School of Teacher Education. Professional Masters Opportunities

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1 School of Teacher Education Professional Masters Opportunities

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3 Contents s Welcome from the Dean of Education... Welcome from the Head of School of Teacher Education... Masters (MA) and Masters of Education (MEd) in Professional Practice. Programme Modules... Progression Routes... Continuing Professional Development (CPD)... Subject Knowledge Enhancement (SKE) Courses... Overview of Masters Modules Available... Module Facts Developing Practice for Early Career Practitioners... Researching Practice... Aspiring Subject Leaders... Coaching, Mentoring and Training in Education... Education Leadership and Management... NQT Engagement and Support/Enhancement Programme... Fees and Bursaries... Postgraduate Scholarships 2014/15... Contact Us

4 Welcome from the Dean of Education I am delighted to introduce this booklet to you. Here you will find outlined a range of post-qualification opportunities for further study and professional development. At Hope we believe that teaching is a vocation and that those who enter the profession do so with a desire to serve others, most importantly the children in their schools. We believe also that teachers are formed and not trained. The range of opportunities presented in this booklet are the result of a complete review of all post-qualification provision in the School of Teacher Education, the purpose of which is to strengthen and develop even further Liverpool Hope s already extensive and vibrant partnership with the teaching profession. I believe that my colleagues have developed a suite of provision that meets contemporary needs, has academic rigour and provides real opportunity for those engaged in the practical business of teaching to develop further their own professional and academic standing. Liverpool Hope has a 160 year old responsibility relating to our founders desire to work with others to assist in the formation of high-quality teachers for work in our schools; it is built into our constitution and it is a duty we seek diligently to discharge. I do hope that you will find reflected in these courses the recognition of what you, our teachers, have told us about the needs of the profession in the 21st Century and that you will wish to work with us as collectively as we go forward as a profession. The Revd Professor Kenneth Newport Pro Vice-Chancellor (Academic) and Dean of Education 4

5 Welcome from the Head of School of Teacher Education I am delighted to introduce our new Masters in Professional Practice (MEd or MA). This new programme builds on our existing provision with a number of new and enhanced elements. We are confident it offers a supportive and flexible way to pursue study at Masters level in an area relating to your professional practice, and in a way that balances with your other commitments. Colleagues in the School of Teacher Education at Liverpool Hope University are very aware of the range of challenges and opportunities in the world of teaching and education. We work very closely with a large number of school partners in delivering excellent preparation for a career in teaching, as well as supporting early career teachers and those in more senior positions. All of our work, at all levels, is informed by up-to-date research, close attention to professional relevance, and an uncompromising commitment to excellent education for all children and young people. This new programme provides routes designed specifically for graduates of our own and other ITT programmes, as well as opportunities for more experienced practitioners to specialise in particular areas of interest - such as SEN or Leadership and Management. Some of the modules can be taken as stand-alone CPD, or can be used to build towards a full Masters award; they can also be used to support specific school improvement priorities in consultation with headteachers. In Phase 3, there will be the option to pursue research interest in a traditional dissertation (leading to an MA in Professional Practice), or alternatively to take further taught modules leading to an MEd award. At all points, our commitment is to be flexible and support you, whilst guaranteeing academic rigour. We hope you find something to interest you. Please do not hesitate to get in touch with us if you would like to explore the options. With best wishes, Dr Jane Moore Head of School of Teacher Education 5

6 As a teaching school, St John Bosco works closely with its strategic partner Liverpool Hope University to create CPD opportunities for teachers and prospective teachers to develop and enhance their knowledge and skills. We are a strong professional learning community and encourage staff to further themselves and gain accreditation, as well as undertake informal learning. Anne Pontifex, Head Teacher St John Bosco Arts College, Liverpool

7 Masters (MA) and Masters of Education (MEd) in Professional Practice The MA/MEd in Professional Practice is an innovative and flexible programme which enables education practitioners, within a variety of settings, the opportunity to carry out Masters-level study which is clearly linked to developing professional practice in the classroom, your school and other relevant settings and to support you in your journey as an educator. The programme offers academic study that is practice-focused and professionally relevant. It will provide participants with the opportunity to research and improve their own practice, by discovering new skills that can be gained from studying a range of specialist subjects to an advanced academic level. This process is supported by the study of education theory, through modules designed to provide the skills and critical understanding necessary to innovate in a rapidly evolving educational landscape. The programme has been designed to be an integral part of the professional learning journey of practising teachers. It will focus professionally in a wide range of subjects within the field of education and related areas, allowing participants to study themed modules suited to their own development, all of which may be taken in a flexible nature as CPD modules or as a fully accredited programme. Lawrence Primary School is a good school which serves a diverse community and has a huge commitment to continuous professional development. Our partnership with Liverpool Hope University serves us well to enable staff to develop their skills and knowledge to improve their teaching and pupils learning. Mark Rigby, Head Teacher, Lawrence Primary School, Liverpool 7

