Certificate in Leadership (Early Childhood Education) and Diploma in Leadership (Early Childhood Education) Programme Handbook

Size: px
Start display at page:

Download "Certificate in Leadership (Early Childhood Education) and Diploma in Leadership (Early Childhood Education) Programme Handbook"

Transcription

1 Certificate in Leadership (Early Childhood Education) and Diploma in Leadership (Early Childhood Education) Programme Handbook February 2014

2

3 TABLE OF CONTENTS INTRODUCTION... 4 PROGRAMME OVERVIEW... 5 Qualities of a Student Graduating from the College s Leadership Programme... 6 Graduate Profile of the Leadership Programmes... 6 Differences in the Graduate Profiles of the Certificate in Leadership (ECE) and Diploma in Leadership (ECE)... 7 PROGRAMME STRUCTURE... 9 Leadership Programme Dates Christchurch Intake Auckland Intake Leadership Programme Learning Outcomes Certificate in Leadership (ECE) Diploma in Leadership (ECE) Programme Length Certificate in Leadership (ECE) Diploma in Leadership (ECE) Certificate in Leadership (ECE) Level 7 Programme Overview Diploma in Leadership (ECE) level 7 Programme Overview Staff Contact Details ASSESSMENT AND GENERAL PROGRAMME REGULATIONS Assessment regulations and procedure overview Submitting Assessments Word Processed, Cover Sheet Requirement and Receipting.. 19 Late work...20 Assessment extension...20 Resubmission...20 Assessment in Te Reo Māori Assessment and course grades Final work completion deadline Programme Extension...22 Grade Appeal...22 Individual assessments Course Grade and average course grade Reporting to students Qualifications and Transcripts ATTENDANCE AT FACE-TO-FACE TEACHING DAYS RE-ENTRY TO THE COLLEGE WITHDRAWAL FROM THE PROGRAMME REFUND OF FEES Leadership Programme Handbook Page 3 of 23

4 INTRODUCTION Nau mai, haere mai We welcome you to the New Zealand College of Early Childhood Education Te Whare Matauranga Kohungahunga o Aotearoa. This Programme Handbook is intended to help you to understand Certificate in Leadership (ECE) and Diploma in Leadership (ECE) programmes operations and regulations. This handbook should be read in conjunction with the College Information Handbook and individual course outlines. Please also keep up to date by monitoring your courses online learning environment, ECEOnline, reading the College s enewsletters and visiting the College s website: The College environment relies on your special contribution and we look forward to working with you during the programme. The respect you show for yourself, others and the College all help to maintain a healthy and positive approach to leadership development. As a student of the College you are required to comply with all college policies, procedures, and programme regulations. Course tutors are approachable and happy to discuss with you any enquiries, concerns or your progress with your study, and are here to support you as you move successfully through the leadership programme. Your commitment is essential. We especially value your contribution to the face-to-face classes and on-line participation and to the success of the College as a teaching and learning community. whāia te iti kahurangi kit e tūohu koe, me he maunga tei tei pursue excellence, should you stumble let it be to a lofty mountain Aim to be the very best you can be, best wishes for an enjoyable and successful year ahead. Andy Walker Chief Executive Officer Leadership Programme Handbook Page 4 of 23

5 PROGRAMME OVERVIEW Leadership Programme Handbook Page 5 of 23

6 Qualities of a Student Graduating from the College s Leadership Programme The College has defined a set of qualities that graduates from the Certificate in Leadership (ECE) Level 7 and the Diploma in Leadership (ECE) Level 7 programmes are expected to demonstrate. Graduate Profile of the Leadership Programmes The graduate profiles of the leadership programmes are framed by the philosophical concepts of: Relationships; Practice; Professionalism; Empowerment and Community Effective leadership demonstrates responsive relationships and ensures that conflict and problems are resolved in a respectful manner. The leader recognises and develops leadership practices and potential within oneself and others, and has an understanding of the importance of strong working relationships. Leadership encourages team-based motivational strategies, supports the development of a shared vision and differing forms of decision making. Leadership practice is inclusive of the perspectives of others and promotes regular reflection-in-action/reflection-on-action of practice within the ECE setting. The effective leader supports constructive dialogue between team members to strengthen practice. The effective leader s practice takes into account the effect that change has on every day teaching and learning practices whilst remaining focused on improving outcomes for children. Professionalism in leadership is underpinned by the ability to make ethical decisions. Professionalism is demonstrated by leading pedagogy and curriculum development and encouraging best practice in others. Professional leadership incorporates a variety of leadership styles and practices to effect change. The professional leader understands accountability. The professional leader appreciates and celebrates cultural difference and leads others in this understanding. The professional leader has a wide knowledge base and understanding of processes that relate to employment, induction and mentoring. The professional leader confidently incorporates appraisal and performance management into the everyday practice of the ECE setting. The professional leader is informed about educational reform strategies and their impact on the sector. Leadership empowerment occurs in the ECE setting as leadership potential is recognised, supported and nurtured in others. The effective leader provides continual opportunities for individual achievement for themselves and for all members of the learning community. An effective leader fosters the development of an environment from which distributed leadership can emerge. Leadership empowerment is demonstrated by having self awareness and a sense of creativity and innovation. An empowered leader understands and is aware of the emotional intelligence of the people they work alongside. Community leadership is especially relevant to the ECE setting. Effective leadership identifies and encourages the expertise and experience of children, parents / whānau, educators and the wider community. The effective leader further supports community by enacting, driving, inspiring and motivating change. Effective leadership promotes the Leadership Programme Handbook Page 6 of 23

7 establishment and achievement of a shared vision and leads in the strategic planning for the future. The effective leader clearly understands the regulations, policies, philosophy and practices of ECE, and how they affect positive outcomes for the learning community. The effective leader understands the growth of the socio-political ECE sector and views the ECE setting as a community of learners. Differences in the Graduate Profiles of the Certificate in Leadership (ECE) and Diploma in Leadership (ECE) On completion of two specific 30 credit courses (60 credits in total) a student can graduate with the Certificate in Leadership (ECE). On completion of two additional specific 30 credit courses (120 credits in total of which the Certificate courses are a pre-requisite) a student can graduate with the Diploma in Leadership (ECE). Therefore, the graduate profiles differ depending on the qualification the student has completed. The graduate profile for the Diploma in Leadership (ECE) builds on the Certificate in Leadership (ECE). Both graduate profiles are outlined below: Certificate in Leadership (ECE) 60 credits A graduate from the Certificate in Leadership (ECE) is a holistic teacher who: Demonstrates responsive relationships: recognises and develops leadership practices and potential in self and others has a working knowledge of the centre self review process and its effect on strengthening all relationships Demonstrates and models leadership practice: demonstrates effective leadership and management practice to others understands the importance of regular reflection-in-action / reflection-on-action practice demonstrates knowledge of governance, management and leadership practice Demonstrates a high level of professionalism: demonstrates integrity manages everyday dilemmas including ethical dilemmas as they relate to differing leadership practices assists leaders and others to work through stressful situations supports those in assistant leadership roles takes active part in staff employment, induction, mentoring, appraisal and performance management understands the importance of accountability Demonstrates and models empowerment: understands personal leadership and management practice Demonstrates a strong sense of community: understands ECE Regulations, philosophy, policies and practices and how they affect positive outcomes for the learning community understands how to strategically resource an efficiently functioning ECE learning community Leadership Programme Handbook Page 7 of 23

