COACHING & MENTORING
For Colleges & Universities
All teachers go through annual teaching observations and Ofsted teaching observations. For some teachers who excel in the classroom, these observations are part of the job and an opportunity to shine. For others however, whose teaching skills are mid-range upwards, observations can be a worry they need to endure.
All teachers go through excellent training to become teachers, but that training does not cover classroom performance and it is not ‘subject specialism’ specific. It is a focus on generic lesson structure, learning styles and documentation to ensure lessons are both formative and summative in outcome.
Teachers’ training does not cover delivering captivating lessons and it does not help a teacher learn techniques that will engage the learners in every subject taught. Teachers training delivers good teachers, learning the skills to captivate and engage each learner delivers great teacher.
WE BELIEVE EVERY TEACHER WITH NURTURE CAN BE GREAT
Develop skills through practice, reflective feedback and study leading to a Level 6 qualification in Mentoring.
By undertaking this course, the participants will:
This practical, interactive programme will equip the participant to be an effective mentor.
By taking the qualification, the participant will be able to learn the difference between mentoring and coaching and learn, practice and apply essential mentoring skills and techniques.
The participant will also access tools, resources, tips and frameworks to help develop mentoring practices.
To strengthen confidence, the participant will gain a background understanding of the theory that underpins successful mentoring.
Why should you take this programme?
This programme is suitable for the following audiences:
The participant will produce a comprehensive portfolio of work from the programme of learning. There are two or three assessed tasks per module that include written work to provide evidence of knowledge and understanding, along with practical tasks to demonstrate learning that has taken place and how the participant applied that learning.
The portfolio must contain all the evidence produced during the period of study, so that it demonstrates achievement of the learning outcomes, at the standards provided by the assessment criteria given in each module. The learning outcomes and assessment criteria specify what the participant has to achieve, and the evidence provided in the portfolio will show how this has been undertaken.
The contents of the portfolio will be assessed, and the evidence contained in the portfolio will form the basis for the award of the qualification. The participant can retain the portfolio for future reference and to support further development.
The participant will also need to participate in observed/recorded and assessed practice or a professional discussion, in a real work environment. These observations, recordings or professional discussions will demonstrate the application of the learning and competence in the coaching and/or mentoring role.