8 Modules included in this programme consist of: Year 1 (60 Credits) Compulsory Modules Participants must complete the following four 15 credit modules: Year 1 Compulsory Modules Teaching and Learning (15 Credits) Curriculum Theory (15 Credits) Assessment (15 Credits) Curriculum Design (15 Credits) Please see page 10 for details on Accreditation of Prior Learning (APL). Year 2 (60 Credits) Compulsory Modules Year 2 Compulsory Modules Researching Practice (30 credits) Developing Practice for Early Career Teachers (30 credits)* *Compulsory for Newly Qualified and Recently Qualified Teachers only Optional Modules 30 Credits to be chosen from one of the following: Year 2 Optional Modules Coaching, Mentoring and Training in Education (30 Credits) Disability and Professional Practice (30 Credits) Aspiring Subject Leaders (30 credits) Education Leadership and Management I: Perspectives on Leadership (30 Credits) 8

9 Year 3 (60 Credits) For those following the MEd in Professional Practice Route participants will need to complete 60 credits of learning, choosing from any of the following module blocks that have not already been taken (or two x 30 Credit Modules not yet taken from Year 2): Year 3 Modules Developmental Psychology (60 credits) Philosophy of Education (60 credits) Disability Studies (60 credits) Early Childhood (60 credits) Education Theory (60 credits) Leadership and Management (60 credits)* *Please note this is barred to students who took Module I of this in Year 2 Special Educational Needs (60 credits) Religious Education (60 credits) Please visit our web page: for module details. For those following the MA route in Professional Practice participants will complete the Research Phase which consists of: Research Phase Research Methods (15 credits) Dissertation (45 credits) Please note: Qualifications not including a dissertation cannot be accepted for PhD / EdD study at Hope. 9

10 Example of Progression Routes Example A: Newly Qualified Teacher (NQT) / Recently Qualified Teacher (RQT) Education Practice (60 Credits) APL Opportunities available Developing Practice for Early Career Teachers (30 Credits) Researching Practice (30 Credits) Leadership and Management (60 Credits) MEd in Professional Practice or Education Practice (60 Credits) APL Opportunities available Developing Practice for Early Career Teachers (30 Credits) Researching Practice (30 Credits) Research and Dissertation Phase (60 Credits) MA in Professional Practice Example B: Experienced Teacher / Mentor of Trainees in School Education Practice (60 Credits) APL Opportunities available Researching Practice (30 Credits) Coaching, Mentoring and Training in Education (30 Credits) Special Educational Needs block (60 Credits) MEd in Professional Practice or Education Practice (60 Credits) APL Opportunities available Researching Practice (30 Credits) Coaching, Mentoring and Training in Education (30 Credits) Research and Dissertation Phase (60 Credits) MA in Professional Practice Entrance Requirements Please note that in certain circumstances the University also permits study that students have already carried out at Postgraduate level to be taken into account. Through this approved process (APL) students have the potential to transfer credits to this programme from another. A maximum of 60 credits will be approved and you must meet the assessment criteria. Each application will be treated on an individual basis and only credits with appropriately aligned learning outcomes will be transferrable. Accreditation of Prior Learning (APL) - Students can apply for APL and in the first instance must discuss the matter with the Admissions Office who will provide advice regarding the University s APL procedures and ensure you are directed towards the relevant subject assessor. You will be provided with an application form to complete. 10

11 Continuing Professional Development (CPD) at Liverpool Hope University The Faculty of Education also offers an extensive range of high quality continuing professional development opportunities for individuals and organisations working within the Education sector. All of our programmes are practice-based and impact-driven in order to support high quality teaching and learning and school improvement priorities. Our CPD portfolio is continually updated to respond quickly to national and local initiatives and has been designed to be delivered in a flexible way. We offer a range of delivery patterns to suit school preferences including: Conference days, twilights and weekend sessions delivered at Hope Park Campus Bespoke programmes delivered at Hope Park Campus or onsite training at your school Fully accredited modules and programmes of study. Please see table overview on page 13 for available accredited CPD modules. Subject Knowledge Enhancement (SKE) Courses Liverpool Hope University also offers subject knowledge enhancement courses for qualified teachers who wish to develop their confidence in teaching a subject they are largely unfamiliar with, or for those who wish to continually develop their knowledge and understanding in their own subject area. Courses have been designed to strengthen and enhance existing knowledge to support teacher development and we can work in a flexible way to meet schools SKE requirements. For further information please I wanted to write and thank you for the support you gave me last year on moving my teaching towards outstanding. I was observed by my line manager and my lesson was rated as outstanding. You really aided my understanding of what the outstanding criteria involve, and have given me some excellent ideas to make my lessons more pupil-centred. Head of Department, King David High School, Liverpool 11