8 Diploma in Leadership (ECE) 120 credits A graduate from the Diploma in Leadership (ECE) programme is a holistic teacher who: Demonstrates responsive relationships: recognises and develops leadership practices and potential in self and others has a working knowledge of the centre Self Review process and its effect on strengthening all relationships encourages team based motivational strategies supports the development of a shared vision supports differing forms of decision making Demonstrates and models leadership practice: demonstrates effective leadership and management practice to others evaluates practice alongside current leadership theory understands importance of regular reflection-in-action / reflection-on-action practice demonstrates knowledge of governance, management and leadership practice supports constructive problem talk to strengthen practice supports awareness of the effect that change has on every day teaching and learning practice while remaining focused on improving outcomes for children Demonstrates a high level of professionalism: demonstrates integrity manages everyday dilemmas including ethical dilemmas as they relate to differing leadership practices assists leaders and others to work through stressful situations supports those in assistant leadership roles takes active part in staff employment, induction, mentoring, appraisal and performance management understands the importance of accountability makes use of offers different strategic planning tools as frameworks for future planning Demonstrates and models empowerment: understands personal leadership and management practice models being a dynamic leader models being a creative and innovative leader develops leadership capability to manage change Demonstrates a strong sense of community: understands ECE Regulations, philosophy, policies and practices and how they affect positive outcomes for the learning community understands how to strategically resource an efficiently functioning ECE learning community understands what it means to be a leader in a professional community understands how communities of learners and communities of practice models are relevant to ECE understands how leadership can be applied within an ECE community of practice informs teaching team about previous and current educational reform strategies that have impacted on changes to the ECE community informs teaching team about the socio-historical/socio-political influences of ECE leadership within a bicultural and multicultural society understands the role of being an advocate for children s rights and needs Leadership Programme Handbook Page 8 of 23

9 PROGRAMME STRUCTURE Leadership Programme Handbook Page 9 of 23

10 Leadership Programme Dates 2014 Christchurch Intake The Certificate in Leadership (ECE) Programme commences 0n 3 February 2014 and concludes on the 14 November Face to Face Teaching Dates: Date Time Venue College Campus Units 12 and Sawyers Arms Road Papanui, Christchurch Friday 14 February Saturday 15 February Friday 9 May Saturday 10 May Friday 12 September Saturday 13 September 9.00 am 5.00pm 9.00 am 5.00pm 9.00 am 5.00pm 9.00 am 5.00pm 9.00 am 5.00pm 9.00 am 5.00pm Auckland Intake The Certificate in Leadership (ECE) Programme commences in Auckland 0n 10 February 2014 and concludes on the 21 November Face to Face Teaching Dates: Date Time Venue Quality Inn Hotel (formerly Barrycourt) 20 Gladstone Road Parnell, Auckland Friday 21 February Saturday 22 February Friday 2 May Saturday 3 May Friday 19 September Saturday 20September 9.00 am 5.00pm 9.00 am 5.00pm 9.00 am 5.00pm 9.00 am 5.00pm 9.00 am 5.00pm 9.00 am 5.00pm Leadership Programme Handbook Page 10 of 23

11 Leadership Programme Learning Outcomes Certificate in Leadership (ECE) Certificate in Leadership (ECE) Learning Outcomes (Two 30 credit courses a prerequisite to the Diploma in Leadership (ECE)) Leadership and Management of People (30 credits) DL301 1 Critically evaluate approaches to leadership, including pedagogical and distributed leadership within ECE settings 2 Critically analyse own leadership practice and evaluate how it relates to leadership approaches 3 Critically reflect on own pedagogical leadership within an ECE setting 4 Critically evaluate the relationship between leadership practices and conflict resolution within an ECE setting 5 Develop and evaluate own distributed leadership practice as it relates to promoting positive outcomes for children and families/whãnau 6 Critically evaluate the relationship between leadership practices and conflict resolution within an ECE setting Critical Reflection of Leadership and Management (30 credits) DL302 1 Critique how leadership approaches can be viewed from a range of perspectives 2 Analyse how current leadership approaches relate to roles within a distributed approach to leadership 3 Critically evaluate effective selection, employment and induction processes of new staff 4 Critically evaluate and create a mentoring practice for teachers 5 Examine the difference between staff appraisal and performance management 6 Recognise how accountability and responsibility plays a major role in being a leader 7 Examine the difference between governance and management in an ECE organisation Certificate in Leadership (ECE) 60 Credits Two 30 credit courses form the Certificate programme. The courses are co-requisites of each other. Students study them concurrently. The learning outcomes in the Certificate programme have a strong applied nature to the teaching and learning of the programme, and focus on positive outcomes for children and families. The two courses of the Certificate in Leadership (ECE) are: DL301: Critical Reflection of Leadership and Management 30 credits DL302: Leadership and Management of People 30 credits Leadership Programme Handbook Page 11 of 23

12 Diploma in Leadership (ECE) Diploma in Leadership (ECE) Learning Outcomes (Two 30 credit courses) Inspirational Strategies for Leadership (30 credits) DL303 1 Critically analyse previous and current educational reform strategies that have created change in the ECE sector in New Zealand 2 Recognise and critically evaluate a range of team based motivational strategies and consider some examples of inspired leadership 3 Critically review a current problem/issue in the ECE setting and apply emerging understandings of team based approaches 4 Analyse what it means to be a dynamic problem solver and evaluate various innovative ways of thinking 5 Evaluate differing forms of decision making and strategic planning tools 6 Critically analyse how to engage in constructive problem talk within the ECE setting 7 Critically analyse change management theory, the sustainability of change across an ECE setting and how change can affect every day practices 8 Critically reflect on how developing leadership capability can be related to own day to day experiences and develop a plan for developing an environment which encourages leadership within an ECE setting 9 Critically evaluate the role of leadership being responsive to competing changing demands of an ECE community while remaining focused on being accountable for outcomes for children. The Sociocultural Context of Leadership (30 credits) DL304 1 Critically evaluate the sociohistorical/socio-political influences of leadership in Aotearoa/New Zealand. 2 Critically reflect on what it means to be a leader in a professional community 3 Define and examine sociocultural communities of practice as it applies in an ECE context 4 Critically reflect on how leadership can be applied within an ECE sociocultural community of practice 5 Critically reflect on the key approaches and influences underpinning leadership in relation to sociocultural thinking. 6 Critically reflect on the impact of the political context of leadership in Aotearoa/New Zealand 7 Critically evaluate the socio-cultural context of leadership within a bicultural society 8 Critically evaluate the socio-cultural context of leadership within a multicultural society Leadership Programme Handbook Page 12 of 23

13 Diploma in Leadership (ECE) 120 Credits Four 30 credit courses form the Diploma programme and are developed over two years. Students will study two courses concurrently. Two courses are studied concurrently and form the Certificate programme. A further two courses which are studied concurrently complete the Diploma programme. The four courses taught in the Diploma in Leadership (ECE) are: DL301: Critical Reflection of Leadership and Management 30 credits DL302: Leadership and Management of People 30 credits DL303: Strategies F0r Professional Leadership 30 credits DL304: Sociocultural Context of Leadership 30 credits For further details refer to the individual course outlines Leadership Programme Handbook Page 13 of 23

14 Programme Length It is intended that most students will concurrently study courses of the Certificate in Leadership (ECE) in one year, and then concurrently study the two remaining courses of the Diploma in Leadership (ECE) in one year. However students may apply to study the courses independently within the maximum time frames as specified below. Applications will be considered independently and subject to the College offering the courses. The successful completion of both courses of the Certificate in Leadership (ECE) is a prerequisite for studying the Diploma in Leadership (ECE) courses. A maximum of two leadership courses can be studied in one academic year. Certificate in Leadership (ECE) Critical Reflection of Leadership and Management (30 credits) Leadership and Management of People (30 credits) Diploma in Leadership (ECE) Inspirational Strategies for Leadership (30 credits) Sociocultural Context of Leadership (30 credits) Certificate in Leadership (ECE) The Certificate in Leadership (ECE) consists of 60 credits at Level 7 and is offered in blended learning form over one year in part time study mode. The programme is structured into two courses, each of 30 credits. Students may not take less than one year and up to a maximum of two years to complete the programme. In order to ensure currency of knowledge and skills, a student who has not completed all the programme requirements within two years will be required to recommence their study to ensure all the courses of the programme are successfully completed within two years. Students will be required to pay new course fee(s). Diploma in Leadership (ECE) The Diploma in Leadership (ECE) consists of 120 credits at Level 7 and is offered in blended learning form over two years in part time study mode. The programme is structured into four courses, each of 30 credits. Students may not take less than two years and up to a maximum of four years to complete the programme. In order to ensure currency of knowledge and skills, a student who has not completed all the programme requirements within four years will be required to recommence their study to ensure all the courses of the programme are successfully completed within four years. Students will be required to pay new course fee(s). Leadership Programme Handbook Page 14 of 23

