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This programme is a school based course, which comprises of four x 30 credit modules that will incorporate all aspects of the Mentor Standards (DfE National Standards for school-based mentors, 2016) and a 60 credit Dissertation module to complete the Master’s programme. Examining the Mentor Standards enables participants to be able to respond to demands from Ofsted regarding the quality of mentoring in their community. Looking at the Mentor Standards will be combined with rigorous academic study at Master’s level; evaluating and critiquing a range of academic research relating to mentoring and leadership skills and behaviours, integrating research with practice throughout. This will culminate in a research dissertation on an aspect of mentoring for the final module. Students will be able to critically analyse, engage in and reflect on mentoring and evaluate the implications for their own educational setting. They will be expected to develop their ability to explore what it means to be a critically reflective practitioner in their work as a mentor.
Module 1: Introduction to Mentoring Theory (30 credits)
The first of the four modules in the Diploma introduces students to a range of theories relating to mentoring in education. One aim is to respond to the findings of the Carter Review (2015) into mentoring in ITT. This suggests that more attention should be given to the quality of training for mentors working in schools. Ofsted recommends that this training needs to be rigorous, in that it should go beyond the ‘structure and nature of the course’ and should look to develop the skills of mentoring. Another aim is to combine the practical needs of mentoring in education with a wide range of scholarship on this topic.

Module 2: A Research Based Approach to Mentoring (30 credits)
This module builds upon the first module and focuses on existing research to understand how theory in implemented into practice. Building upon the theory and models explored in the previous module these topics aim to synthesise theory with their own experience. This module focused on developing further the skills required for effective mentoring.

Module 3 Critical reflections on Mentoring (30 credits)
This module enables students to critically reflect on their own practice and critically engage with research in light of their own experience and context. This brings together the review of mentoring standards with the intellectual rigour of Master’s level writing. This module focuses on an extended assignment with guidance to develop appropriate evaluative skills.

Module 4: The Wider Context of Mentoring (30 credits)
The final module brings together the preceding modules, develops the implications of topics already raised, for example, dealing with difficult situations by examining complexity. There is also an opportunity to evaluate different research models of effective mentoring and places this in a wider context. The arguments surrounding mentoring and coaching are considered. The role of mentoring in an educational context are evaluated and the implications for leadership. Comparisons are also made between mentoring in education with different examples of mentoring. What can education learn from different contexts, e.g. business, psychology?

Module 5: Education Research Dissertation (60 credits)
All Masters students will be able to develop an in-depth knowledge and understanding of a particular area of interest in the context of educational research. Through completing this module students gain firstly, knowledge of the research process itself and be able to evaluate other research projects in a specific field. Once this has been undertaken then secondly, students devise and carry out their own small-scale research project with guidance from the university and specifically their supervisor. Students engage with the topic of research methodology and through this process develop their own critical skills as reflective practitioners. This module introduces students to some of the complexities and challenges of engaging in educational research.

Those participating in this programme will gain an enhanced understanding of what it means to be a mentor in an educational setting, but will also be encouraged to reflect on their own experiences. The programme aims to build on the skills developed on their educational pathways. This course aims to translate educational thinking, theory and research into effective mentoring. It also enables students new to reading research to understand how this can translate into effective practice.
The aims of the programme are:
• To provide an in-depth analysis of the Mentor Standards
o 1. Personal Qualities
o 2. Teaching
o 3. Professionalism
o 4. Self-development and Working in Partnership
o 5. To critically engage in educational debate and display independent judgement and to know how to apply appropriate research methodology to conduct school-based educational research
• To combine practice with relevant research and evidence-based practice in academic study at Master’s level
• To enable participants to reflect upon and improve their support of mentees
• Through the development of academic criticality and the synthesis of this with relevant evidence-informed practice, to prepare participants to become well-informed educational leaders of the future
• To able to critically analyse, engage in and reflect on educational issues, research, philosophies and initiatives
• To take responsibility for one’s own learning and study independently
• To function as an independently-minded professional capable of contributing to wider educational debate
• To understand the implications of studying mentoring in the context of educational leadership
• To be able to apply knowledge gained from examining mentoring in an educational setting with a wider context.
• To develop skills in searching for and critically analysing relevant literature in order to plan educational research relevant to their chosen areas of interest
• To select and critically evaluate relevant theoretical perspectives relating to a chosen area of educational research
• To synthesise relevant literature and current trends within education in support of arguments

• Framework for Higher Education Qualifications ();
• Relevant Subject Benchmark Statement(s) ();

Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each course unit/module can be found in the departmental or programme handbook. The accuracy of the information contained in this document is reviewed annually by the University of ³Ô¹ÏÍø and may be checked by the Quality Assurance Agency.