Faculty of Education. School of Educational Partnership and Enterprise. Programme Specification. For. Masters in Teaching and Learning

Transcription

1 Faculty of Education School of Educational Partnership and Enterprise Programme Specification For Masters in Teaching and Learning Definitive Course Document: Stage Two Approval Date: December

2 Programme Specification This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods can be found in the programme and module handbooks. This document is reviewed by the University and may be checked by the QAA. Key sources of information about this programme and its development can be found in the following: TDA MTL website national framework for MTL NW MTL consortium commonly agreed programme Being the Best for Our Children (DCSF 2008) QAA Masters Level Descriptor Brief Descriptive Summary Final Award and Title Exit Award(s) and Title(s) Name of Route / Pathway / Framework Professional Qualifications Programme Accredited by JACS code School Faculty Awarding Institution Teaching Institution The Masters in Teaching and Learning programme aims to provide a coherent, personalised and progressive framework for the professional learning and career development of teachers by integrating progression in the demonstration of relevant Professional Standards for Teachers with Masters Level requirements. The programme is focused on supporting teachers in developing their practice to enable all children and young people to reach their potential. It aims to build on teachers previous training and experience through a progressive three phase professional learning framework. Participants will develop and demonstrate professional standards and skills at Masters Level in critical reflection and systematic enquiry. It will enable them to select, critically engage with, evaluate and apply to their practice the research, literature and policy frameworks for pedagogical practice, curriculum development, collaborative working and leadership. Masters in Teaching and Learning (MTL). Students may exit with credits only. Not applicable. No additional professional awards. The Training Development Agency (TDA). X300 Academic studies in Education School of Educational Partnership and Enterprise Faculty of Education University of Cumbria University of Cumbria 2

3 Work Based Learning Collaborative Partners Description of type of Collaboration Date of last engagement with external bodies (e.g. QAA, Ofsted, etc) Relevant Qualification Benchmarks Modes of Study Delivery Sites Programme Length Date of Programme Specification preparation This is a work-based learning programme through distributed learning and coaching in partnership schools. Partnership Schools. North West MTL Provider Consortium. Training Development Agency. Commonly Agreed Programme across the North West and accredited by the TDA. Partnership agreement with partnership schools to cover the provision of MTL. Not applicable. QAA Masters Level 7 benchmark. One mode of study only: work-based learning supported by an in-school coach with online support from a university tutor through the virtual learning environment. In schools across the North West. Normal length of study is 3 years but can extend to 5 years. September

4 The Masters in Teaching and Learning programme aims to provide a coherent, personalised and progressive framework for the professional learning and career development of teachers by integrating progression in the demonstration of relevant Professional Standards for Teachers with Masters Level requirements. The programme is focused on supporting teachers in developing their practice to enable all children and young people to reach their potential. It aims to build on teachers previous training and experience through a progressive three phase professional learning framework. Participants will develop and demonstrate professional standards and skills at Masters Level in critical reflection and systematic enquiry. It will enable them to select, critically engage with, evaluate and apply to their practice the research, literature and policy frameworks for pedagogical practice, curriculum development, collaborative working and leadership. 1. Educational Aims of the Programme Phase One The aim of Phase One is to build on the professional experience of participants and develop their Masters Level enquiry skills through practitioner research activity that investigates the impact of their practice on children and young people s outcomes. It aims to provide learning opportunities for participants with/without previous attainment at Masters Level to address their individual professional needs and develop their Masters Level skills of enquiry and facilitate critical engagement with the evidence base. Phase Two The aim of Phase Two is to broaden and embed participants professional practice with particular reference to the subject(s) and age phase they are teaching. It aims to develop critical thinking and questioning of existing practice, policy and sources of evidence. This Phase involves engagement with four inter-related areas of content: teaching, learning and assessment; subject knowledge for teaching and curriculum development; how children and young people develop; leadership, management and working with others. This Phase particularly aims to develop independent professional development planning including a basis for determining the individual s focus for Phase Three. Phase Three The aim of Phase Three is to enable the participant to further develop their practice within a specialist focus of school subject, age phase or aspect of teaching and demonstrate it to be at the forefront of the professional field with elements that are exemplary in terms of their impact on the progress of children and young people. It aims to develop the teacher s confidence and ability to contribute to collaborative learning in their workplace and in the wider professional community. Progression The programme aligns with regional and national frameworks so that teachers moving schools or regions will be able to progress effectively if they change to a new Provider. It aims to provide a firm base for career development and further specialist professional learning 4

