Mentoring and Leadership in Schools - International

This degree is level 9 on the National Framework of Qualifications (NFQ) awarded by University of Limerick.
This course may be offered in two delivery formats: face-to-face on campus or blended (a combination of face-to-face and online delivery).
Location: MIC Limerick
Maximum Places Offered: Not Applicable

Programme Overview
The purpose of this programme is to provide Continuing Professional Development (CPD) for school leaders. These leaders will have already proven themselves to be committed to the considered and effective management of an educational setting. This programme aims to enhance school leaders' ability to mentor newly-qualified teachers who will shadow them in their schools.

The programme is designed for school coordinators and principals who want to further develop themselves and their professional practice, while also developing as professional colleagues within their own settings. The programme will be of interest to participants who have taught, managed or supervised for some time, who may wish to develop their skills as school-based mentors for supporting teacher induction in English Language Teaching and/or the professional learning of colleagues in this field more generally. It is intended for existing teachers who wish to develop their skills as mentors through:

Enquiry, reflection and experimentation with their own practices;
Studying ways of supporting other teachers' professional learning, through effective coaching and feedback strategies, grounded in adult learning theory;

Asking questions and recognising and valuing previous experience;
Role play and development of the mentoring conversation;
A team approach involving regular and varied discourse in class.

The programme also supports the development of reflective professionals who can lead and manage all school functions effectively, with confidence, vision and courage. Therefore, the programme is designed to appeal to those who wish to:

Extend their skills and knowledge for school-based collaborative professional learning more generally;
Support other teachers' professional learning through mentoring, coaching and leadership;
Deepen their understanding of, and enhance the processes of curriculum implementation, development planning and leadership for learning.

Key Features
The development of reflective professionals who can lead and manage with confidence, vision and courage;
The development of professionals who lead, value and promote research-based learning;
The development of reflective professionals who demonstrate a critical understanding of collaborative professional learning;
The development of professionals with an understanding of policy–making, policy implementation and policy impact nationally and internationally;
The development of professionals with the knowledge, attitudes, values and skills to support professional development through mentoring;
The development of professionals with a critical understanding of coaching psychology and applied techniques;
The development of professionals who understand key concepts in the leadership and management of curriculum change;
The development of professionals who appreciate the importance of leading improvement in learning and teaching through teacher agency and self-evaluation.

Subjects taught

Programme Content
Typically, the programme will run over two 12-week semesters in autumn and spring.

The programme learning outcomes for students of this programme are:

Knowledge – breadth and kind:

Demonstrate a systematic knowledge of mentoring and leadership at the forefront of current theory and practice and apply appropriate theoretical insights in supporting teacher learning.
Know-how and Skills – range and selectivity:

Use a broad range of approaches to support the learning needs of other teachers, including lesson observation, constructive feedback and curriculum planning;

Discuss critically their own practice as teachers and as professional colleagues/mentors using insights gained from reflection, from shared analysis with their peers, and from the literature.

Competence – context and role:

Integrate learning from their study of teacher development, teachers' professional learning, curriculum and school leadership in order to support professional learning in schools;
Show a critical understanding of current trends in leadership and teacher learning.

Competence – learning to learn:

Value and demonstrate a commitment to their own professional development and to that of other teachers, especially newly qualified teachers, and to shared professional responsibility.

Competence – insight:

Explain the characteristics of effective professional development provision;
Use evidence-based practice to evaluate their own professional growth, their work as mentors and leaders as well as the professional development provision for teachers more generally.

Examples of modules offered (programme content may vary year to year).

Professional Support and Teacher Development
National and international issues in education and the implications for school leadership and mentoring
Principles and practices of undertaking educational research in the field of leadership and mentoring
Teacher Learning and Mentoring
Leading and Curriculum Change
Leading learning and teaching through school self-evaluation
Leadership and Management Portfolio Development
Coaching Psychology as applied to Educational Contexts

Entry requirements

A 2.2 honours primary degree
Relevant prior experience in teaching or related fields considered on a case-by-case basis.
Entry requirements and the application process vary according to country of origin. Check your country here.

English Language Requirements
If applicants come from a non-English speaking country, they are required to meet the minimum English language requirements to study at MIC (see outline below).
Matriculation Examinations: From European countries where English is presented as a subject and an acceptable level is achieved

Irish Leaving Certificate English: Ordinary Level Grade D or above

TOEFL: 580 (paper-based) or 90 (internet-based)

IELTS: Minimum score of 6.5* with no less than 6.0 in any component.

*Please note, we can only accept Academic IELTS (or equivalent TOEFL/Duolingo). General IELTS will not be accepted.

ETAPP (English Test for Academic and Professional Purposes): Grade C1

GCE 'O' Level English Language/ GCSE English Language: Grade C or above

University of Cambridge ESOL: Certificate of Proficiency in English - Grade C / Certificate in Advanced English - Grade B

GCE Examination Boards: Oxford Delegacy of Local Examinations - Grade C / Cambridge Local Examinations Syndicate - School Certificate Pass 1-6

University of London Entrance and School Examinations Council - School Certificate Pass 1-6

PTE (Pearson Test of English) Academic: A minimum score of 61 (with no section score below 59)

MIC has approved the use of the Duolingo English Test (DET) as a temporary measure for the 2021/2 intake (due to test centre closures). The minimum requirement will be a DET score of 110.

Results in examinations other than those listed above may also be accepted as meeting our English language requirements.

If students do not meet the English language requirements above, there are a range of short-term English language programmes offered at MIC.

Application dates

Applications will be opened for a September 2022 intake.

More details
  • Qualification letters

    Grad Dip

  • Qualifications

    Postgraduate Diploma (Level 9 NFQ)

  • Attendance type

    Part time,Blended

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    Course provider