15 Certificate in Leadership (ECE) Level 7 Programme Overview Course Level Credits Total hours Directed learning Other directed learning Self-directed learning Course code DL301 DL302 Certificate in Leadership (ECE) Critical Reflection of Leadership and Management Leadership and Management of People Face-to-face participation Online Contribution Course Related Readings and Tasks Applied Work place discussions Assessments Explanation: Directed learning refers to time spent in face-to-face class. Self-directed learning refers to self-study time on course readings, course related tasks and any applied workplace discussions. Other directed learning refers to on-line facilitated forums. A credit is a Ministry of Education guideline of 10 hours of study, an average year of full time study equates to 120 credits or 1200 hours of study. Leadership Programme Handbook Page 15 of 23

16 Diploma in Leadership (ECE) level 7 Programme Overview Course code DL301 DL302 Course Level Credits First year Certificate in Leadership (ECE) Critical Reflection of Leadership and Management Leadership and Total hours Directed learning Face-to-Face Participation Other directed learning Online Contribution Course Related Readings and Tasks Self-directed learning Applied Workplace Discussions Management of People DL301 and DL302 are co-requisites of each other and DL303 and DL304 are co-requisites of each other DL301 and DL302 are prerequisites of DL303 and DL304 DL303 DL304 Second year Diploma in Leadership (ECE)) Strategies for Professional Leadership Sociocultural Context of Leadership Level Credits Total hours Face-to-Face Participation Online Contribution Course Related Readings and Tasks Applied Workplace Discussions Totals Assessments Assessments Explanation: Directed learning refers to time spent in face-to-face class Self-directed learning refers to self-study time on course readings, course related tasks and any applied workplace discussions Other directed learning refers to on-line facilitated forums A credit is a Ministry of Education guideline of 10 hours of study, an average year of a full time study equates to 120 credits Leadership Programme Handbook Page 16 of 23

17 Staff Contact Details Leadership Tutors Please Dial and then the tutor extension number: Dr Shirley Harris (Lead Tutor/Tutor Group Tutor) 229 Kaye Kara 214 The College free phone number: Tutors will be available during the week for individual inquiries on assessments or for assistance with readings and study. Leadership Programme Handbook Page 17 of 23

18 ASSESSMENT AND GENERAL PROGRAMME REGULATIONS Leadership Programme Handbook Page 18 of 23

19 Assessment regulations and procedure overview Course work is regularly assessed. Where work is below the required standard, students have the opportunity to resubmit work once. Each course has clear guidelines and assessment requirements. Formal assessment feedback is generally expressed in written form by the tutor. It recognizes achievement and identifies areas that need a concentrated effort for improvement. The leadership programmes have set dates for the submission of assessments to ensure a suitable workload for students and for staff as well as supporting learning across courses. Further, submitting work in a timely fashion demonstrates student s ability to manage time and competing priorities. The College accepts that there are times when work cannot be submitted on time such as in case of illness, family bereavement, etc. For this reason, the College has procedures for students covering extensions. If a student misses an examination due to illness it may be possible to sit an assessment at an alternative time within seven days of the original assessment date. While currently there are no examinations in the programmes this does not preclude the possibility of examinations being used as an assessment method in the future. In the case of being unable to submit an assessment or attend an examination students are required to contact Dr Shirley Harris as soon as possible and discuss the options available to the student. Submitting Assessments Word Processed, Cover Sheet Requirement and Receipting Written assessments must be word processed (except where clearly identified as not required), being as concise as possible in the content without omitting relevant detail. Remember to quote the author when you are referring to work which is not your own (otherwise you are plagiarising) using the APA referencing convention shown in your College Information Handbook. Formatting must be 12 point Times New Roman or Arial font with 1.5 spacing with a 2.5 cm margin and contain appropriate headings, paragraphs, spacing, diagrams and lists. Include a reference list with each assessment When assessments are sent electronically the word limit is very easy to check by the assessor. The same goes for spell check so ensure you do check your spelling before submitting the assessment. All assessments must be submitted electronically via ECEonline. Any assessment submission queries please communicate with Dr Shirley Harris Lead Tutor at See the last section of this Information Handbook for details on how to submit an assessment electronically on ECEonline. Leadership Programme Handbook Page 19 of 23

20 Late work No late assessments will be marked unless accompanied by a late form signed by Dr Shirley Harris. Late forms are available on the ECEonline home page under late work/extensions/non-attendance forms. At this point Dr Shirley Harris will make contact with the student and will specify a final date on the late form after which the assessment will not be marked. The maximum time given for work to be submitted late will be two weeks after its due date. All work submitted late without a valid extension will receive a maximum grade of a pass. Work submitted late cannot be resubmitted. Assessment extension If there are genuine circumstances which can be supported by documented evidence an extension of time may be granted by Dr Shirley Harris. Each case will be treated on its own merits at the discretion of Dr Shirley Harris. Acceptable criteria for an extension are limited to illness (with a medical certificate), bereavement leave, or other serious issues. The length of the extension will be at the discretion of Dr Shirley Harris (and it will be specified on the extension form). It is likely to be a maximum of 2 weeks. Assessments granted an extension can receive a full range of grades and may be resubmitted. Extension applications must be made prior to the assessment due date. Exceptions for an extension application made after the due date are at the discretion of the Lead Tutor. Extension application forms will need to be printed off, filled out, signed and sent in to Dr Shirley Harris at accompanied by documented evidence. At this point the Shirley will make contact with the student. Resubmission If an assessment does not meet the required standard on the first submission, a student may resubmit the work once for re-consideration. The maximum grade that can be awarded to a resubmitted assessment is a Pass. Work must be resubmitted within a maximum of two weeks of it being returned by the tutor. If an assessment is not at the required standard after resubmission the assessment will receive a final grade of Not at the required standard. This will result in the final course grade being Not at the required standard as all assessments for a course must be at a minimum Pass grade. In this case a student may pay the appropriate course fees and repeat the course (also refer to programme length regulations). Leadership Programme Handbook Page 20 of 23

21 Assessment in Te Reo Māori Students may submit work for assessment in Te Reo Māori however; special arrangements for either assessment or translation may be required. Assessment and course grades All assessments are graded separately, and this occurs throughout the course. Assessments can receive either a Not at The Required Standard, Pass, Merit or Distinction grade. To complete the Certificate or Diploma programmes students are required to pass all the assessments of each individual course within the programmes. Course completion also includes attendance requirements for face-to-face sessions and completion of on-line assessment components of the courses. If all assessments for a course have not been successfully completed within the specified time frame (one year) the student is deemed to have not yet completed a course and will be required to retake the course on the payment of course fees. Assessment Grade Scale: Leadership Grade Scale Mark Grade Distinction Merit Pass 0-49 Not at the required standard A course grade of Not at the required standard is awarded if any individual assessment item is not at the required standard. A course grade of Incomplete is awarded if one or more assessment item is not submitted for marking within the maximum allowable time frame, or course requirements such as attendance at face-to-face sessions are not met. Final work completion deadline Each assessment has a due date which is clearly stated on the Course Outline, Course Planners and ECEonline site, and students are strongly encouraged to get all assessments in by this date. Late applications or extensions need to be applied for if students know an assessment won t be in by the due date. Students will receive an academic transcript for each programme which details individual course results. Leadership Programme Handbook Page 21 of 23