12 Childwall CE Primary School is a strong learning community and we are passionate about staff development. In order to provide the outstanding education which all our children deserve, we must be committed to a policy of continuous improvement for all our staff. We therefore work closely with Liverpool Hope University to ensure all staff have opportunities to gain accreditation and further their skills. The impact is seen in the classroom. Mrs Diane Shaw, Head Teacher Childwall CE Primary School, Liverpool

13 Overview of Masters Modules available on MA / MEd in Professional Practice and also available through CPD Course Masters Credits Overview Suitable for Developing Practice for Early Career Practitioners (please see page 24 for further information on NQT support and engagement) 30 Credits This module supports the development of professional practice for those teachers in the early stages of their careers. Newly Qualified Teachers (NQTs) Recently Qualified Teachers (RQTs) Researching Practice 30 Credits This module provides an opportunity to undertake a professional development project within a school or other setting. Teachers and professionals working within an educational setting. Aspiring Subject Leaders Coaching, Mentoring and Training in Education 30 Credits This module will enable aspiring and new subject leaders to acquire the skills, knowledge and capabilities needed to lead sustainable improvement, whilst also giving participants the opportunity to critically analyse the challenges facing the subject area. 30 Credits This module focuses on contemporary issues, debates and developing practice in the field of mentoring and coaching relevant to an educational setting. Aspiring and new subject leaders. Professionals in a coaching, mentoring and/ or training role within an educational setting. Education Leadership and Management I and II I: Perspectives on Leadership II: Working Effectively With Others 2 x 30 Credits These modules offer a unique combination of policy and practice based perspectives on leadership and leadership within education, and builds upon participants understanding and experience of leadership and management of schools and education systems. Teachers, Middle and Senior Managers/ Leaders, Professionals working within an educational context. Please see Module Fact Sheets on pages for further information on any of the above Modules. 13

14 Module Facts: Developing Practice for Early Career Practitioners What is this course about? This course supports the development of professional practice for those teachers in the early stages of their careers. It is intended to help participants to acquire the knowledge, skills and understanding essential to becoming effective, informed and reflective professional practitioners. The course will provide a context for participants to engage critically with their professional experiences within their NQT induction year and beyond. Participants will continue to develop the practical skills in teaching and learning gained in their QTS award, drawing on key research developments and readings, and with reference to current government priorities and directives. 14

15 Content The development of knowledge and critical understanding of current and contemporary strategies/models/theories arising from key government priorities and directives. Application and selection of strategies/models/theories appropriate to teaching and learning contexts. Evaluating best practice and strategies used within the classroom and a range of settings. Developing the learning conversation. Utilising and applying strategies and tools in the classroom and a range of settings. Critical appraisal of strategies and self-evaluation. Assessment Candidates will carry out three critical reflective evaluations throughout the year. This course can be accredited or non-accredited depending on individual needs and progression. If participants choose the accredited option they can gain 30 Masters level credits. Who is it aimed at? Newly Qualified Teachers (NQTs) and Recently Qualified Teachers (RQTs) Delivery Delivery will be via a range of conferences and twilight sessions, blended learning, self-assessment and reflection activities. Progression Participants may undertake further 30 credit Masters level CPD modules or may progress onto the full MA/MEd in Professional Practice. 15

16 Module Facts: Researching Practice What is this course about? This course provides an opportunity to undertake a professional development project within a school or other setting. It is intended to support practising professionals in understanding the impact of research on practice, including how theory relates to practice, designing effective projects and evaluating impact. 16

17 Content Research methods and ethical issues. Tailored content relating to specific school based, local, regional or sector issues. Deciding on your research title, linking to School Improvement Plans (if appropriate). Data analysis techniques. Presenting research findings. Assessment Candidates will complete two assessments including a research project report and presentation. This course can be accredited or non-accredited depending on individual needs and progression. If participants choose the accredited option they can gain 30 Masters level credits. Who is it aimed at? Teachers Delivery This module will be delivered through a combination of seminars and taught sessions on key areas along with academic tutorial support, practice-based dialogue and mentoring or coaching support. Progression Participants may undertake further 30 credit Masters level CPD modules or may progress onto the full MA/MEd in Professional Practice. 17

