The PgCert in Mentoring addresses the specific development needs of staff who work with early career teachers or practitioners. Participants come from a range of settings, including: primary, special, secondary, FE, EYFS etc. This course enables you to gain knowledge and understanding of mentoring. You'll develop your professional mentoring skills and a personal theory of action for mentoring.
8 top reasons to study Mentoring here
- Professional links: London South Bank University and Southwark Local Authority are delivering this course in a collaborative partnership.
- Grow personally and professionally: Raise your self-awareness of your coaching and mentoring skills and in doing build your strength and capabilities, including the ability to articulate your ideas with confidence.
- Academic progression: Graduates of the PgCert Mentoring can progress on to a full MA in Education.
- Flexible teaching: The course is taught through lectures, discussions, workshops, video presentations and blended learning methods.
- Experienced teachers: all academics are ex-teachers and have years of experience in the education industry.
- Put theory into practice: Evidence-based discussions and opportunities to put theory into practice will allow you to enhance your professional practice in managing, evaluating, and supervising work-based mentoring schemes.
- Global perspective: Be part of an academic community dedicated to social justice and global responsibility - with inspiring schedule of guest speakers, events, volunteering opportunities and exchange of ideas.
- Evening classes: Suitable for people already in work and looking to enhance their CV and expertise, this course is offered through evening classes.
This course covers...
- Professional evidence: to promote your critical understanding of research, evidence and practice in the broad field of mentoring beginning teachers/practitioners
- Professional development: to provide you with opportunities to develop critical reflective practice; exploring the different models, tools and techniques used in mentoring and coaching (as well as the theory that underpins them)
- Professional values: to develop your abilty to design and conduct inquiries into your own and others' professional practice
- Mentoring and Education in context (30 credits, Level 7)
This module addresses the specific development needs of staff who work with teachers or practitioners. This module enables you to gain knowledge and understanding of mentoring. You'll be encouraged to make a reflective examination of your current experience in your work setting. Through an exploration of a range of mentoring models, you'll develop your professional mentoring skills and a personal theory of action for mentoring.
- Mentoring in leadership and management in Education and related contexts (30 credits, Level 7)
This module enables you to gain knowledge and understanding of mentoring focusing on beginning teachers /practitioners through reflective examination of your own and others’ models. Through an exploration of a range of mentoring and coaching models and approaches to development, management, supervision and leadership of mentoring, we'll develop your professional skills and a personal theory of action relating to development, management, supervision and leadership of mentoring.
Assessment of Module 1:
- Reflective literature review of six articles selected from the set readings for this module. 3000 words.
- Poster - Focusing on one element of mentoring in your setting which is supported by critical discussion of theory arising from your literature review (2000 word equivalent). The poster should include discussion of theory and practice
Assessment of Module 2:
- 5,000-word case study - based on development, management, leadership and supervision of a mentoring scheme in setting. (This should include: theorised critical reflections and ideas for further developments of the mentoring scheme and your leadership role within this.)
This course will enable participants to:
- Develop critical thinking skills and become reflective practitioners
- Articulate informed opinions with confidence
- Become aware of theoretical frameworks and current political agendas
- Develop practice in managing, evaluating, and supervising work-based mentoring schemes.
The content has been specifically designed to provide personal and professional development for staff who work with early career teachers or practitioners. Course participants come from a range of settings, including: primary, special, secondary, FE, EYFS etc.
We are University of the Year for Graduate Employment for the second year in a row - The Times and Sunday Times Good University Guide 2018, 2019.
At LSBU, we want to set you up for a successful career. During your studies – and for two years after you graduate – you’ll have access to our Employability Service, which includes:
- An online board where you can see a wide range of placements: part-time, full-time or voluntary. You can also drop in to see our Job Shop advisers, who are always available to help you take the next step in your search.
- Our Careers Gym offering group workshops on CVs, interview techniques and finding work experience, as well as regular presentations from employers across a range of sectors.
Our Student Enterprise team can also help you start your own business and develop valuable entrepreneurial skills.
