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Short Course
Mentorship in Education
The term 'mentor' is used in this short course to describe a knowledgeable, experienced, and highly proficient teacher who works with and alongside a student teacher or less experienced colleague - quite closely at first but this gradually diminishes as the student teacher becomes more capable and confident. Mentors know a great deal about teaching and learning, learners, parents and the school, which often leads to a kind of practical wisdom that can't be printed in a book - this knowledge and know-how is invaluable to student teachers and early career teachers. This short course further empowers accomplished teachers who already has a broad range of tried and tested teaching strategies as well as a well-developed understanding of the subjects they teach. They already work well with colleagues and now want to further develop or deepen their skills and capacity to mentor student teachers and/or early career teachers. The ideas in this short course represent opportunities to think about and experiment with practice and to expand professional repertoire. This should lead to an approach to mentoring that is appropriate to individuals, their unique context and the student teachers or early career teachers they are supporting.

Purpose of the course:

Training of mentor teachers to assist schools in mentoring and assessing NWU students.

Admission requirements:

Learning assumed to be in place: 
A minimum of 3 years teaching experience. Registered with SAGE. Must be permanently employed as a teacher at a public/private school

Course outcomes and assessment criteria :

Course outcomes and the associated assessment criteria: 

Study Unit


Assessment Criteria

  After completion of this course, participants will: Participant will be assessed on the following criteria:
    • Identify and disseminate the context in which you teach and indicate how you can help mentees develop complexity in their practice, and promote their thinking and reflection
• Understand the need for effective mentorship,
• Develop an orientation guide to mentees to the school and classroom.
• Discuss how mentees will be engaged in the mentorship process and guide them through the process.
• Discuss the importance of reflection for teaching and assist the mentee in practicing these skills.
• Model how strategies of co-teaching, engagement, coaching and reflection can be used to foster professional growth for mentees
• Discuss the ways in which classroom management can be handled, learners can be motivated and instruction in your classroom can be given,
• Assist the mentee in creating a motivational plan that includes an array of motivational strategies employed over an entire year.


Evidence-based workbook The participants will work their way through the context and accompanying workbook. At the end of the short course students will complete a summative assessment that must be returned to the NWU for assessment.
Method of assessment: 
Rubric – workbook Competency certificate to be awarded after the participants have successfully submitted their written summative assessment or their video analysis report,

Additional information

Mode of delivery: 
Target group: 
Experienced in-service teachers acting as mentors for NWU Grade R students
20 notional hours
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