Postgraduate Diploma In Mentoring (fully online)

This is a twelve-month online course worth 120 credits at level 7.

From September 2021 all schools were required to apply the Early Careers’ Framework (ECF) process to their Newly Qualified Teachers. This requires good mentors. Whilst ECF mentoring will be covered, this course delves much more deeply into the thought processes and critical thinking needed to make an excellent mentor, going beyond the requirements for the Mentor Standards and ECF.

This programme includes weekly interactive seminars with the course leader, which mainly involves the dissemination of exceptional mentoring practices, and online group discussions where participants learn from each other and the course leader. All students will have full access to our library, containing a comprehensive suite of online resources.

This work-based online course, which comprises of four 30 credit modules at Level 7 that will include covering all aspects of the Mentor Standards (DfE National Standards for school-based mentors, 2016). Examining these standards enables participants to be able to respond to demands from Ofsted regarding the quality of mentoring in their community. Looking at the Mentor Standards will be combined with rigorous academic study at Masters level, evaluating and critiquing a range of academic research relating to mentoring and relating to leadership skills and behaviours, integrating research with practice throughout. Students will be able to critically analyse, engage in and reflect on mentoring and evaluate the implications for their own educational setting.  They will be expected to develop their ability to explore what it means to be a critically reflective practitioner in their work as a mentor.

If you are interested in developing your knowledge further check out our MA Education (Mentoring).

 “The PG Dip in Mentoring is a fascinating course and extremely beneficial for developing practical skills with mentoring as well as engaging with relevant, cutting-edge academic research. The Buckingham course is one of the only courses of its kind, focussing exclusively on developing mentoring.  The course leader and the lecturers are experts in their field and each online seminar has been a pleasure to attend. I have enjoyed the course so much that I intend to go on to complete the MA in mentoring when I have completed the PGDip.  I cannot recommend this course highly enough for middle managers and senior leaders who want to enhance their skills in this important area of education.”

 Mr P Bray, Director of Studies at New Hall School

“The course has been a real eye opener. At first, I was worried. I hadn’t written essays for about seven years and had quite a bit of help that time round. However, throughout the course, there has never been a question to silly and all the lecturers have been more than happy to provide their time, above and beyond their allocation. The essay clinics were a great help and strangely enjoyable.”

 Craig Nevard. Head of D and T, Wycombe High School

• UK degree (2.2 or above).  For equivalent qualifications, contact education@buckingham.ac.uk to confirm that your qualification meets the University entry requirements.
• Working as a mentor in an educational context.

Each week you will participate in an online seminar with the course leader and fellow students, where you will discuss and analyse examples of best practice in mentoring. These sessions, alongside the written assignments, will support your development enabling you to utilise these skills with your mentees. Each online session will last approximately 90 minutes. Your written reflections will also be an important part of the learning process and will form part of your evidence folder.

Your course leader will be available to you throughout the programme for guidance and support, via virtual formats, telephone and email.

Assessment is carried out through written assignments and evidence-based practice in mentoring. Assistance is given throughout the course regarding the expectations of writing at Master’s level. The course consists of four modules as follows:

Module 1: Introduction to Mentoring Theory

The first of the four modules in the Diploma introduces a range of theories relating to mentoring in education.  One aim is to respond to the findings of the Carter Review (2015) into mentoring in ITT. This suggests that more attention should be given to the quality of training for mentors working in schools. Ofsted recommends that this training needs to be rigorous, in that it should go beyond the ‘structure and nature of the course’ and should look to develop the skills of mentoring. Another aim is to combine the practical needs of mentoring in education with a wide range of scholarship on this topic.

Module 2: A Research Based Approach to Mentoring

This module builds upon the first module and focuses on an examination of existing research to understand how theory is implemented into practice. Building upon the theory and models explored in the previous module, these topics aim to synthesise theory with their own experience. This module focuses on developing further the skills required for effective mentoring.

Module 3: Critical reflections on Mentoring

This module enables students to critically reflect on their own practice and critically engage with research in light of their own experience and context. This brings together the review of mentoring standards with the intellectual rigour of Master’s level writing. This module focuses on an extended assignment with guidance to develop appropriate evaluative skills.

Module 4: The Wider Context of Mentoring 

The final module brings together the preceding modules, develops the implications of topics already raised, for example, dealing with difficult situations by examining complexity. There is also an opportunity to evaluate different research models of effective mentoring and places this in a wider context.  The arguments surrounding the relationship between mentoring and coaching are considered. The role of mentoring in an educational context are evaluated and the implications for leadership.  Comparisons are also made between mentoring in education with different examples of mentoring.  What can education learn from different contexts, e.g. business, psychology?

Aims of the Programme

• To provide an in-depth analysis of the Mentor Standards which goes beyond the needs of the Mentor Standards and ECF.

1. 1. Personal Qualities
   2. Teaching
   3. Professionalism
   4. Self-development and Working in Partnership

• To combine practice with relevant research and evidence-based practice in academic study at Master’s level
• To enable participants to reflect upon and improve their support of mentees
• Through the development of academic criticality and the synthesis of this with relevant evidence-informed practice, to prepare participants to become well-informed educational leaders of the future

Who should take this course? 

• Teachers in the UK and internationally
• Current mentors on ITT programmes
• Mentors in SCITTs
• Anyone mentoring in an education setting

The University reserves the right to increase course fees annually in line with inflation linked to the Retail Price Index (RPI) to take account of the University’s increased costs of delivering educational services. If the University intends to increase your course fees it will notify you via email of this as soon as reasonably practicable.

Course fees do not include additional costs such as books, equipment, writing up fees and so on. Where applicable, these additional costs will be made clear.

Applicants must also pay a non-refundable £275 registration fee.

Please use the ‘Apply’ button at the bottom of this page; or call The Faculty of Education on +44 (0)1280 820222 or email: education@buckingham.ac.uk

Closing date: 24 July 2023