22 Programme Extension Any assessments submitted late without an approved extension will not be marked. Students will need to apply for a programme extension and will need to provide documented evidence (either a doctor s certificate and/or a death notice) and use the extension form on the ECEonline course. Student s work that is submitted late (but has received approval for marking by Dr Shirley Harris) will not be able to receive their qualification at the same time and in the same manner as the other students. Students will be eligible for the full grade range (i.e. Pass, Merit or Distinction) if they have received approval for marking by Dr Shirley Harris. Grade Appeal This procedure is followed if a student wishes to question and then appeal a grade that has been awarded for an assessment, a course, or an average course grade for a stage of the programme. Individual assessments Step 1: In the first instance, the student should query the grade directly with the marking tutor who explains the grade awarding. Step 2: After considering the tutor s explanation the student may query the grade with the Lead Tutor. The Lead Tutor will review the grade and discuss the awarding of the grade with the tutor. The Lead Tutor will record the query and inform the student of the outcome. Step 3: If after considering the outcome of the Lead Tutor s review the student believes that they have grounds, they may submit a written appeal to the Academic Leader. This must detail the grounds for the appeal and be made within 15 programme days of receiving the grade. The Academic Leader will refer the appeal to the Teaching and Learning Committee, to review the grade awarded. This may include a remark of the assessment. The outcome of the Teaching and Learning Committee review is final and this will be notified to the student in writing within 15 programme days of review of the appeal. Course Grade and average course grade A student may appeal the combination of assessment grades which form the overall course or grade, or average course grade for a stage of the programme. Any appeals for final overall grades must be made in writing to the Academic Leader within 15 days after receiving the grade. The appeal must detail the grounds for the appeal including any copies of any relevant marked assessments. The Academic Leader will refer the appeal to the Teaching and Learning Committee to review the overall grade awarded. The outcome of the Teaching and Learning Committee review is final and the student will be notified in writing within 15 working days of the review of the appeal. Leadership Programme Handbook Page 22 of 23

23 Reporting to students Qualifications and Transcripts Staff continually assess and discuss student progress and report this to students in the form of assessment outcomes. A programme transcript is given to all students at the end of each award. Any student who leaves the programme early will have a statement of the work covered and level of achievement. To gain an award, all required areas of the programme must be assessed at pass level or higher. Attendance at Face-to-Face Teaching Days Attendance at the face-to-face teaching days is a compulsory requirement for each course within the leadership programmes. Non attendance will result in a course grade of incomplete for the course(s) associated with the face-to-face teaching days. If there are genuine circumstances which can be supported by documented evidence an alternative arrangement will be considered. Each case will be treated on its own merits at the discretion of Dr Shirley Harris. Acceptable criteria are limited to illness (with a medical certificate), bereavement leave, or other serious issues. Where possible the student must contact Dr Shirley Harris in advance. Contact must be made with Dr Shirley Harris no later than 48 hours after the start of the face-to-face session(s) missed. Attendance forms will need to be printed off, filled out, signed and sent in, and should be sent to Dr Shirley Harris at accompanied by documented evidence. At this point Dr Shirley Harris will make contact with the student. Approved alternative arrangements may be made which require the student travelling to the College Campus in Christchurch at their expense. A maximum of one and a half face-to-face teaching days from a course can be approved in association with the criteria. Re-Entry to the College Students who wish to take a break from College study between programmes may be required to complete assessment of prior learning tasks or whole courses to meet all current pre-requisites. Fees may apply. Please discuss this prior to leaving the College. Withdrawal from the programme If a student decides to terminate studying at the College, the student should discuss the situation with Lead Tutor Dr Shirley Harris, complete the Programme Withdrawal Form (available from Lead Tutor Dr Shirley Harris), and all WITHDRAWAL procedures (see administration). Students may be dis-enrolled as a result of disciplinary procedures or if they fail to pay their fees by the due date. Refund of Fees Refer to your College Information Handbook for details. Leadership Programme Handbook Page 23 of 23

24

Bachelor of Teaching (Early Childhood Education) (Level 7) Course Synopses

Bachelor of Teaching (Early Childhood Education) (Level 7) Course Synopses New Zealand Tertiary College T E R T I A R Y C O L L E G E S G R O U P Bachelor of Teaching (Early Childhood Education) (Level 7) Course Synopses Stage One B101 Introduction to Early Childhood Education

More information

ngā paearu mō ngā pouako kua rēhitatia practising Teacher Criteria Education Council matatū aotearoa New Zealand

ngā paearu mō ngā pouako kua rēhitatia practising Teacher Criteria Education Council matatū aotearoa New Zealand ngā paearu mō ngā pouako kua rēhitatia practising Teacher Criteria Education Council New Zealand matatū aotearoa 01 introduction Contents Purposes of the Practising Teacher Criteria 2 Using the Criteria

More information

Bachelor of Teaching (Early Childhood Education)

Bachelor of Teaching (Early Childhood Education) PROGRAMME REGULATIONS Programme Schedule Bachelor of Teaching (Early Childhood Education) To be read in conjunction with the Bachelor Generic Regulations. 1. Programme Schedule This Schedule applies to

More information

A TEACHING AND LEARNING ISH, MATHS AND SCIENCE MA AND SPECIALIST PATHWAYS PATHWAYS (ENGLISH, MATHS GLISH, MATHS AND SCIENCE)

A TEACHING AND LEARNING ISH, MATHS AND SCIENCE MA AND SPECIALIST PATHWAYS PATHWAYS (ENGLISH, MATHS GLISH, MATHS AND SCIENCE) A TEACHING AND LEARNING ISH, MATHS AND SCIENCE MA A TEACHING AND LEARNING AND SPECIALIST PATHWAYS PATHWAYS (ENGLISH, MATHS GLISH, MATHS AND SCIENCE) FACULTY OF EDUCATION AND CHILDREN S SERVICES ACADEMIC

More information

GradDipECTch (Early Childhood) College of Education, Health and Human Development, 2016. Imagine. Education, Health and Human Development

GradDipECTch (Early Childhood) College of Education, Health and Human Development, 2016. Imagine. Education, Health and Human Development GradDipECTch (Early Childhood) College of Education, Health and Human Development, 2016 Imagine. Education, Health and Human Development Graduate Diploma in Early Childhood Teaching (EC) The GradDipECTch

More information

Course Information Booklet

Course Information Booklet Course Information Booklet CHC50113 Diploma of Early Childhood Education and Care NSW Family Day Care Association CHC 50113 Diploma of Early Childhood Education and Care Course Information Revision date

More information

CERTIFICATE III Property Services (Agency) - CPP30211. CERTIFICATE IV Property Services (Real Estate) - CPP40307

CERTIFICATE III Property Services (Agency) - CPP30211. CERTIFICATE IV Property Services (Real Estate) - CPP40307 REIT Training CERTIFICATE III Property Services (Agency) - CPP30211 CERTIFICATE IV Property Services (Real Estate) - CPP40307 DIPLOMA Property Services (Agency Management) - CPP50307 Student Handbook View

More information

MASTER OF EDUCATIONAL LEADERSHIP IN EARLY CHILDHOOD

MASTER OF EDUCATIONAL LEADERSHIP IN EARLY CHILDHOOD EDUCATIONAL LEADERSHIP IN EARLY CHILDHOOD 01 EDUCATIONAL LEADERSHIP IN EARLY CHILDHOOD The University of Canberra The University of Canberra (UC), established in 1968, is located in Australia s national