18 Module Facts: Aspiring Subject Leaders What is this course about? This course will provide opportunities to explore and consider critical issues relating to the leadership of a defined subject area. It will aim to identify the roles and responsibilities of a subject leader and the development of these skills through a critical exploration of leading subject improvement, with reference to relevant literature and theory. It will enable aspiring and new subject leaders to acquire the skills, knowledge and capabilities needed to lead sustainable improvement, whilst also giving participants the opportunity to critically analyse the challenges facing the subject area. Participants will use a range of relevant theoretical perspectives to develop their skills in critical analysis, evaluation and reflection on their practice as a new/ aspiring subject leader. 18

19 Content Subject leadership. Judging Standards and Progress. Evaluating Teaching and Learning. Leading Sustainable Subject Improvement. Assessment Candidates will complete two assessments including a reflective log and presentation. This course can be accredited or non-accredited depending on individual needs and progression. If participants choose the accredited option they can gain 30 Masters level credits. Who is it aimed at? Aspiring and new Subject Leaders. Delivery Practical workshops and seminars. Independent research. School based practice. Progression Participants may undertake further 30 credit Masters level CPD modules or may progress onto the full MA/MEd in Professional Practice. 19

20 Module Facts: Coaching, Mentoring and Training in Education What is this course about? This course focuses on contemporary issues, debates and developing practice in the field of mentoring and coaching relevant to an educational setting. This course will provide support in the study of the theory and practice of mentoring and coaching and/or training. Participants will develop practical skills in the mentoring and coaching process by a critical exploration of a variety of coaching models with reference to relevant literature and theory. Participants will use a range of relevant theoretical perspectives to develop their skills in critical analysis and reflection on their practice as a mentor, coach and/or trainer. 20

21 Content The knowledge and understanding of coaching models, including the exploration of the procedures, protocols and ethics in the mentoring, coaching and/or training process. Approaches and research in mentoring, coaching and/or training within education. Application and selection of mentoring, coaching and/or training models appropriate to a school context. Exploring interpersonal relationships and communication skills in the mentoring, coaching and/or training dynamic, in order to develop the learning conversation. Evaluating best practice in the mentoring, coaching and/or training process using a range of settings. Assessment Participants will complete two assessments including a presentation and assignment. This course can be accredited or non-accredited depending on individual needs and progression. If participants choose the accredited option they can gain 30 Masters level credits. Who is it aimed at? Professionals in a coaching, mentoring and/or training role within an educational setting. Delivery Practical workshops and seminars. Independent research. School based practice. Progression Participants may undertake further 30 credit Masters level CPD modules or may progress onto the full MA/MEd in Professional Practice. 21

22 Module Facts: Education Leadership and Management What is this course about? Education Leadership and Management has been designed to meet the professional development needs of those working within a range of educational and related settings. The course is strongly focused upon the application of theories, ideas and concepts to a range of educational and community-based contexts. It offers a unique combination of policy and practice based perspectives on leadership and leadership within education, and builds upon participants understanding and experience of leadership and management of schools and education systems. Content Education Leadership and Management consists of two 30 Credit Modules, which can also be taken as a Postgraduate Certificate. Education Leadership and Management I: Perspectives on Leadership Recognising the challenges faced by those in leadership roles and the need to support the development of leadership competencies at all levels, this module 22

23 explores leadership, with a specific focus on leadership within different education organisations. In particular, the module explores the nature of leadership and management through a number of different thematic lenses and considers the role leaders play within improvement and change programmes. Education Leadership and Management II: Working Effectively With Others This module takes as its focus the need for all those working within schools and other education institutions to develop positive and productive relationships with others. Leadership and management do not occur in a vacuum, and this module has been designed to develop both functional knowledge and critical understanding of a number of key perspectives on human behaviour within organisations and on the nature and processes of organising human activity. As such it is designed not only to encourage the development of solutions to specific leadership and management problems, but also to provide participants with insights into the complex nature of organisations and of organisational life. Assessment Education Leadership and Management I: Perspectives on Leadership: For this module participants will be expected to complete a Portfolio. Education Leadership and Management II: Working Effectively with Others: For this module participants will be expected to complete two written assignments. Please note that this course can be accredited or non-accredited depending on individual needs and progression. If participants choose the accredited option they can gain 30 (upon completion of Module 1) or 60 Masters level credits (upon completion of the full Post Graduate Certificate). Who is it aimed at? Teachers, Middle and Senior Managers / Leaders or Professionals working within an educational context. Delivery Taught sessions (weekend). Lectures. Workshops. Small group tasks. Progression Participants may undertake further 30 credit Masters level CPD modules or may progress onto the full MA/MEd in Professional Practice. 23

