these practices. This course will provide students with the opportunity to examine their own supervisory and/or mentoring practice on the basis of a strong theoretical understanding of issues involved in supervision and mentoring. The course will use flexible delivery in the form of IT and paper-based distance learning and by offering a range of assessment options.

Faculty Faculty of Education and Arts
School School of Education
Availability Semester 2 - 2014 (WebLearn GradSchool)
Semester 2 - 2015 (WebLearn GradSchool)

This course aims to:

  1. introduce students to a range of theoretical and practical approaches to supervision and mentoring, including approaches to equity, diversity, social justice and induction
  2. provide students with a broad knowledge of the philosophical, political and knowledge bases upon which supervisory/mentoring practice rests;
  3. explore with students a range of issues and debates which characterise supervision and mentoring literature and practice.
  1. Introduction

* Subject overview and historical development of supervision and mentoring

  1. Supervisors’ and mentors’ knowledge of learners and learning *supervisors and mentors’ knowledge of student assessment, equity and diversity

* Making equity explicit in professional development

  1. Mentors’ knowledge of curriculum and teaching *supervisors and mentors’ positions and designing curriculum

* Examples of leadership programs and development in supervision/mentoring and induction

  1. Supervisors’ and mentors’ knowledge of contexts and purposes

    • Confronting challenging working conditions
    • Organisational and political literacy
    • Supervisors and mentors as leaders: developing effective programs
  2. Conclusion

    • Towards effective supervision and mentoring
Replacing Course(s) This is an existing course that has not previously been written in this format because it has not been run since 1998. There is now a clear demand for this course.
Transition Not applicable
Industrial Experience 0
Assumed Knowledge Knowledge of teachers' work
Modes of Delivery Distance Learning : Paper Based
Teaching Methods Self Directed Learning
Assessment Items
  • Essays / Written Assignments - Assignment 1 Critical reflection on personal expertise and professional experience in relation to readings and research - 2000 words maximum
  • Essays / Written Assignments - Assignment 2 Critical analysis exploring an issue or problem raised in readings, practice and research - 3000 words maximum
Contact Hours
  • Self Directed Learning: for 26 hour(s) per Term for Full Term
Compulsory Components None listed
Course Materials None listed
Timetable 2015 Course Timetables for EDUC6132

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