5 2. Programme Outcomes Indicate the increasing intellectual demands on students as they progress through the programme. This programme provides opportunities for students to develop and demonstrate: (i) Knowledge and understanding (ii) Qualities, skills and other attributes in the following areas: Learning, teaching and assessment strategies that show how the learning outcomes are achieved and demonstrated: (i) Knowledge and Understanding Participants in the programme will be able to demonstrate: 1. professional learning through practitioner research and critically reflective enquiry which may influence their own and their colleagues practices and thinking, building on prior training, career experiences and development; 2. critical evaluation drawing upon the evidence base of effective pedagogical practice and interventions across the four content areas: teaching and learning; developing subject knowledge; how children learn and develop, inclusion and behaviour management; leadership & management; 3. critically informed analysis and application of diagnostic and appropriate evidence bases to impact positively on the outcomes of children and young people; 4. effective contribution to and participation in personal professional and institutional improvement through alignment with performance management and improvement plans within their school or setting. Learning/Teaching Methods and Strategies: The MTL programme participants are supported by trained in-school coaches. The MTL trained coach is an experienced teacher who provides professional consultations and critical appraisal of professional practice in relation to Professional Standards for Teachers and the MTL programme learning activities and assignments. The coach also provides general support and advice in relation to the programme and assists participants in networking within and beyond the school. The MTL programme participants are also supported by academic tutors from the University. The academic tutor will help the participant to develop information fluency, critical thinking and academic writing to support their Masters Level work. A proactive system of tutoring will mean that the entitlement of the student for support is explicit and tutors will be prompted by the programme administrative system to contact students and to provide formative feedback at stages through each module. In addition the administrative system will track the progress of students through the programme including those moving into the programme from other providers and those leaving to work and study elsewhere. The MTL is a largely online programme using Blackboard virtual learning environment and electronic learning resources and activities. Each module has a purpose-built set of resources and activities including online discussion and collaboration between students which will be moderated by the tutor. In addition students will have opportunities for face to face induction for each phase and optional enrichment workshops for each module. Subject to demand these may be provided at a range of locations, including some school-based sites, and in a range of formats such as twilight sessions or full days. In addition to the wide range of ebooks, online journals and in-house learning online resources provided for each module students will also have full access to the Universities libraries. Students will have training and support for accessing online resources as part of induction to each phase and through the normal university systems for IT and learning support via the library knowledge base, helpdesk , telephone and face to face. 5

6 The personalised pathway of each individual is negotiated between coach, tutor and participant and expressed in a learning contract and professional development planning tool that is used as a basis for professional development planning by the participant. The planning tool has been developed nationally and is modified to suit the University of Cumbria programme, it helps to map the programme to the professional standards that teachers will be addressing int heir school-based professional development. This process will be aligned with performance management and will be monitored to ensure progress and relevance to the teacher s developing strengths, specialisms and areas for development. The coach and the tutor will communicate through and telephone and through the student to negotiate and monitor progress and agree targets. Phase One of the MTL programme builds on previous training and professional learning by participants. It will also emphasise the characteristics of systematic enquiry and the need for careful design and practice that takes into account the ethical issues involved. Phase Two consists of flexible distributed learning with content in four areas allowing sufficient flexibility, for example in the focus of the assignment, for participants to focus on their own particular needs within that broad area. Phase Three allows participants to specialise but requires them to focus on planning and completing a change project that impacts on the learning of children or young people in their educational setting and area of work. (ii) Qualities, Skills and other attributes Participants will demonstrate their ability to: 1. be independent, autonomous, critically reflective practitioners who are pro-active and self-directed in their learning, showing initiative and enthusiasm for their professional development; be committed to the promotion of equality, diversity and social justice; 2. develop and demonstrate the skills of critical thinking, problem-solving, analysis and reflection through the interrogation of theory and enquiry through research processes and activities, which may lead to publication or challenge current ideologies of educational thinking to create innovative solutions; 3. learn and develop with others; make a contribution to the developing research and scholarly activity of the Types/Methods of Assessment: The MTL is a pass/fail award. MTL assessments are driven by the innovative nature of the Masters in Teaching and Learning and draw upon the three elements below: to engage with literature and research in order to explore the most effective teaching and learning strategies to ensure the effectiveness of teaching and learning has a positive impact on the outcomes for children and young people to develop and work as a lifelong learners continually enhancing professional practice The assessments within the programme are generally designed to focus on a work-based product or process that is part of the normal work and development of the participant and is integral to a range of professional practice. The participant will produce a critical commentary through writing or another presentational format that includes engagement with, evaluation and application of relevant literature and theory. The critical commentary will 6