More information

A Education (Leadership

A Education (Leadership MA Education (Leadership and management) 2012-2013 A Education (leadership hip and management) MA nagement) MA Education ucation (Leadership and ership and Management) A Education (Leadership Faculty of

More information

EARLY CHILDHOOD EDUCATION

EARLY CHILDHOOD EDUCATION EARLY CHILDHOOD EDUCATION WELCOME TO OPEN POLYTECHNIC Whether you are looking to improve your career prospects, or just learn something new, we can help you achieve your goal. We specialise in open learning

More information

EARLY CHILDHOOD EDUCATION

EARLY CHILDHOOD EDUCATION EARLY CHILDHOOD EDUCATION WELCOME TO OPEN POLYTECHNIC Whether you are looking to improve your career prospects, or just learn something new, we can help you achieve your goal. We specialise in open learning

More information

GradDipTchLn (Primary) College of Education. Primary. Education

GradDipTchLn (Primary) College of Education. Primary. Education GradDipTchLn (Primary) College of Education Primary. Education 20 Graduate Diploma of Teaching and Learning (Primary) Primary Teaching Primary teaching (for Years 1 8, ages 5 13) allows you to use your

More information

Report of External Evaluation and Review

Report of External Evaluation and Review Report of External Evaluation and Review New Zealand Tertiary College Highly Confident in educational performance Highly Confident in capability in self-assessment Date of report: 30 November 2010 Contents

More information

Nationally Recognised Training. Advanced Diploma of Community Sector Management CHC60312 COURSE OVERVIEW

Nationally Recognised Training. Advanced Diploma of Community Sector Management CHC60312 COURSE OVERVIEW Nationally Recognised Training Advanced Diploma of Community Sector Management CHC60312 COURSE OVERVIEW (NQF Leadership and Management) 2015/2016 Welcome to CHC60312 Advanced Diploma of Community Sector

More information

Mode of Study The MPH course will be delivered full-time and part-time on campus at the Kedleston Road site

Mode of Study The MPH course will be delivered full-time and part-time on campus at the Kedleston Road site PROGRAMME SPECIFICATION DOCUMENT SECTION ONE: GENERAL INFORMATION Programme Title/ Subject Title: Master of Public Health Award title and Interim awards: Postgraduate Certificate in Public Health Postgraduate

More information

NEEDS AND DISABILITIES MA ND DISABILITIES MA SPECIAL ECIAL EDUCATIONAL NEEDS AL NEEDS AND DISABILITIES S MA SPECIAL EDUCATIONAL

NEEDS AND DISABILITIES MA ND DISABILITIES MA SPECIAL ECIAL EDUCATIONAL NEEDS AL NEEDS AND DISABILITIES S MA SPECIAL EDUCATIONAL PECIAL EDUCATIONAL NEEDS NEEDS AND DISABILITIES MA ND DISABILITIES MA SPECIAL ECIAL EDUCATIONAL NEEDS AL NEEDS AND DISABILITIES S MA SPECIAL EDUCATIONAL FACULTY OF EDUCATION AND CHILDREN S SERVICES ACADEMIC

More information

GradDipECTch (Early Childhood) College of Education. Imagine. Education

GradDipECTch (Early Childhood) College of Education. Imagine. Education GradDipECTch (Early Childhood) College of Education Imagine. Education 20 Graduate Diploma in Early Childhood Teaching (EC) The GradDipECTch is a one-year, fulltime (or two year part-time equivalent )

More information

Gowrie South Australia. Advanced Diploma of Community Sector Management CHC60312. Course Overview

Gowrie South Australia. Advanced Diploma of Community Sector Management CHC60312. Course Overview Gowrie South Australia Advanced Diploma of Community Sector Management CHC60312 Course Overview Advanced Diploma of Community Sector Management This qualification is ideal for professionals, leaders (Director,

More information

Cleveland College of Art & Design BA (Hons) Fashion Enterprise Programme Handbook 2013-2014 1

Cleveland College of Art & Design BA (Hons) Fashion Enterprise Programme Handbook 2013-2014 1 Cleveland College of Art & Design BA (Hons) Fashion Enterprise Programme Handbook 2013-2014 1 BA (Hons) Fashion Enterprise Programme Handbook 2013-2014 Your Programme Handbook provides you with a range

More information

The Programme Schedule applies to the Bachelor of Nursing (BN) Level 7 (Credits 360).

The Programme Schedule applies to the Bachelor of Nursing (BN) Level 7 (Credits 360). PROGRAMME REGULATIONS Programme Schedule Bachelor of Nursing To be read in conjunction with the Bachelors Generic Regulations. 1. Programme Schedule The Programme Schedule applies to the Bachelor of Nursing

More information

Pre-Course Information

Pre-Course Information SPELD NZ Theory Certificate Course in Specific Learning Disabilities Online & Block 2016 Pre-Course Information Disclaimer The information contained in this handbook replaces all information contained

More information

INVESTORS IN PEOPLE REVIEW REPORT

INVESTORS IN PEOPLE REVIEW REPORT INVESTORS IN PEOPLE REVIEW REPORT Lower Farm Primary School Page: 1 of 13 CONTENTS Key Information 3 Assessor Decision 3 Milestone Dates 3 Introduction 4 Assessment Objectives 4 Feedback Against the Assessment

More information

Henley Business School at the University of Reading

Henley Business School at the University of Reading Henley Business School Henley MBA in Project Management by Flexible Learning For members entering from 2009 onwards Awarding Institution: The University of Reading Teaching Institution: Henley Business

More information

Henley Business School at Univ of Reading. Post-Experience Postgraduate Programmes

Henley Business School at Univ of Reading. Post-Experience Postgraduate Programmes MBA (full-time) For students entering in 2014/5 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date of specification: Programme Director:

More information

CHC50113 Diploma of Early Childhood Education and Care

CHC50113 Diploma of Early Childhood Education and Care Introduction CHC50113 Diploma of Early Childhood Education and Care is a Registered Training Organisation (RTO number 41095) registered with the Australian Skills Quality Authority. Early Learning Institute

More information

Cole Street Early Learning Centre Education Review

Cole Street Early Learning Centre Education Review Cole Street Early Learning Centre Cole Street Early Learning Centre Education Review 2 Information about the Early Childhood Service 3 General Information about Early Childhood Reviews Evaluation of Cole

More information

The Executive MBA is a part time programme and there are two alternative patterns of study available to students:

The Executive MBA is a part time programme and there are two alternative patterns of study available to students: PROGRAMME SPECIFICATION KEY FACTS Programme name Executive MBA Award MBA School Cass Business School Department or equivalent Cass MBA Programme Programme code PSEMBA/PSMMBA Type of study Part Time Total

More information

PROGRAMME SPECIFICATION MSc Speech, Language and Communication Needs in Schools: Advanced Practice

PROGRAMME SPECIFICATION MSc Speech, Language and Communication Needs in Schools: Advanced Practice PROGRAMME SPECIFICATION MSc Speech, Language and Communication Needs in Schools: Advanced Practice Awarding body: Institute of Education, University of London / City University London Teaching Institutions:

More information

Postgraduate Diploma in Higher Education (PGDHE) Customised for the Ministry of Health

Postgraduate Diploma in Higher Education (PGDHE) Customised for the Ministry of Health Postgraduate Diploma in Higher Education (PGDHE) Customised for the Ministry of Health The Training Agency The National Institute of Education (NIE) is Singapore's recognised premier centre for teacher

More information

Henley MBA by Flexible Learning For students entering in 2012/3. Relevant QAA subject Benchmarking group(s): Programme length:

Henley MBA by Flexible Learning For students entering in 2012/3. Relevant QAA subject Benchmarking group(s): Programme length: Henley MBA by Flexible Learning For students entering in 2012/3 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date of specification:

More information

Programme Advisor: Post-experience Postgraduate Programmes

Programme Advisor: Post-experience Postgraduate Programmes Flexible Executive MBA (Henley based) (part-time) For students entering in 2013/4 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date

More information

A EDUCATIONAL LEADERSHIP UCATIONAL LEADERSHIPMA GEMENT) MA EDUCATIONAL N LEADERSHIP MA EDUCATI

A EDUCATIONAL LEADERSHIP UCATIONAL LEADERSHIPMA GEMENT) MA EDUCATIONAL N LEADERSHIP MA EDUCATI MA EDUCATIONAL LEADERSHIP 2013-2014 A EDUCATIONAL LEADERSHIP UCATIONAL LEADERSHIPMA GEMENT) MA EDUCATIONAL A EDUCATIONAL LEADERSHIP N LEADERSHIP MA EDUCATI A EDUCATIONAL LEADERSHIP Faculty of Education

More information

Report of External Evaluation and Review

Report of External Evaluation and Review Report of External Evaluation and Review New Zealand College of Early Childhood Education Limited Highly Confident in educational performance Highly Confident in capability in self-assessment Date of report:

More information

Red Beach Early Learning Centre Education Review

Red Beach Early Learning Centre Education Review Red Beach Early Learning Centre Red Beach Early Learning Centre Education Review 2 Legal Requirements 3 Next Review Information about the Early Childhood Service General Information about Early Childhood

More information

Leads pedagogical practice. Promotes professional learning

Leads pedagogical practice. Promotes professional learning Leading teaching and learning 1 Creates a student centred learning environment 4 Builds capacity Developing self and others Leading teaching and learning 2 Leads pedagogical practice Developing self and

More information

Teaching institution: Institute of Education, University of London

Teaching institution: Institute of Education, University of London PROGRAMME SPECIFICATION Doctor in Education Awarding body: Institute of Education, University of London Teaching institution: Institute of Education, University of London Name of the final award: Doctor

More information

Standards for Excellence

Standards for Excellence THE AUSTRALIAN ASSOCIATION OF MATHEMATICS TEACHERS Standards for Excellence in Teaching Mathematics in Australian Schools 2006 edition These Standards were originally adopted by AAMT Council in 2002 as

More information

Demographics. School Type: Secondary (Years 9 13) Decile: 7. School Roll: 2119. International Students: 164

Demographics. School Type: Secondary (Years 9 13) Decile: 7. School Roll: 2119. International Students: 164 2015 School Charter The charter consists of the: Vision Statement Context Statement of our Values and Guiding Principles National Administrative Guidelines and the National Educational Guidelines Strategic

More information

Tiny Tuis Early Learning Centre Mt Wellington, Auckland. Confirmed. Education Review Report

Tiny Tuis Early Learning Centre Mt Wellington, Auckland. Confirmed. Education Review Report Tiny Tuis Early Learning Centre Mt Wellington, Auckland Confirmed Education Review Report Ko te Tamaiti te Pūtake o te Kaupapa The Child the Heart of the Matter Tiny Tuis Early Learning Centre Mt Wellington,

More information

Programme Director: Programme Advisor: Post-Experience Postgraduate Programmes

Programme Director: Programme Advisor: Post-Experience Postgraduate Programmes Executive MBA (Henley based) (part-time) For students entering in 2015/6 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date of specification:

More information

TATAIAKO - CULTURAL COMPETENCIES FOR TEACHERS OF MAORI LEARNERS

TATAIAKO - CULTURAL COMPETENCIES FOR TEACHERS OF MAORI LEARNERS TATAIAKO - CULTURAL COMPETENCIES FOR TEACHERS OF MAORI LEARNERS KA HIKITIA Managing for Success MANAGING FOR SUCCESS KA HIKITIA - MAORI ACHIEVING EDUCATION SUCCESS - AS MAORI 2 FOREWORD E ngä iwi, tënä

More information

VPQ Level 6 Business, Management and Enterprise

VPQ Level 6 Business, Management and Enterprise VPQ Level 6 Business, Management and Enterprise VPQ Level 6 Certificate in Business, Management and Enterprise The VPQ Level 6 Certificate in Business, Management and Enterprise is a 30 credit qualification.

More information

Relationship Manager (Banking) Assessment Plan

Relationship Manager (Banking) Assessment Plan 1. Introduction and Overview Relationship Manager (Banking) Assessment Plan The Relationship Manager (Banking) is an apprenticeship that takes 3-4 years to complete and is at a Level 6. It forms a key

More information

RCSA - FREQUENTLY ASKED QUESTIONS TABLE OF CONTENTS

RCSA - FREQUENTLY ASKED QUESTIONS TABLE OF CONTENTS RCSA - FREQUENTLY ASKED QUESTIONS TABLE OF CONTENTS BSB51107 DIPLOMA OF MANAGEMENT... 3 KEY DATES... 4 WHEN DOES THE COURSE START & FINISH?... 4 DISTANCE... 4 STUDYING BY DISTANCE... 4 WHAT IS INCLUDED

More information

Ilam Early Learning Centre Education Review

Ilam Early Learning Centre Education Review Ilam Early Learning Centre Ilam Early Learning Centre Education Review 2 Information about the Early Childhood Service 3 General Information about Early Childhood Reviews Evaluation of Ilam Early Learning

More information

Programme Specification. Early Childhood Education

Programme Specification. Early Childhood Education Programme Specification BA (Hons) Early Childhood Education Studies Date of Publication to Students: August 2012 NOTE: This specification provides a concise summary of the main features of the course and

More information

ACADEMIC AWARD REGULATIONS Framework and Regulations for Professional Doctorates. Approval for this regulation given by :

ACADEMIC AWARD REGULATIONS Framework and Regulations for Professional Doctorates. Approval for this regulation given by : ACADEMIC AWARD REGULATIONS Framework and Regulations for Professional Doctorates Name of regulation : Purpose of regulation : Approval for this regulation given by : Responsibility for its update : Regulation

More information

SCDLMCB2 Lead and manage service provision that promotes the well being of individuals

SCDLMCB2 Lead and manage service provision that promotes the well being of individuals Lead and manage service provision that promotes the well being of Overview This standard identifies the requirements associated with leading and managing practice that supports the health and well being

More information

Programme Specification

Programme Specification Programme Specification HNC/D Music Production 1 Programme Title Awarding Body Teaching Institution Title of final Award Intermediate Awards Approval Date/Review Date Mode of Study Course Length Course

More information

Specialising in early childhood teacher education PROSPECTUS. New Zealand Tertiary College. www.nztertiarycollege.ac.nz

Specialising in early childhood teacher education PROSPECTUS. New Zealand Tertiary College. www.nztertiarycollege.ac.nz New Zealand Tertiary College T E R T I A R Y C O L L E G E S G R O U P PROSPECTUS Specialising in early childhood teacher education www.nztertiarycollege.ac.nz Nau mai, Haere mai, Welcome A career in

More information

MA in Leadership and Management (MALAM)

MA in Leadership and Management (MALAM) MA in Leadership and Management (MALAM) Developing people and organisations for growth Centre for Management, Business and Professional Development Professional Development at University of St Mark & St

More information

Position Description

Position Description Position Description Position details: Title: Reports to: Reports professionally to: Date: Nurse Educator General Medicine Nurse Unit Manager General Medicine Nurse Unit Manager General Medicine November

More information

MA EDUCATION MA Education: Childhood and Youth Studies MA Education: Higher Education MA Education: Leadership and Management MA Education: TESOL

MA EDUCATION MA Education: Childhood and Youth Studies MA Education: Higher Education MA Education: Leadership and Management MA Education: TESOL Programme Specification MA EDUCATION MA Education: Childhood and Youth Studies MA Education: Higher Education MA Education: Leadership and Management MA Education: TESOL PGCert Artist Teacher PGCert Challenging

