PROGRAMME SPECIFICATION Postgraduate Certificate in Consultancy for Educational Leadership Development

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1 PROGRAMME SPECIFICATION Postgraduate Certificate in Consultancy for Educational Leadership Development Awarding Institution: Institute of Education, University of London Teaching Institutions: Institute of Education, University of London Name of final award Postgraduate Certificate Programme title Consultancy for Educational Leadership Development Language of study The Institute of Education teaches and assesses participants through the medium of the English language. Competence in English language is required of all applicants. Programme regulations may indicate the level of competence required of each applicant and may make its achievement a condition of admission. Participants Participants are generally senior leaders/specialist advisors working in Schools/Local Authorities or other educational contexts who are based within these organisations or who are independent consultants/facilitators. Educational Aims of the Programme To increase knowledge and understanding of, and the ability to, critique key models and research in consultancy, organisational effectiveness, and improvement, leadership styles and leadership effectiveness, approaches to adult learning, principles of effective team working and mentoring-coaching. To work on skills development required for a client centred approach to consultancy, mentoring-coaching, facilitation of adult learning including working with teams. To deepen understanding of the links between personal and professional development maintaining a focus on learning through the use of a personal learning journal and actual and online interaction with colleagues. To accredit personal learning both on the programme and in the workplace Learning Outcomes Increased knowledge and understanding of, and the ability to critique key models and research in consultancy, organisational effectiveness, approaches to adult learning, principles of effective team working and mentoring- coaching

2 Developed skills required for a client centred approach to consultancy, mentoring- coaching, facilitation of adult learning including working with teams. Developed a deepened understanding of the links between personal and professional development. Had personal learning on the programme and in the workplace accredited Criteria for admission Participants will normally be graduate professionals with substantial management experience, who are currently working in leadership or development roles. Should applicants not be graduates, such applicants may be asked for evidence of study at graduate level. If applicants have not studied for some time they may be asked to write a short paper so that the programme leader can assess their ability to meet the writing requirements of the programme. Applicants whose first language is a language other than English may be required to provide evidence of their English language proficiency. The Institute of Education is committed to admitting and supporting participants with disabilities and welcomes applications from them. Participants do not need to be registered disabled to draw on these services, though in order to provide services in the long-term we will need to ask for medical or other evidence, as appropriate. Disabilities Support can also support people who have a temporary mobility / dexterity impairment / other difficulty as a result of an accident, injury, illness or surgery. We aim to treat every person as an individual, with needs which may differ from those of other people with a superficially similar disability. We do not therefore have standard procedures for participants with dyslexia, nor standard procedures for visually impaired participants: each person's needs are considered individually. Mode of study This programme is completed through one year part-time study. Each of the three modules requires five days attendance over one term. Programme structures and requirements, levels, modules, credits and awards The student is currently required to complete three modules for this Certificate. Of the three modules, the first, Client-Centred Consultancy and Leadership Development and third module, Client Centred Consultancy Model and application are at M level and the second module, Models and skills for Consultancy is at H level. All modules are 30 credits. (The Institute of Education uses the European Credit Transfer and Accumulation System (ECTS), as a guide to support periods of study undertaken abroad and to assist student mobility. Currently it is assumed that two UK credits equate to one ECTS. Therefore a module of 30 credits would typically equate to 15 ECTS credits).

3 Outline content: Module 1 Client-Centred Consultancy and Leadership Development Session 1 Understanding consultancy Session 2 Understanding organisations and organisational effectiveness# Session 3 Understanding Leadership and leadership effectiveness Session 4 Understanding Emotional Intelligence Session 5 Understanding teams and team effectiveness Module 2 Models and skills for Consultancy Session 1 Personal insights and development planning Session 2 mentoring and coaching day 1 Session 3 mentoring and coaching day 2 Session 4 mentoring and coaching day 3 Session 4 mentoring and coaching day 4 (Sessions 2-4 are focussed on learning to use a mentoring- coaching model and practising relevant Mentoring-Coaching skills) Module 3 Client Centred Consultancy Model and application Session 1 Standards for Consultancy Session 2 Consultant as facilitator of adult learning Session 3 Further skills in facilitation of learning and planning a client centred consultancy Session 4 Client centred consultancy in practice learning sets part 1 Session 5 Client centred consultancy in practice learning sets part 2 Teaching, learning and assessment strategies to enable outcomes to he achieved and demonstrated The programme offers a wide range of learning experiences that respond to and encourage a range of learning styles. Much of the activity models the facilitative and interactive approaches that participants are likely to apply in their consultancy work. During practical sessions e.g. on mentoring- coaching, relevant skills are demonstrated, practised by participants and feedback gained from within the students group as well as from tutors. A strong link is made between theory and practice e.g. by participants critiquing models and then comparing them to their own experience and understanding of this. Information about assessment regulations Participants must successfully complete all elements of the programme, to achieve the minimum credits required for the award. All coursework, is assessed according to the grade-related criteria for the programme level, found in the programme handbook. All assignments are independently marked by two staff members, who meet to discuss and reconcile the marks and comments for each individual. Assignments are graded from A to D, with D being a failing grade. Participants are permitted to represent a failed assignment on one further occasion, within 12 months of the original submission.

4 An external examiner is appointed by Senate and plays an important role in monitoring the quality of the programme and evaluating the effectiveness of the teaching and support provided for the programme participants and the reliability of the judgements made in assessing them. Further details about assessment regulations can be found at or_the_assessment_of_students.pdf Assessment assignments for this programme are varied and can include learning journals, evaluation of professional practice and individual vivas. Support for learning Participants are encouraged throughout the course to reflect on and develop their learning. They are encouraged to support each other with their groups and learning sets. They are also given support, from tutors, in discussing their assignment within the sessions and by . Support is also given at outline and draft stage. Methods for evaluating and improving the programme Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards: Module evaluation by students Termly meetings of the Programme Committee and Programme Team Annual programme review prepared by programme team and considered by Faculty Quality Assurance/Quality Enhancement Committee Periodic programme review and revalidation involving external panel member Staff review and development Peer observation of teaching External examiner reports Committees with responsibility for monitoring and evaluating quality and standards: Programme Committee Board of Examiners Faculty Quality Assurance/Quality Enhancement Committee Teaching Committee Validation Sub-Committee Equal Opportunities Committee Professional Development Course Leaders Meeting Academic Board Senate Mechanisms for gaining student feedback on the quality of teaching and their learning experience: Student module evaluation (sessional and programme); Student representation on programme committees Indicators of quality and standards External examiners report and contents of annual review

5 Relevant benchmark statements and other external and internal reference points used to inform programme outcomes The following is a small sample of reference points demonstrating where and how a client centred consultancy perspective and the ability to apply related consultancy skills (as taught on this course) is needed within the education context. The National Standards for School Leadership in which head teachers are required to consult, engage and communicate with staff, pupils, parents and carers to enhance children's learning Local Leaders of Education (LLEs) model best heads teachers supporting each other to build capacity and raise attainment by: o being carefully matched to a neighbouring school o spending approximately one day a week in that school working with the head and Senior Leadership Team o using coaching and facilitation to explore issues for the school and build capacity for leadership The development of National Succession Consultants to work with schools and school leaders, local authorities, dioceses, professional associations, and governor bodies across the region Date of completion of specification June 2009