24 NQT Engagement and Support At Liverpool Hope University we understand that the first year as a teacher can be both exciting and daunting with many challenges ahead. We feel it is crucial to continue to support and encourage NQTs during their first year of teaching to ensure they have a strong foundation to become outstanding practitioners. The Faculty of Education is offering all NQTs the opportunity to engage in a support programme that will help to further develop their knowledge, skills and abilities in key areas that are essential in becoming an effective and competent teaching practitioner. Our aim is to offer key opportunities for NQTs to engage critically throughout their induction year by providing access to a range of conferences, twilight sessions, online resources and tutor support. Both accredited and non-accredited routes are available for NQTs to enrol onto. NQT Enhancement Programme The NQT Enhancement Programme is available for both Primary and Secondary graduates (with QTS status) and will provide an opportunity for participants to engage critically with their own professional practice during their induction year and equip them with the knowledge, skills and understanding essential to become effective and competent teaching practitioners. Programme Aims The programme aims to provide you with: The support to successfully engage with, and complete, your NQT induction year. The knowledge, skills and understanding essential to become an effective and competent teaching practitioner. The skills to critically reflect so that you can improve on your own practice and make a significant contribution to improving your classroom practice and raising achievement. The opportunity, and context, to engage critically with your own professional experiences. What will the programme include*? Three NQT Conferences will take place at significant points throughout the academic year. Workshops and lectures will be led by guest speakers and experts in the field of education. Free/subsidised CPD opportunities throughout the year. Access to teaching resources online (via Moodle and the website). Student account, library access (borrowing rights for up to three books) and NQT Moodle account. *Please note for those following the accredited route (Developing Practice for Early Career Practitioners) you will be required to attend stipulated dates, including tutorials and complete any assessments (please see page 10 for further information). For further information please the NQT team: 24

25 Fees / Bursaries Fee Excellence Bursary (Hope students with a first-class or 2:1 degree) Scholar s Bursary (non-hope students with a first-class or 2:1 degree) Partner School (20% reduction on Postgraduate Study) Masters Part time (180 Credits including Dissertation) PG Certificate (60 Credits) PG Diploma (120 Credits) Dissertation Only 30 Credit Stand Alone Masters Module 4,600 3,800 4,100 3,680 (20% reduction) 1,600 1,270 1,435 1,280 3,200 2,540 2,870 2,560 1,600 1,270 1,435 1, Liverpool Hope University NQT Route Only (the discounted fees detailed below cannot be used in conjunction with any other scholarship/discounted rate detailed above). Fee Excellence Bursary (Hope NQT with a first-class or 2:1 degree) Other Liverpool Hope University NQT Partner School NQT Developing Practice for Early Career Teachers (30 Credits) (50 % reduction) 400 (50 % reduction) 640 (20% reduction) Masters Part time Dependent on how many credits left to take. Upon successful completion of the Developing Practice for Early Careers Teacher Module an additional 800 will be offered upon successful enrolment onto a full Masters. N/A 20% reduction on total fee 25

26 Liverpool Hope University Postgraduate Scholarships 2014/15 Our wide range of scholarships and awards recognise and reward outstanding achievement and ability. All scholarships, awards and prizes will be cash awards and do not have to be paid back. These Scholarships will be automatically awarded. Scholarship Criteria Value Graduate 1,000 Graduate 500 Home Students who have achieved a First-Class Honours Degree (1st) or a Second-Class Honours Degree, Upper Division (2:1) from Liverpool Hope University. Home Students who have achieved a First-Class Honours Degree (1st) or a Second-Class Honours Degree, Upper Division (2:1) from another institution. 1,000 towards the costs of postgraduate taught study at Liverpool Hope. 500 towards the costs of postgraduate taught study at Liverpool Hope. Prospects details further scholarship/funding options which you may be entitled to. Please visit: for application and entry criteria. For further information about Tuition Fees, please visit: or please contact our Student Finance Office as follows: Fees and Collections T: +44 (0) E: Student Funds T:+44 (0) E: 26

27 Contact Us For those interested in exploring the MA/MEd in Professional Practice opportunities or for information on any standalone CPD Modules please contact the CPD Team in the first instance: CPD/Professional Development Team T: +44 (0) For MA/MEd or CPD opportunities: E: For queries relating to NQT/RQT: E: Dr Jane Moore Head of School of Teacher Education T: +44 (0) E: Student Administration T: +44 (0) E: Faculty of Education School of Teacher Education Liverpool Hope University Hope Park Liverpool L16 9JD T: E: 27

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