The postgraduate programme in Advanced Mentoring and Coaching is designed for those with a personal and a professional interest in the field of mentoring and coaching including teachers, educators and leaders. The programme offers an opportunity for engagement with the key theories, concepts and id
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The postgraduate programme in Advanced Mentoring and Coaching is designed for those with a personal and a professional interest in the field of mentoring and coaching including teachers, educators and leaders. The programme offers an opportunity for engagement with the key theories, concepts and ideas in mentoring and coaching.
This course intends to provide theoretical and practical knowledge and understanding of mentoring and coaching, which is relevant to a coach or mentor in a variety of capacities; from mentoring trainee and early career teachers, mentoring peers through to coaching leaders.
The programme draws significantly on a professional learning model that encourages students to make clear connections between relevant research, theory and practice.
Curriculum Overview
The PGCert will include module 1 and module 2 or 3 depending on when you start the masters i.e., October or February.
The order in which you do modules 1 to 4 may vary depending on whether you are starting in October or February. Please note, all modules are standalone and it does not matter in what sequence you study these modules.
Modules
Module 1. Critical and Contemporary Issues in Education (30 credits)
The module will explore the multifaceted landscape of education, focusing on critical and contemporary issues that shape the field in the 21st century. Through an interdisciplinary lens, you will engage in deep discussions and critical analyses to develop a nuanced understanding of the education landscape.
Some of the content students are likely to encounter in this course would include: examination of the influence of globalisation and current educational policies on various stakeholders in education, and the integration of technology in education, considering its impact on learners and learning environments.
As the focus of the course is on contemporary issues the content of the course will evolve depending on the societal issues of prominence and significance for education at the time of teaching the course.
Module 2. Principles and Practice of Effective Mentoring/Coaching (30 Credits)
This module will consider the current practices and underpinning principles that inform mentoring and coaching. It is intended that the course will help students develop the skills and qualities required for mentoring and coaching a colleague.
Students will explore the interpersonal relationships and communication skills in the mentoring and coaching (or training) dynamic, in order to develop the learning conversation.
Students will be encouraged to consider the role of reflection in the mentoring and coaching process and will evaluate best practice in the mentoring/ coaching process using a range of settings.
Module 3. Theory and Research in Effective Mentoring/Coaching (30 Credits)
This module will consider the current research and policies concerning mentoring and coaching. Students will engage in a critical consideration of the key concepts and models required for effective mentoring and coaching.
Students will be encouraged to reflect on the importance of context and relationships within effective coaching and mentoring processes. Students will explore the significance of reflection in the mentoring and coaching processes.
Module 4. Free choice Module (30 credits)
Depending on whether you start the course in October or February you would have a free choice module which you could select from the modules available that semester. Depending on the module you choose to study, content covered could vary. Please note some modules may have specific entry requirements.
The current offer includes modules covering aspects of Special Education Needs or Disability Studies; Advanced Mentoring and Coaching; Early Childhood; or Education Leadership and Management.
Liverpool Hope University pursues a path of excellence in scholarship and collegial life without reservation or hesitation. The University’s distinctive philosophy is to ‘educate in the round’ – mind, body and spirit – in the quest for Truth, Beauty and Goodness.
Liverpool Hope University is distinctive in that it is the only university foundation in Europe (and the USA) where Catholic and Anglican colleges have come together to form an integrated, ecumenical, Christian foundation.
It has happened in Liverpool and nowhere else in Europe largely because of the presence in the 1980s of two remarkable church leaders: Bishop David Sheppard, the Bishop of the Anglican Diocese, and Archbishop Derek Worlock, the Archbishop of the Catholic Archdiocese that extends from Liverpool across the north of England.
They confessed their faith to each other and took their congregations to visit each other’s cathedrals, a symbolic act of Christians working together in the context of northern Irish religious sectarianism.
When the three colleges (St Katharine’s 1844, Notre Dame College 1856 and Christ’s College 1964) came together the name ‘Hope’ was adopted came from Hope Street that links both cathedrals - a real example of what can happen when people unite and work together for the common good.
In 2019 we celebrated 175 years since the founding of our first college in 1844; in that year there were only six universities in England (two of them medieval) but all of them did not admit women, Catholics or Jews. The founding colleges of Liverpool Hope University were among the first few institutions to begin opening up higher education to the vast majority of England’s population.
The Anglican Bishops of Liverpool, going back to the founding Bishop, Bishop Ryle, were all evangelicals. The friendship of the Anglican Bishop and the Catholic Archbishop was largely based on both their sharing of a mutual faith and their commitment to the poor. This adherence to historic Christian faith remains the university’s own commitment as it seeks to live out that faith in its life and work in a secularised British academy.
At the beginning of each academic term we hold a Foundation Service to restate our foundational mission and values. Our Graduation ceremonies are held in alternating years in both the Anglican and Catholic Cathedrals in Liverpool.
The new name of Liverpool Hope University was chosen to represent the ecumenical mission of the Institution. Liverpool Hope University was born in July 2005, when the Privy Council bestowed the right to use the University title. Research Degree Awarding Powers were granted by the Privy Council in 2009.
Governance
The governing body of Liverpool Hope University is its University Council. As the University is a company limited by guarantee and a registered charity, members of University Council are also the company directors and charity trustees. The Council discharges its duties in accordance with the Higher Education Code of Governance.
University Council is responsible for maintaining the educational character of the institution and the promotion of its Mission and Values. University Council is chaired by the Pro Chancellor, Revd Canon Peter Winn.
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