Formative

• Professional dialogue during each in-person and online collaborative session.

• Completion of tasks using Jamboard digital collaboration tool. 

Summative

• Completion of Learning Journal

• Collaborative Enquiry

Learning Journal

• The Learning Journal states the objectives for each session.

• Participants are guided through a series of tasks.

• Links to further reading are provided within each chapter of the book. Participants are asked to record any Further Reading from each Chapter in their Learning Journal.

• The book is divided into 3 sections:

  • • Section1 – The Place of Mentoring in Scottish Education (chapter 1 to 3)

    • Section 2 – Mentoring at each stage of a Teacher’s Career (chapter 4 to 7)

    • Section 3 – Different Facets of Impactful Mentoring (chapter 8 to 13)

• At the end of each section, participants are asked to reflect on the following in their Learning Journal:

  • • How has your professional learning from this section informed your depth of knowledge and understanding in Mentoring?

    • How have you developed as a professional during this learning activity, particularly in the areas of being open to change, risk taking and developing your own professional voice?

    • How did you develop collaborative professionalism with colleagues during this section?

    • With reference to the areas of the Professional Standards, how do you intend to further deepen and develop your professional learning in mentoring?

Assessment

• The Learning Journal will be assessed by the course co-ordinator and the course assessor against criteria provided at the end of the Learning Journal.

• Where the criteria has not been met, supporting comments will be provided and further opportunity will be given for participants to make changes.

• 20% of submitted Learning Journals will be moderated by an external moderator.

• The Collaborative Enquiry is assessed through criteria set out on the Initial proposal document.

• Findings from the Collaborative Enquiry will be presented to peers within the Programme as well as invited members of SLT, central Education staff and the external moderator.

• The final assessment of the Collaborative Enquiry will be made by the course coordinator, the course assessor, and the external moderator.

• Where the criteria has not been met, supportive feedback will be given, and participants will be given one further opportunity to present their findings.