Module Details

Module Code: PROJ C4R06
Module Title: Supervision and Mentorship
Title: Supervision and Mentorship
Module Level:: 8
Credits:: 5
Module Coordinator: Eileen Doyle
Module Author:: Mary Beare Aust
Domains:  
Module Description: The module aims to introduce learners to theory and practice in supervision and mentorship of staff, both experienced and newly-qualified, and students. Learners will develop their understanding of the importance of effective supervision and mentorship in advancing the profession of early childhood.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Understand the purpose and benefits of effective supervision and mentorship
LO2 Analyse the processes and relationships in supervision and mentorship
LO3 Demonstrate the knowledge and skills to design and implement effective supervision and mentoring policies and practices
LO4 Critically reflect on their own placement experiences to identify useful criteria for induction programmes, in relation to students and newly qualified staff
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is recommended before enrolment in this module.
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Additional Requisite Information
No Co Requisites listed
 
Indicative Content
Purpose and benefits
• Introduction to models, learning theories and sources of support & their application to an early childhood context • Functions of supervision [Educational, Supportive, Administrative, Mediation] • Significance of supervision and mentorship in achieving quality and inclusive practice [Early Years Regulations, Quality Regulatory Framework, Síolta National Quality Framework & Better Start Programme] • Systemic impact of effective supervision and mentorship
Processes and relationships
• The mentoring cycle -Moving through the phases [Clutterbuck] • Dynamics of supervision/ mentoring relationships [Kadushin, Hawkins & Shohet, Wonnacott] • Boundaries and expectations [Shared responsibilities-Participation- Preparedness- Responsiveness] • Qualities and skills of supervisor/ mentor [Leadership-Interpersonal-Empathy and Self Awareness] • Stages of professional development [Hawkins and Shohet] • Tailoring support for professional learning needs • Facilitating the integration of theory & practice and critical reflection [Kolb’s experiential learning cycle] • Giving and receiving feedback [Formal/Informal]
Implementation
• Support and supervision policy • Features of learning contracts • Setting goals and objectives and developing strategies for their measurement • Effective preparation for supervision • Scheduling, frequency and time limits of meetings • Joint agenda setting • Templates for recording and reporting
Induction
Students • Prioritising critical information • Clear boundaries and expectations • Acculturation Newly qualified professionals • Rationale for induction support • Common issues, experiences and needs of newly qualified and early career educators
Module Content & Assessment
Assessment Breakdown%
Continuous Assessment100.00%

Assessments

Full Time

Continuous Assessment
Assessment Type Case Studies % of Total Mark 50
Timing n/a Learning Outcomes 1,2,3
Non-marked No
Assessment Description
Learners must apply learning & devise a mentoring plan in response to case study
Assessment Type Reflective Journal % of Total Mark 20
Timing n/a Learning Outcomes 2
Non-marked No
Assessment Description
Self assess skills, qualities as mentor and mentee
Assessment Type Reflective Journal % of Total Mark 30
Timing n/a Learning Outcomes 4
Non-marked No
Assessment Description
Written reflection Critically reflect on their own placement experiences to identify useful criteria for induction programmes, in relation to students and newly qualified staff
No Project
No Practical
No End of Module Formal Examination
Reassessment Requirement
Exam Board
It is at the discretion of the Examination Board as to what the qualifying criteria are.

SETU Carlow Campus reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Workload Category Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact No Description 12 Weeks per Stage 2.00 24
Independent Learning Time Non Contact No Description 15 Weeks per Stage 6.73 101
Total Weekly Contact Hours 2.00
Workload: Part Time
Workload Type Workload Category Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Independent Learning Time Non Contact No Description 15 Weeks per Stage 7.13 107
Lecture Contact No Description 12 Weeks per Stage 1.50 18
Total Weekly Contact Hours 1.50
 
Module Resources
Recommended Book Resources
  • Appleby, Y. & Pilkington, R. (2014), Developing Critical Professional Practice in Education, NIACE, Leicester.
  • Barnardos. (2020), Support and Supervision in Early Learning and Care, Barnardos, Dublin.
  • Marilyn Chu. (2012), Developing Mentoring and Coaching Relationships in Early Care and Education, Prentice Hall, p.198, [ISBN: 9780132658232].
  • Clutterbuck, D. (2014), Everyone Needs a Mentor, 5th. Chartered Institute of Personal Development., London.
  • McPartland, E. . Supervision and Leadership in Childcare, Gill & Macmillan, Dublin.
  • Morrison, T. (2001), Staff supervision in Social Care, Pavillion, Brighton.
  • Urban, M. and Vandenbroeck, M. (2011). (2011), Competence Requirement in Early Childhood Education and Care, European Commission Directorate—General for Education and Culture:, London and Ghent.
Recommended Article/Paper Resources
  • Nolan, A. (2017), Effective mentoring for the next generation of early childhood teachers in Victoria, Australia, Mentoring & Tutoring: Partnership in Learning, 25 (3),
    http://DOI: 10.1080/13611267.2017.1364800
  • Onnismaa,E.,Tahkokallio,L. & Kalliala,M.. (2015), From university to working life: an analysis of field-based studies in early childhood teacher education and recently graduated kindergarten teachers’ transition to work, Early Years, 35 (2),
    http://DOI: 10.1080/09575146.2015.1011065
  • Pavia, L., Nissen, H. , Hawkins, C. , Monroe, M.E. & Filimon-Demyen, D.. (2003), Mentoring Early Childhood Professionals, Journal of Research in Childhood Education, 17 (2),
    http://DOI: 10.1080/02568540309595014
  • Peterson, S., Valk, C., Baker, A.C., Brugger, L, & Hightower, A.D.. (2010), "We're not just interested in the work": Social and emotional aspects of early practitioner mentoring relationships", Mentoring and Tutoring: Partnership in Learning, 18.
  • Yoon, H.S. & Larkin, K.A. (2018), When tensions between ideology and practice become personal: Unpacking mentorship in early childhood teacher education, Journal of Early Childhood Teacher Education, 39 (1),
    http://DOI: 10.1080/10901027.2017.1404506
Supplementary Article/Paper Resources
  • Perlman,M. Howe,N., Gulyas,C. & Falenchuk,O.. (2020), Associations between Directors’ Characteristics, Supervision Practices and Quality of Early Childhood Education and Care Classrooms, Early Education and Development, 31 (4),
    http://DOI: 10.1080/10409289.2019.1679006
Other Resources
Discussion Note: