Module Details
Module Code: |
SUPV C4701 |
Module Title:
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Supervision and Mentorship
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Title:
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Supervision and Mentorship
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Module Level:: |
8 |
Module Coordinator: |
Janette Davies
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Module Author:: |
Susan Barnes
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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.
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Learning Outcomes |
On successful completion of this module the learner will be able to: |
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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.
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No recommendations listed |
Co-requisite Modules
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No Co-requisite modules listed |
Additional Requisite Information
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No Co Requisites listed
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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
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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 Awarenes]
• 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]
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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
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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
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Module Content & Assessment
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Assessment Breakdown | % |
Continuous Assessment | 100.00% |
AssessmentsFull Time
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.
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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 |
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Contact |
No Description |
12 Weeks per Stage |
2.00 |
24 |
Independent Learning Time |
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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 |
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Non Contact |
No Description |
15 Weeks per Stage |
7.13 |
107 |
Lecture |
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Contact |
No Description |
12 Weeks per Stage |
1.50 |
18 |
Total Weekly Contact Hours |
1.50 |
Module Resources
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Recommended Book Resources |
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Appleby, Y. & Pilkington, R. (2014), Developing Critical Professional Practice in Education, NIACE, Leicester.
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Barnardos. (2020), Support and Supervision in Early Learning and Care, Barnardos, Dublin.
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Marilyn Chu. (2012), Developing Mentoring and Coaching Relationships in Early Care and Education, Prentice Hall, p.198, [ISBN: 9780132658232].
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Clutterbuck, D. (2014), Everyone Needs a Mentor, 5th. Chartered Institute of Personal Development., London.
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McPartland, E. . Supervision and Leadership in Childcare, Gill & Macmillan, Dublin.
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Morrison, T. (2001), Staff supervision in Social Care, Pavillion, Brighton.
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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 |
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Nolan, A. (2017), Effective mentoring for the next
generation of early childhood teachers
in Victoria, Australia, Mentoring & Tutoring: Partnership in
Learning, 25 (3),
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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),
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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),
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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.
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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),
| Supplementary Article/Paper Resources |
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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),
| Other Resources |
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The Coalition of Childhood Umbrella
Organisations. (2010), Guidance for Mentoring in Childhood
Practice. Scottish Social Services
Council., Scottish Social Services Council,
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