Leading, Mentoring and Coaching: Leadership Development and Fostering a Culture of Continuous Improvement
12 ECTS
Leading, Mentoring and Coaching: Leadership Development and Fostering a Culture of Continuous Improvement
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Module Description
The Leading, Mentoring, and Coaching unit focuses on developing leadership skills and fostering a culture of continuous organisational improvement. This unit delves into the theoretical and practical aspects of leadership, emphasising the roles of leaders in mentoring and coaching to cultivate a resilient and adaptive organisational culture.
Students understand how to lead effectively in diverse educational settings by exploring various leadership theories and styles. The unit addresses the importance of self-awareness and emotional intelligence in leadership, enabling students to recognise their leadership styles and how to adapt them to different situations.
This unit explores mentoring, coaching, and continuous improvement as essential leadership components. Students learn to mentor colleagues effectively, developing skills in active listening, empathy, and feedback, while designing and implementing mentoring programs that enhance staff development and retention.
Coaching is introduced as a goal-oriented process, equipping students with techniques such as solution-focused and performance coaching to foster personal and professional growth. The unit also emphasizes creating a culture of continuous improvement, incorporating models like PDCA, Lean thinking, and Six Sigma to drive innovation and organizational success.
Through case studies, reflective practice, and leadership development plans, students critically assess their leadership styles and gain practical tools to mentor, coach, and lead effectively in dynamic work environments.
Entry Requirements
Applicants must be in possession of:
- A full MQF Level 6 qualification in Education from an accredited institution, together with a minimum of five years’ teaching experience, or
- Any other degree recognised as equivalent for the purpose together with a recognised teaching or education qualification and a minimum of five years’ teaching experience, or
- A master’s degree that qualifies applicants for a Teacher’s Warrant, together with a minimum of five year’s teaching experience, or
- Any other recognised teaching qualification together with at least five years’ teaching experience.
- Applicants are expected to demonstrate a good level of English proficiency through qualifications such as IELTS level 6.0 or any other qualification which the College deems indicative of a good level of English competency.
For those students who wish to pursue a position within a school, kindly note that they would still need a teacher’s warrant.
Target Audience
This programme targets:
- The target audience for the Master of Arts in Educational Leadership and Innovation includes educators, administrators, policymakers, and professionals in the field of education who aspire to leadership roles or seek to advance their careers by gaining expertise in educational leadership, organisational change, and innovative practices.
- This programme is designed for individuals who are passionate about transforming education systems, improving teaching and learning outcomes, and driving positive change in educational institutions.
- For individuals wishing to engage in leadership positions in schools or at other further and higher education institutions, as well as the Education Directorates, in mind.
- Students completing this programme would be prepared to take on leadership positions in Malta and/or progress to doctoral studies.
Career Paths
The programme prepares for positions such as, but not limited to:
- Assistant Head of School
- Head of School
- Executive Officer Education Directorate
- Head of Department Education Directorate
- Director Higher/Further Education
- Deputy Director Higher/Further Education
- Educational Advisor
- Educational Consultant
- Training and Development Manager
- Curriculum Development Developer and Designer
- Diversity and Inclusion Manager
- Education and engagement officer (for example, of a museum, etc.)
This programme also provides students with the opportunity to pursue further studies at MQF level 8.
How you’ll be assessed
The module comprises of:
- Evening classes for part-time courses.
- Classes held throughout the day for full-time courses.
- Guided learning, presentations, comprising synchronous online discussions, tutorials and/or videos.
- Self-study hours comprising research, reading and assignment work.
Assessment
Class Presentations
Mini Studies:
- Students will conduct mini studies on a chosen topic in liaison with their tutor.
- The topic can be adapted to align with a specific interest and professional practice.
Module Intake Dates
TBA 2025
Learning Outcomes
Competences
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
- Implement strategies for effective communication and collaboration, fostering a positive and inclusive school culture.
- Demonstrate an understanding of their respective roles in professional development.
- Cultivate a habit of critical reflection on personal and professional practices, integrating theoretical insights into day-to-day decision-making.
- Analyse and discuss case studies to enhance problem-solving skills and ethical considerations in educational leadership.
- Define and articulate personal and organisational values, aligning them with the broader mission and vision of the educational institution.
- Develop strategies for cultivating safe and empowering educational contexts, addressing challenges with purpose-driven leadership.
Knowledge
At the end of the module/unit, the learner will have been exposed to the following:
- Implement strategies for effective communication and collaboration, fostering a positive and inclusive school culture.
- Demonstrate an understanding of their respective roles in professional development.
- Cultivate a habit of critical reflection on personal and professional practices, integrating theoretical insights into day-to-day decision-making.
- Define and articulate personal and organisational values, aligning them with the broader mission and vision of the educational institution.
- Develop strategies for cultivating safe and empowering educational contexts, addressing challenges with purpose-driven leadership.
Skills
At the end of the module/unit, the learner will have acquired the following skills:
- Assess and apply diverse leadership models and frameworks to build communities of learning within educational settings.
- Analyse real-world scenarios to encourage critical thinking.
- Differentiate between mentoring and coaching, demonstrating a nuanced understanding of their respective roles in professional development.
- Apply active listening, feedback, and goal-setting techniques to create personalised learning plans for individuals within an educational context.
- Develop strategies promoting safe and empowering educational contexts, and communities of practice and learning.
- Develop a personal action plan for continuous professional growth, integrating reflections and insights gained throughout the unit.
Module-Specific Learner Skills
The learner will be able to:
- Analyse and discuss case studies to enhance problem-solving skills and ethical considerations in educational leadership.
- Engage in peer feedback and collaboration, refining leadership plans or projects through constructive critique and collaborative problem-solving.
- Use mentoring and coaching approaches to support staff and enhance the synergies in the organisation.
- Develop strategies for maintaining purpose-driven leadership.
Module-Specific Digital Skills and Competences
The learner will be able to:
- Research and access the right academic platforms to find the most up-to-date peer-reviewed materials, legislative documents, international reports etc., required for their studies.
- Use digital software to structure, prepare and present their work effectively.
- Navigate through the online learning platform to find assignments, discussion boards, literature, tutorials, etc.