7 University and school community through sharing practice, learning and experiences with peers; 4. actively engage with the holistic nature of professional development, including personal, emotional, spiritual, and ethical aspects of learning; 5. Act autonomously to instigate and lead explorations of problems and issues within their professional educational context, particularly those which positively impact upon the educational experiences and achievements of children and young peoples. report on a small-scale empirical investigation with clear conclusions leading from a systematic collection and analysis of data or it will develop a conceptual argument in relation to their developing practice. Within a collaborative and integrated approach focused on demonstration of the learning outcomes the in-school coach offers feedback on progress towards the MTL learning outcomes for each phase and the tutor undertakes summative assessment; they work together with the participant to gather evidence of practice in which the participant has been personally involved to evaluate progress. A number of different assessment formats are completed by participants, planned through negotiation of the learning contract, in order to enable them to demonstrate the required range of professional and subject based knowledge and skills. In addition to the programme learning outcomes 1 to 9 the intended learning outcomes for each phase are set out here in order to show the progress in professional practice required: Programme Learning outcomes for Phase One: By the end of Phase 1, the participants on the MTL programme will demonstrate that they have developed their professional attributes, knowledge, skills and understanding in their practice so that the teaching is effective and there is an increasingly positive that impact on the outcomes of the children and young people they teach. This will require each participant to: identify personalised professional learning needs in their new context draw on and critique a knowledge base, related to the four content areas of MTL undertake a critical and enquiry based approach which continuously impacts on the outcomes for children and young people Learning outcomes for Phase Two: By the end of Phase 2, the participants demonstrate that they have broadened and embedded their professional attributes, knowledge, skills and understanding in their practice so that teaching is consistently effective and there is an increasingly positive impact on the outcomes of the children and young people they teach, through: a systematic understanding of research, national frameworks and practical knowledge in relation to the four content areas, drawn on appropriately to develop their practice an ability to critically reflect on and analyse the impact of this understanding on outcomes for children and young people through their developing practice as classroom teachers and in their other professional roles an ability to critically reflect on and analyse the impact of different teaching and learning strategies on different groups of children and young people a command of the subject, specialism or curriculum area in professional practice an open and questioning mindset in developing professional practice. Learning Outcomes for Phase Three: By the end of Phase 3, the participants demonstrate they have deepened their professional attributes, knowledge, understanding and skills in a specialist field, drawn from the MTL content areas, so that their teaching continues to be consistently effective, with elements that are exemplary, enabling children and young people to make good progress, through: a systematic understanding of research, national frameworks and practical knowledge in relation to their specialist field, drawn on appropriately to develop practice self-direction and originality in tackling and solving problems, and the ability to act autonomously in planning and implementing tasks at a professional level designing, carrying out and critically analysing an M-Level, practice-based enquiry in their 7

8 specialist professional field, which explores relationships between theoretical and practical knowledge, and impacts on practice making sound judgements on complex issues, even when evidence is incomplete and communicating clearly their conclusions to specialist and non-specialist audiences in their school and beyond engaging in collaborative learning opportunities in their specialist professional field and through planning for further professional development 3. Level Descriptor At HE Level 7 (Masters level), students will be able to demonstrate that they have the ability: to display a mastery of a complex and specialised area of knowledge and a critical awareness of issues at the forefront of the area of study; employ advanced subject-specific and cognitive skills to enable decisionmaking in complex and unpredictable situations; generate new ideas and support the achievement of desired outcomes; accept accountability for decision making including the use of supervision; analyse complex concepts and professional situations by means of synthesis of personal and work place reflection and data drawn from scholarship and research in the field. 4. Programme Features and Requirements There are three broad phases to the programme: Phase One: The assessment for this phase carries 40 credits (in the case of those students who have Masters level credits this will be derived from a maximum of 30 credits to be transferred plus an additional 10 credit module which must demonstrate the Learning Outcomes for Phase One; this means that students without prior Masters level credit will take a 30 credit module plus the 10 credit module taken by those with prior Masters Level credit. Phase Two: The assessment for this Phase carries 80 Masters Level credits (to be made up of 4 20 credit closely inter-linked modules). Phase Three: The credit for this Phase carries 60 Masters Level credits based on 2 30 credit modules. 8

