ECE 521 Mentoring and Coaching in Educational Settings Assignment Sample SUSS, Singapore

In this assignment sample, We will be going to discuss the ECE521 Mentoring and Coaching in Educational Settings Assignment Sample of SUSS, Singapore. Workplace learning is known to be one of the most effective ways for acquiring professional ethos and skills.

ECE521 Mentoring in Educational Settings prepares students for the important role of mentor by examining theories on mentoring, developing skills to nurture a relationship with its mentors, building an arsenal that facilitates teachers’ development as professionals who focus on their strengths while being guided through practice-based exercises focused around this course’s subject matter.

The course will examine skills associated with communication and reflection, as well as conflict resolution. Skills for building organizational culture, establishing accountability, and creating high-performance conditions are also studied in the curriculum.

TOA, TMA, GBA Assignment solution of  ECE521 Mentoring and Coaching in Educational Settings

At the end of this course, the student will be able to learn the  ECE521 Mentoring and Coaching in Educational Settings with the help of the following learning outcomes

1.  Analyze the theoretical underpinnings of mentoring and coaching

We can analyze the theoretical underpinnings of mentoring and coaching through two models, person-centered and systems-centered. The person-centered model of mentoring associates mentorship with one key process or procedure that fosters change in a less experienced individual. Mentors are held accountable for delivering this singular experience to their mentees and doing so effectively enough to have the desired outcome.

On the other hand, behavioral scientists often use systems theory as an analytical framework. In this view, an intervention such as mentoring cannot be isolated from the larger system in which it operates.

2. Evaluate the functions, structure, and process of mentoring

We can evaluate the functions, structure, and process of mentoring by looking at its definition. Mentoring is a relationship in which an experienced individual shares knowledge and insights with one less experienced or knowledgeable. It’s also important to look at the earliest explorers’ use of mentors as they sought new ways across unknown land–this gives us insight into how this process may have been utilized in order to innovate more current forms of mentorship.

3. Compare individual and group needs and identify appropriate activities for carrying out coaching functions

The needs of individuals are different from the needs of groups. Specific individual and group attributes should be considered when planning activities to meet those needs, including age, physical abilities, prior experience with activities, interests, and learning styles.

Younger children often have more energy than adults so will require active play throughout the day and night while an adolescent may need quieter low-intensity experiences or yoga in a comfortable setting where they can “breathe out” their excess energy.

Older people can often become more exhausted from modern life so additional care is required to make sure that they take care of themselves both physically (sitting down for dinner) and emotionally too (meaningful conversations).

4. Examine values and ethics associated with the mentoring and coaching

In order to examine values and ethics associated with the mentoring and coaching process, it is important to consider the characteristics of an ethically sound mentor coach are.

First, a mentor coach should always be prepared for their role in supporting learners. Often, mentors-coaches are not required on a daily basis, but it’s crucial that they have fully considered how they would act if called upon suddenly (i.e., during crises).

Second, like all teachers and coaches who work with people who have disabilities or who may need extra help guiding learners through tasks or gathering information about them for inclusion in report cards or progress reports so they can learn more than one way; mentors-coaches must understand that students.

5. Appraise self for appropriate mindsets and skills to play the mentoring role

We can appraise ourselves for appropriate mindsets and skills to play a mentoring role by

• Leading teams in work as an experienced team member or coach.
• Improving oneself via formal education, self-education, or experiential learning.
• Developing expertise in the area of interpersonal communication and change management.
• Giving back through coaching the next generation of leaders while modeling core values.
• Sharing one’s own growth experience with another person/team to create meaning and renewal. (e)g., share what we learned from our past mistakes so that others could avoid our pitfalls).

6. Design a mentoring framework to support teachers in educational settings

There are many possible frameworks for designing mentoring in educational settings. One framework that has been empirically demonstrated to support teachers is the Professional Learning Communities (PLCs). PLCs provide individuals with a community where they can not only share their own experiences but also develop skills through social and collaborative activities of working towards clearly defined purposes together.

In addition, participants, on some level, must be able to engage in critical discussion about them and there must exist a shared learning goal(s) or outcome(s) which are transmitted continually across the group. Fostering these types of interactions among diverse faculty members enables them to gain different perspectives about teaching while sharing stories and teaching strategies that may work with other faculty members who have

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