Mentoring and Leadership in Schools - International

The programme is designed for school coordinators and principals who want to further develop themselves and their professional practice, while also developing as professional colleagues within their own settings. The programme will be of interest to participants who have taught, managed or supervised for some time, who may wish to develop their skills as school-based mentors for supporting teacher induction in English Language Teaching and/or the professional learning of colleagues in this field more generally. It is intended for existing teachers who wish to develop their skills as mentors through:



Enquiry, reflection and experimentation with their own practices

Studying ways of supporting other teachers’ professional learning, through effective coaching and feedback strategies, grounded in adult learning theory

Asking questions and recognising and valuing previous experience

Role play and development of the mentoring conversation

A team approach involving regular and varied discourse in class



The programme also supports the development of reflective professionals who can lead and manage all school functions effectively, with confidence, vision and courage. Therefore, the programme is designed to appeal to those who wish to:



Extend their skills and knowledge for school-based collaborative professional learning more generally

Support other teachers’ professional learning through mentoring, coaching and leadership

Deepen their understanding of, and enhance the processes of curriculum implementation, development planning and leadership for learning



Key Features

The development of:



Reflective professionals who can lead and manage with confidence, vision and courage

Professionals who lead, value and promote research-based learning

Reflective professionals who demonstrate a critical understanding of collaborative professional learning

Professionals with an understanding of policy–making, policy implementation and policy impact nationally and internationally

Professionals with the knowledge, attitudes, values and skills to support professional development through mentoring

Professionals with a critical understanding of coaching psychology and applied techniques

Professionals who understand key concepts in the leadership and management of curriculum change

Professionals who appreciate the importance of leading improvement in learning and teaching through teacher agency and self-evaluation

Programme Learning Outcomes

Knowledge – Breadth and Kind



Demonstrate a systematic knowledge of mentoring and leadership at the forefront of current theory and practice and apply appropriate theoretical insights in supporting teacher learning.

Know-how and Skills – Range and Selectivity



Use a broad range of approaches to support the learning needs of other teachers, including lesson observation, constructive feedback and curriculum planning.



Discuss critically their own practice as teachers and as professional colleagues/mentors using insights gained from reflection, from shared analysis with their peers, and from the literature.

Competence – Context and Role



Integrate learning from their study of teacher development, teachers’ professional learning, curriculum and school leadership in order to support professional learning in schools.



Show a critical understanding of current trends in leadership and teacher learning.

Competence – Learning to Learn



Value and demonstrate a commitment to their own professional development and to that of other teachers, especially newly qualified teachers, and to shared professional responsibility.

Competence – Insight



Explain the characteristics of effective professional development provision.



Use evidence-based practice to evaluate their own professional growth, their work as mentors and leaders as well as the professional development provision for teachers more generally.

Examples of modules offered:

Professional Support and Teacher Development

National and international issues in education and the implications for school leadership and mentoring

Principles and practices of undertaking educational research in the field of leadership and mentoring

Teacher Learning and Mentoring

Leading and Curriculum Change

Leading learning and teaching through school self-evaluation

Leadership and Management Portfolio Development

Coaching Psychology as applied to Educational Contexts

Programme content may vary year to year.

A 2.2 honours primary degree.



Relevant prior experience in teaching or related fields considered on a case-by-case basis.

1 Year

Programme intake is once a year in September.