9 5. Curriculum Map MTL Programme Structure Phase One Level Module Code 7 MTLC7001 MTL Reflecting on professional practice 1 30 Compulsory for those without prior Masters Level Credit Module Title Credit Points Module type Notes Participants may use AP(E)L of existing Masters level credits into Phase One up to 30 credits providing the Learning Outcomes of the modules align 7 MTLC7002 MTL Reflecting on professional practice 2 10 Core No credit transfer against this module Phase Two Level Module Module Title Credit Points Module type Notes Code 7 MTLC7003 MTL Teaching, learning and assessment 20 Core 7 MTLC7004 MTL Curriculum development 20 Core 7 MTLC 7005 MTL Inclusive Practice 20 Core 7 MTLC7006 MTL Collaboration and Leadership 20 Core The four modules in Phase Two are closely linked and are normally taken in module code order but can be taken in a different order if required to offer flexibility/personalised learning for participants, relevant to their career development and roles/responsibilities. It is possible to AP(E)L20 credits into any module in Phase 2 providing the Learning Outcomes of the modules align and providing there has been no AP(E)L into Phase One. 9

10 Phase Three Level Module Code Module Title Credit Points Module type Notes 7 MTLC7007 MTL Professional Practice enquiry 1 30 Core 7 MTLC7008 MTL Professional Practice enquiry 2 30 Core Modules in Phase 3 are linked. Module 8 must build on the learning undertaken in module 7. Participants will pursue their own specialist focus during Phase Three. Participants may AP(E)L 30 credits into Module 7 providing the Learning Outcomes of the modules align and providing the total credits already (AP(E)Led has not exceeded 30 credits. No credit transfer against Module 8. Progression / Award requirements Module pass mark: 50% (Postgraduate) Core Modules must be taken and successfully passed. The MTL is a Pass / Fail award overall although % grades will be provided for each module against the University Masters Level grade descriptor. Students currently registered on two modules are not normally permitted to register for a third module until they have submitted an assignment. Students registered for a module for more than one calendar year and who have not submitted an assignment will be deemed to have withdrawn from the module. 10

11 6. Curriculum Skills Map This map charts the presence of skills in particular modules as being taught and/or practiced and/or assessed.. Skills across the curriculum (identified as T=Taught / P=Practised / A=Assessed) Self Management Practical skills Use of C&IT Numeracy Problem Solving Team / group work Communication oral/written Learning to Learn Programme Outcomes Module Name Module Code MTLC7001 MTL Reflecting on professional practice 1 1, 4, 5, 6, 8 TPA TPA TPA TPA TP TP TP TPA MTLC7002 MTL Reflecting on professional practice 2 1, 2, 4, 6, 9 TPA TPA TP TPA TPA TPA TPA TPA MTLC7003 MTL Teaching, learning and assessment 1, 2, 3, 4, 7, 9 PA PA PA TPA TPA TPA TPA TP MTLC7004 MTL Curriculum development 2, 4, 6, 7 TP PA TPA TPA TP TP TPA TPA MTLC7005 MTL Inclusive practice 1, 2, 6, 9 TP PA TPA TPA TPA TPA TPA TP MTLC7006 MTL Collaboration and leadership 1, 2, 4, 7, 8, 9 PA TPA TPA TPA TPA TPA TPA TPA MTLC7007 MTL Professional Practice enquiry 1 1, 2, 5, 6, 8 PA PA PA TPA TP TP P TP MTLC7008 MTL Professional Practice enquiry 2 1, 3, 4, 6, 7, 9 TPA TPA PA TPA PA PA TPA PA 11

