This document provides information on the assessment for a 10 ECTS credit module in mentoring at NFQ Level 9. Students will be assessed through two written assignments related to practical mentoring in their own institution, which will make up 100% of the total assessment. The assignments will require students to critique various national and international competency models and conduct small-scale research. The module aims to develop teachers' and lecturers' abilities to analyze and explain their academic thinking in order to mentor colleagues. Learning outcomes include demonstrating reflective self-evaluation, acting as a mentor to others, applying theoretical insights to mentoring paradigms, integrating theory and practice through classroom observations, and expressing internalized views of teaching.

1. ASSESSMENT
Coursework Assessment Breakdown
Course Work / Continuous Assessment = 100%
Course Work / Continuous Assessment Breakdown
Description Outcome addressed % of total Assessment week
Essay Two written assignments 1,2,3,4,5,6,7,8 100 Ongoing
on practical mentoring within the
candidate’s institute
Workload
Type & location Description Hours Frequency
Lecture - flat classroom Lectures/tutorials 30 Per Module
MODULE IN
Independent Learning 170 Per Module
MENTORING
10 ECTS Credits
MODULE RESOURCES
at NFQ Level 9
Essential Material
Kerry, T. and Shelton Mayes, A. (1995). Issues in Mentoring. London, Routledge.
Online materials to be accessed via Moodle.
Supplementary Material
Portner, H. (2008). Mentoring New Teachers. 3rd Edition. Thousand Oaks CA, Corwin Press.
Eraut, M. (1994). Developing Professional Knowledge and Competence. London, Routledge.
Strong, M. (2009). Effective Teacher Induction and Mentoring: Assessing the Evidence. New York, Learning & Teaching Unit
Teachers’ College Press. Name of Institute of Technology
Gravells, J. (2007). Mentoring in the Lifelong Learning Sector (Professional Development in the Lifelong
Learning Sector). Exeter, Learning Matters Ltd. Contact Details
Phone: 090 6483051
Email: landt@ait.ie
“The interactions with other staff and the
discussions that came out of the sessions
that we have has been absolutely fantastic.”
Lecturer and work placement officer, IADT

2. MENTORING MODULE ASSESSMENT STRATEGIES INDICATIVE SYLLABUS
A clear assessment strategy can complement Effective teaching: students’, participants’ and
a statement of intended learning outcomes and theoretical perspectives;
Attendance N/A % aid its interpretation by learners.
Effective mentoring: students’, mentors’ and
Discipline Learning & Teaching Continuous Assessment which will consist research perspectives;
of two written assignments which relate to
Coordinator Learning & Teaching practical mentoring in the participant’s own Theoretical models of mentoring
Host Department Accounting & Business institution, a critique of various national and (apprenticeship models, competence models,
Computing international ‘competences’ and small-scale reflective models);
research.
Official Code Co-planning of lessons;
NFQ Level 09 Co-teaching of lessons;
ECTS Credits 10
Critique and use of ‘Standards, ‘Competences’,
‘Codes of Practice’, ‘Professional values’
appropriate to the participants;
MODULE DESCRIPTION
Observational techniques (initially from DVD,
This module aims to develop teachers’ and 4. Demonstrate a systematic knowledge of CD-ROM and audio CD);
lecturers abilities and dispositions to analyse mentoring at the forefront of current thinking
and explain their academic and pedagogical and apply appropriate theoretical insights to Recording and analysing observations;
thinking so that they can share their expertise the analysis and development of paradigms.
and support their colleagues’ professional of teaching, learning and academic practice Feedback and co-analysis techniques;
development.
5. Demonstrate a range of skills in helping Reviewing and target-setting: shifting focus
mentees to integrate theory and practice from teaching to learning;
by observing, analysing and critiquing
LEARNING OUTCOMES classroom practice in the light of Formative and summative assessment and
professional norms and theory. reporting;
On successful completion of this module the
learner should be able to: 6. Express their comprehensive internalised Analysis of the teaching and learning context;
world view, articulate their implicit skills
1. Demonstrate competence in reflective Peer mentoring exercises with colleagues.
as teachers, and share these.
self-evaluation and professional / academic
awareness. 7. Develop expertise in supporting and
challenging mentees and thus improve
2. Act as role model, coach, critical friend and themselves as teachers and academics.
colleague, involving sensitive selection from
a range of complex skills. 8. Carry out small-scale research in their
own institutions.
3. Articulate a critical awareness of the general
principles and practices of mentoring