More information

Central Park Early Learning Centre Henderson, Auckland. Confirmed. Education Review Report

Central Park Early Learning Centre Henderson, Auckland. Confirmed. Education Review Report Central Park Early Learning Centre Henderson, Auckland Confirmed Education Review Report Ko te Tamaiti te Pūtake o te Kaupapa The Child the Heart of the Matter Central Park Early Learning Centre Henderson,

More information

Report of External Evaluation and Review

Report of External Evaluation and Review Report of External Evaluation and Review ICL Education Limited trading as ICL Business School Confident in educational performance Confident in capability in self-assessment Date of report: 9 March 2015

More information

Programme name International Business Law (distance learning)

Programme name International Business Law (distance learning) PROGRAMME SPECIFICATION POSTGRADUATE PROGRAMMES KEY FACTS Programme name International Business Law (distance learning) Award LLM School The City Law School Department or equivalent Academic Courses Programme

More information

CANDIDATE HANDBOOK. CACHE Level 3 Award/Certificate/Diploma in Child Care and Education. ensuring exceptional development

CANDIDATE HANDBOOK. CACHE Level 3 Award/Certificate/Diploma in Child Care and Education. ensuring exceptional development CANDIDATE HANDBOOK CACHE Level 3 Award/Certificate/Diploma in Child Care and Education ensuring exceptional development CACHE Course Handbook Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child

More information

CHC50113 Diploma of Early Childhood Education and Care

CHC50113 Diploma of Early Childhood Education and Care CHC50113 Diploma of Early Childhood Education and Care Introduction Australian National Training Group is a Registered Training Organisation (RTO number 41311) registered with the Australian Skills Quality

More information

Certificate of School Business Management

Certificate of School Business Management Inspiring leaders to improve children s lives Schools and academies Certificate of School Business Management Programme handbook Professional development Certificate of School Business Management Programme

More information

BTEC Level 3 Extended Diploma in Business

BTEC Level 3 Extended Diploma in Business Heathcote School & Science College Business Studies Department BTEC Level 3 Extended Diploma in Business Student Course Handbook 2015-16 Name: Teacher/s: Course Introduction Welcome to the BTEC Level 3

More information

Charter 2015-2017. School No: 2971

Charter 2015-2017. School No: 2971 Charter 2015-2017 School No: 2971 Rapaura School Community Rapaura School is a full primary school situated amongst the vineyards of Marlborough, north west of Blenheim. The well-kept grounds and rural

More information

CACHE. Course Handbook. Level 2 Award, Level 2 Certificate and Level 2 Diploma in Child Care and Education

CACHE. Course Handbook. Level 2 Award, Level 2 Certificate and Level 2 Diploma in Child Care and Education CACHE Course Handbook Level 2 Award, Level 2 Certificate and Level 2 Diploma in Child Care and Education Syllabus, Regulations and Assessment Materials 5th edition CACHE 2011 Except as allowed by law,

More information

Bachelor of Applied Science (Animal Management and Welfare, Biodiversity Management and Science Communication)

Bachelor of Applied Science (Animal Management and Welfare, Biodiversity Management and Science Communication) PROGRAMME REGULATIONS Programme Schedule Bachelor of Applied Science (Animal and Welfare, Biodiversity and Science Communication) To be read in conjunction with the Bachelors Generic Regulations. 1. Programme

More information

UCL IOE Doctor in Educational Psychology (DEdPsy) Regulations 2015-16 (New Students)

UCL IOE Doctor in Educational Psychology (DEdPsy) Regulations 2015-16 (New Students) UCL Academic Manual 2015-16 Chapter 8: Derogations and Variations UCL Institute of Education UCL IOE Doctor in Educational Psychology (DEdPsy) Regulations 2015-16 (New Students) Contact: Lizzie Vinton,

More information

MC-TEACHEC Master of Teaching (Early Childhood)

MC-TEACHEC Master of Teaching (Early Childhood) MC-TEACHEC Master of Teaching (Early Childhood) Year and Campus: 2016 - Parkville CRICOS Code: Fees Information: Level: Duration & Credit Coordinator: 061226K Subject EFTSL, Level, Discipline & Census

More information

Course Specification. MA Physical Education 2016-17 (MPHYE) www.leedsbeckett.ac.uk LEEDS BECKETT UNIVERSITY

Course Specification. MA Physical Education 2016-17 (MPHYE) www.leedsbeckett.ac.uk LEEDS BECKETT UNIVERSITY LEEDS BECKETT UNIVERSITY Course Specification MA Physical Education 2016-17 (MPHYE) Our courses undergo a process of review periodically, in addition to annual review and enhancement. Course Specifications

More information

Master in School Leadership

Master in School Leadership Education with specialist streams in Literacy and Numeracy Australia n China n India n Italy n Malaysia n South Africa www.education.monash.edu Become a transformational leader with the Faculty of Education

More information

Awarding Institution: Institute of Education, University of London. Teaching Institutions: Institute of Education, University of London

Awarding Institution: Institute of Education, University of London. Teaching Institutions: Institute of Education, University of London PROGRAMME SPECIFICATION MA Education and Technology Awarding Institution: Institute of Education, University of London Teaching Institutions: Institute of Education, University of London Name of final

More information

Self Assessment Tool for Principals and Vice-Principals

Self Assessment Tool for Principals and Vice-Principals The Institute for Education Leadership (IEL) brings together representatives from the principals' associations, the supervisory officers' associations, councils of directors of education and the Ministry

More information

Programme Specification (Postgraduate) Date amended: 12 April 2012

Programme Specification (Postgraduate) Date amended: 12 April 2012 Programme Specification (Postgraduate) Date amended: 12 April 2012 1. Programme Title(s): MSc Educational Leadership (School Business Managers) 2. Awarding body or institution: University of Leicester

More information

Job Description Teacher of Engineering/Design and Technology

Job Description Teacher of Engineering/Design and Technology Job Description Teacher of Engineering/Design and Technology Post title Salary Reporting to Core Purpose Teacher of Engineering/Design and Technology UCL Academy Main Pay Scale M1-M9 (Full Time) Assistant-Principal

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Law/City 3. Final Award, Course Title and LLM Legal Practice

More information

Faculty of Education, Health and Sciences. PROGRAMME SPECIFICATION BSc Psychology Online. Valid from September 2012. 1 www.derby.ac.

Faculty of Education, Health and Sciences. PROGRAMME SPECIFICATION BSc Psychology Online. Valid from September 2012. 1 www.derby.ac. Faculty of Education, Health and Sciences PROGRAMME SPECIFICATION BSc Online Valid from September 2012 1 www.derby.ac.uk/ehs CONTENTS SECTION ONE: GENERAL INFORMATION... 1 SECTION TWO: OVERVIEW AND PROGRAMME

More information

PROGRAMME REGULATIONS Programme Schedule New Zealand Certificate in Animal Technology

PROGRAMME REGULATIONS Programme Schedule New Zealand Certificate in Animal Technology PROGRAMME REGULATIONS Programme Schedule New Zealand Certificate in Animal Technology To be read in conjunction with Unitec Generic Certificate Regulations. 1. Programme Schedule This schedule applies

More information

Nationally Recognised Training. Advanced Diploma of Community Sector Management CHC60312 COURSE OVERVIEW. (Workforce Development Fund)

Nationally Recognised Training. Advanced Diploma of Community Sector Management CHC60312 COURSE OVERVIEW. (Workforce Development Fund) Nationally Recognised Training Advanced Diploma of Community Sector Management CHC60312 COURSE OVERVIEW (Workforce Development Fund) Welcome to the Advanced Diploma of Community Sector Management This