12 7. Support for Students and their Learning The MTL programme builds on induction support for Newly Qualified Teachers (NQTs). The MTL inschool coach will work closely with colleagues responsible for that induction. The university tutor will provide online induction for MTL participants including introducing them to access to Blackboard, ebooks, online journals and online study skills support. The participants will be organised into online action learning sets with initial ice breaker activities leading to a set of structured activities. The modules will involve participants in actively engaging with online resources and collaborative tasks moderated by the university tutor. There may also be optional face to face enrichment sessions. The in-school coach and university tutor will both help the participants with their professional development planning by initially negotiating and then monitoring a learning contract. The work of the in-school coach and the HEI tutor is grounded in each having a clear understanding of the Professional Standards for Teachers and QAA Masters Level requirements. The in-school coach works from a school and local perspective, while the HEI tutor works from a regional, national and international perspective. Working collaboratively with the teacher, they have complementary roles in: Identifying the teacher s professional needs, and planning for the next stage in their learning, drawing appropriately on induction and performance management outcomes. This involves: a) the in-school coach and the HEI tutor in assessing, at the start of the programme, whether any M-level credits gained in ITE can be taken forward, in line with the principles of MTL identifying the teacher s professional learning needs in relation to the learning outcome statements for each phase of the programme b) the in-school coach in taking the leading role in identifying, with the teacher, progress towards meeting the learning outcomes for each phase of the programme, determining ongoing professional learning needs for development c) the HEI Tutor in working with the in-school coach and the teacher to plan HEI tutor and other expert input to provide appropriately personalised learning opportunities for the teacher, in relation to the four content areas of the MTL. Support for information fluency and academic writing will be integrated into the programme learning activities and will use the resources and supplementary online support for students provided by LISS. 8. Criteria for Admission Admission to the programme is subject to the eligibility criteria defined by the Training and Development Agency and is confined to teachers with qualified teacher status (QTS) working in educational settings. Accreditation of Prior Certificated Learning (APCL) may be obtained in certain, limited circumstances up to the value of 60 Masters level credits against particular modules within the MTL. The learning outcomes of the modules or courses being claimed as existing credit must align to the learning outcomes of the MTL module. 1. APCL is allowed to a maximum of 60 credits over the whole of the MTL programme 2. No more than one Module to be gained through APCL in any one MTL Phase 3. at Phase 1 a maximum of 30 credits can be gained through APCL against Module 1 4. at Phase 2, a maximum of 20 credits can be gained by APCL against any one of the four Modules 5. at Phase 3 a maximum of 30 credits can be gained by APCL against Module 7 only Teachers who gain employment in a school in the locality, who are part way through their MTL with another university, will be permitted to transfer credits from completed modules. It may also be possible for teachers on the programme to transfer credit from other appropriate nationally recognised and government-funded training programmes and continuing professional development opportunities, provided they meet the usual APL/APCL criteria (including being clearly at Masters Level). 12

13 9. Methods for Evaluating and Improving the Quality and Standards of Learning & Teaching Mechanisms for review and evaluation of LTA, the curriculum and outcome standards Committees with responsibility for monitoring and evaluating quality and standards Mechanisms for gaining student feedback on the quality of teaching and their learning experience Staff development priorities for staff teaching this programme Module and Programme level evaluations, TDA (Training and Development Agency for Schools) annual Impact Evaluations, AER (Annual Evaluatory Report) External Examiner Reports will be used to manage quality and drive enhancement of the programme. Tutors engage in regular peer review of teaching through observation and / or scrutiny of planning and resources. Participants will provide evaluative feedback at regular stages of the programme to inform development, including online learning. There are regular meetings of the Programme Quality Committee (PQC), which includes participant representatives as well as members of the teaching team; once the programme commences, school-based coaches will be invited to attend the PQC meetings and will be an important source of evaluation of the programme. The minutes of the meetings record the issues raised by representatives and the response and action taken by the teaching team. The Programme Quality Committee also helps to develop and approve the Annual Evaluation report (AER) and submits it for scrutiny by the Faculty Academic Standards Committee. At regional level the NW MTL Consortium steering group and the TDA will also monitor student outcomes and the steering group will receive the programme AER to inform monitoring. In addition review discussions with individual participants the programme uses online survey methods to gather participant feedback. In-school coaches will be provided with initial and ongoing training and support through TDA funded provision. This coach training will provide opportunities for coaches to complete credit bearing modules at Masters Level and this will be integrated into the MA in Education programme. Coaches will have access to an online network and to all of the learning resources provided online for MTL students. The university tutor team have access to the University of Cumbria Continuing Professional Development scheme. Priorities for development of the MTL coach and tutor include e- learning, working collaboratively, in-class coaching, practitioner research skills, ethics and approaches. Tutors will attend coach training sessions and also programme development days at regular intervals in order to ensure that they are fully briefed and able to contribute to enhancement. 10. Opportunities available to students upon completion of the programme. The MTL programme prepares teacher participants for promoted posts and further professional learning in specialist areas including leadership. 11. Additional Information The University of Cumbria is registered under the Data Protection Act 1998 to collect and process your personal data. The University may be required to disclose student data, but will only do so within the terms of this Act. Please see the University of Cumbria website for more information. 13