Edlene is a senior Lecturer in the Education department. She is Module leader for PGCE and School Direct Professional Studies, on which she also teaches.
Gianna is an Associate Professor in Education Studies. She has over 12 years experience of teaching in primary schools in London and the Midlands. Gianna has written widely about inclusion, diversity and social justice.
Nicola has a PhD focussing on inclusive practice with autistic university students. She has 35 years’ experience in education working with disabled pupils and students from nursery age to adults in FE and HE and an international research profile in the field.
Teaching and learning
A range of teaching and learning methods are used:
- Face-to-face seminars with small groups (approx. 20 students)
- 1:1 tutorials are provided to support assignment planning
- Access to LSBU support for learning service where relevant
- Access to LSBU library and the Learning Resources centre
- All seminar-based materials will be available via the LSBU VLE (Moodle)
- Elements of e-learning are built into all modules
- Some modules could include elements of Distance Learning.
- 252 self-study hours (per module)
- 24 Student managed learning hours:
- 24 School /setting-based hours
Applicants should usually have qualifications that demonstrate that they are suitably prepared for Level 7 study in the professional practice context.
This will normally mean:
- A good first degree (with a classification of 2:2 or above) and evidence that applicants are able to write at this level
- Applicants related to or working in the field of education
- Or work in a capacity of being a mentor, or looking to progress into a management role
Final decisions about suitability for the course are taken, as far as is possible either in consultation with the school / setting in which the applicant is based, or by the Course Director from an assessment of the standard application form.
How to apply
|Mode||Duration||Start date||Application code||Application method|
If your course has a January start option, you should apply through UCAS Postgraduate. Postgraduate students and research students applying for September entry should use our dedicated application system. Full details of how to do this are supplied on our How to apply section for postgraduate students and our How to apply section for research students.
If you’re applying for January entry through UCAS, make sure to search under the 2018/19 academic year.
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Book a session with one of our specialist Postgraduate Advisors. Over a one on one Advice Session they'll advise you on postgraduate degrees at LSBU that match your interests and experience. Book an Advice Session.
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|UK/EU fee: £2500||International fee: £4375|
|AOS/LSBU code: 5051||Session code: 1PS00|
For more information, including how and when to pay, see our fees and funding section for postgraduate students.
Possible fee changes
The University reserves the right to increase its fees in line with changes to legislation, regulation and any government guidance or decisions.
The fees for international students are reviewed annually and the University reserves the right to increase the tuition fees in line with the RPIX measure of inflation up to 4 per cent.
Postgraduate loan (PGL) for Masters study
If you are starting a Masters course, studying either full- or part-time, you may be entitled to apply for a postgraduate study loan. Find out more at our postgraduate fees and funding section.
We offer several types of fee reduction through our scholarships and bursaries. Find the full list and other useful information on funding your studies on the scholarships and fee discounts page.
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Fees are not yet published
This is a new programme and we are still to release fees for this programme. As soon as fees are released this is where they'll be updated, so please check back shortly.
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Prepare to start
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Enrolment and Induction
Enrolment takes place before you start your course. On completing the process, new students formally join the University. Enrolment consists of two stages: online, and your face-to-face enrolment meeting. The online process is an online data gathering exercise that you will complete yourself, then you will be invited to your face-to-face enrolment meeting.
In September, applicants who have accepted an unconditional offer to study at LSBU will be sent details of induction, which is when they are welcomed to the University and their School. Induction helps you get the best out of your university experience, and makes sure you have all the tools to succeed in your studies.
Preparatory reading list
- Roadford C. (2016) The first years matter : becoming an effective teacher : a mentoring guide for novice teachers Thousand Oaks : Corwin
- Schleicher, A (2016) Teaching Excellence through Professional Learning and Policy Reform : Lessons from around the World. OECD Publishing
- Smith, T., Desimone L, Porter A. (ed) (2012) Organization and effectiveness of induction programs for new teachers. Teachers College, Columbia University, New York
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