More information

Valid from: 2012 Faculty of Humanities and Social Sciences Oxford and Cherwell Valley College Thames Valley Police

Valid from: 2012 Faculty of Humanities and Social Sciences Oxford and Cherwell Valley College Thames Valley Police APPENDIX H Programme Specification Programme Specification Foundation Degree Policing Valid from: 2012 Faculty of Humanities and Social Sciences Oxford and Cherwell Valley College Thames Valley Police

More information

Riverdale High School. International Baccalaureate Diploma Programme. Special Educational Needs and Inclusion Policy 2014-2015

Riverdale High School. International Baccalaureate Diploma Programme. Special Educational Needs and Inclusion Policy 2014-2015 Riverdale High School International Baccalaureate Diploma Programme Special Educational Needs and Inclusion Policy 2014-2015 INTRODUCTION AND PURPOSE The purpose of this document is to 1. Communicate to

More information

Course Specification

Course Specification LEEDS BECKETT UNIVERSITY Course Specification PG Cert Physical Education (non-qts) 2016-17 (PCPHY) Our courses undergo a process of review periodically, in addition to annual review and enhancement. Course

More information

Working in special education. Psychologist in Education

Working in special education. Psychologist in Education Working in special education Psychologist in Education Meet Kahu Flutey, an educational psychologist in Wellington Kahu Flutey has worked as a registered educational psychologist for the Ministry of Education

More information

Master of Teaching and Learning (MTchgLn) College of Education. Inspire. Education

Master of Teaching and Learning (MTchgLn) College of Education. Inspire. Education Master of Teaching and Learning (MTchgLn) College of Education Inspire. Education 2015 Master of Teaching and Learning (MTchgLn) Ahakoa he iti, he pounamu Although it is small, it is greenstone About the

More information

Course/programme leader: Tina Cartwright (from Sept 2014)

Course/programme leader: Tina Cartwright (from Sept 2014) PROGRAMME SPECIFICATION Course record information Name and level of final award: Name and level of intermediate awards: Awarding body/institution: Status of awarding body/institution: Location of delivery:

More information

2015 2016 one year courses digital image creation for luxury brands

2015 2016 one year courses digital image creation for luxury brands 2015 2016 one year courses digital image creation for luxury brands undergraduate programmes one year course digital image creation for luxury brands 02 Brief descriptive summary Over the past 78 years

More information

Head of Business & Social Sciences Job Description. Leadership Spine L1 8

Head of Business & Social Sciences Job Description. Leadership Spine L1 8 Head of Business & Social Sciences Job Description Leadership Spine L1 8 This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School / City 3. Final Award, Course

More information

Strathclyde Business School DBA Handbook 2015/16

Strathclyde Business School DBA Handbook 2015/16 Strathclyde Business School DBA Handbook 2015/16 1 Welcome to Strathclyde Business School (SBS) I am delighted to welcome you to the SBS DBA programme, which I hope will prove to be a challenging and rewarding

More information

Belmont School (Auckland) Education Review

Belmont School (Auckland) Education Review Belmont School (Auckland) Belmont School (Auckland) Education Review 1 Context 2 Learning 3 Curriculum 4 Sustainable Performance School Statistics Page 1 / 8 1 Context What are the important features of

More information

Health Management Consultancy

Health Management Consultancy MODULE SPECIFICATION KEY FACTS Module name Health Management Consultancy Module code HMM024 School School of Health Sciences Department or equivalent Division of Health Services Research and Management

More information

Programme Specification for MSc Applied Sports Performance Analysis

Programme Specification for MSc Applied Sports Performance Analysis PROGRAMME SPECIFICATION Postgraduate Courses Programme Specification for MSc Applied 1. Awarding institution/body University of Worcester 2. Teaching institution University of Worcester 3. Programme accredited

More information

SCDLMCB3 Lead and manage the provision of care services that deals effectively with transitions and significant life events

SCDLMCB3 Lead and manage the provision of care services that deals effectively with transitions and significant life events Lead and manage the provision of care services that deals effectively with transitions and significant life events Overview This standard identifies the requirements associated with leading and managing

More information

Course Specification

Course Specification LEEDS BECKETT UNIVERSITY Course Specification PG Cert English Language Teaching and Professional Practice 2015-16 (PCELT) Our courses undergo a process of review periodically, in addition to annual review

More information

Framework and Resources for Early Childhood Education Reviews

Framework and Resources for Early Childhood Education Reviews Framework and Resources for Early Childhood Education Reviews Education Reviews in Early Childhood Education Services Contents 1 Introduction 1 The purpose of this framework ERO s approach to early childhood

More information

Diploma of Early Childhood Education and Care CHC50113

Diploma of Early Childhood Education and Care CHC50113 Diploma of Early Childhood Education and Care CHC50113 Blended Delivery Information for students www.wavelearning.com.au 05/01/16 Page 1 of 12 Contents Introduction 3 What is the Diploma of Early Childhood

More information

ROYAL HOLLOWAY University of London PROGRAMME SPECIFICATION

ROYAL HOLLOWAY University of London PROGRAMME SPECIFICATION ROYAL HOLLOWAY University of London PROGRAMME SPECIFICATION This document describes the Master of Science, Master of Science with a Year in Industry, Postgraduate Diploma, and Postgraduate Certificate

More information

HONOURS BACHELOR OF APPLIED SCIENCE IN EARLY CHILDHOOD DEGREE COMPLETION PROGRAM PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

HONOURS BACHELOR OF APPLIED SCIENCE IN EARLY CHILDHOOD DEGREE COMPLETION PROGRAM PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR) DEGREE COMPLETION PROGRAM PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR) PROFESSIONAL PORTFOLIO PREAMBLE The Honours Bachelor of Applied Science in Early Childhood Degree Completion Program at the University

More information

National Certificate in Early Childhood Education and Care (Level 5)

National Certificate in Early Childhood Education and Care (Level 5) NZQF NQ Ref 0430 Version 5 Page 1 of 7 National Certificate in Early Childhood Education and Care (Level 5) Level 5 Credits 122 Purpose The National Certificate in Early Childhood Education and Care (Level

More information

PGCert/PGDip/MA Education PGDip/Masters in Teaching and Learning (MTL) Programme Specifications

PGCert/PGDip/MA Education PGDip/Masters in Teaching and Learning (MTL) Programme Specifications PGCert/PGDip/MA Education PGDip/Masters in Teaching and Learning (MTL) Programme Specifications Faculty of Education, Law and Social Sciences School of Education December 2011 Programme Specification PG

More information

JOB TITLE: Community Manager, Mental Health & Addiction Services

JOB TITLE: Community Manager, Mental Health & Addiction Services JOB TITLE: Community Manager, Mental Health & Addiction Services 1. PURPOSE OF POSITION The Community Manager will work in partnership with the area Clinical Leads, Clinical Director and Clinical Services

More information

Programme Specification. MSc Marketing. Valid from: September 2015 Faculty of Business

Programme Specification. MSc Marketing. Valid from: September 2015 Faculty of Business Programme Specification Marketing Valid from: September 2015 Faculty of Business SECTION 1: GENERAL INFORMATION Awarding body: Oxford Brookes University Teaching institution and location: Final award:

More information

Guide to the National Quality Standard

Guide to the National Quality Standard 3 Guide to the National Quality Standard September 2013 Amendments to the Education and Care Services National Regulations affecting the National Quality Framework Resource Kit Amendments to the Education

More information

Blackburn College Teaching, Learning and Assessment Strategy. 25 August 2015

Blackburn College Teaching, Learning and Assessment Strategy. 25 August 2015 Blackburn College Teaching, Learning and Assessment Strategy 25 August 2015 1 Introduction This document provides a Teaching, Learning and Assessment Strategy covering all of the College s Further Education

More information