Programme Specification (Postgraduate) Date amended: 30 March 2012

Transcription

1 Programme Specification (Postgraduate) Date amended: 30 March Programme Title(s): MA in Education: Leadership and Learning. 2. Awarding body or institution: University of Leicester 3. a) Mode of study Part time b) Type of study Distance learning 4. Registration periods: The normal period of registration is 2 years The maximum period of registration is 4 years 5. Typical entry requirements: Candidates should normally have at least a second class honours degree or its equivalent, or an advanced diploma in Education, and have qualified teacher status. Additionally, they should have at least three years' teaching and leadership experience in schools. 6. Accreditation of Prior Learning: Appropriately experienced applicants (who can demonstrate at least three years school-based experience of teaching and leadership, irrespective of formal position) with PGCE and NPQH can be accredited on to the programme with 60 credits and so will be exempt from modules 1-4. They will join the MA at module 5 where there are spare places available. They will need to demonstrate prior experience with interview, observation, and survey methods of data collection and prior learning of practical and theoretical frameworks for understanding educational leadership, learning and change. 7. Programme aims: The programme aims to enable participants to develop: familiarity with a range of frameworks for understanding educational leadership, learning and change; the ability to use a flexible range of systematic and reflective research and enquiry strategies for investigating and creating knowledge about educational leadership, learning and change; advanced knowledge and understanding of educational leadership, learning and change in different professional contexts; a set of skills for critically analysing practices and values related to educational leadership, learning and change in different professional contexts; the ability to bring together theoretical perspectives on educational leadership, learning and change and apply an informed critique of their inter-relationships; the ability to contribute to informed development of policy and practice in educational contexts.

2 8. Reference points used to inform the programme specification: Learning and Teaching Strategy University of Leicester Qualifications Framework QAA Masters Degree Characteristics TDA Impact Evaluation of PPD courses Programme Outcomes: Intended Learning Outcomes Demonstrate advanced understanding of selected and relevant aspects of educational knowledge and educational issues for teachers and leaders in schools. Teaching and Learning Methods (a) Subject and Professional skills Knowledge Interactive seminars; directed How Demonstrated? Demonstrate advanced understanding of research into, and theory of, educational leadership. Demonstrate an understanding of educational leadership, learning and change in the context of classrooms, schools and networks. Apply a range of appropriate research methods to topics of educational leadership, learning and change and identify problems pertaining to these topics in their own institutions, and contexts. Interactive seminars; directed Concepts Interactive seminars; directed Techniques Apply a range of appropriate research methods to leadership challenges identified in their own institutions. Assignments and dissertation based on conducting small-scale research investigations in their own school or college in order to generate school or college improvement.

3 Intended Learning Outcomes Reflect on theory in the area of educational leadership, learning and change and use it as the basis for understanding and improving professional practice. Critically analyse professional practice in a wider context of theory, through a review of current literature. Critically evaluate theoretical and practical issues associated with leadership and learning in classrooms, schools and networks through small-scale investigations of professional practice. Present written and graphic information effectively and persuasively, to professional standards, using standard conventions. Meet assessment criteria (see section 9). Undertake research into educational leadership, learning and change. Collect, analyse and present information using statistical and graphical techniques where appropriate. Teaching and Learning Methods Critical analysis Directed reading; independent research; empirical Directed reading; independent research; empirical Directed reading; independent research; empirical Presentation Interactive seminars; directed Appraisal of evidence Complete all required tasks, assignments and dissertation (see section 9). (b) Transferable skills Research skills Independent research; empirical Directed reading; independent research; work-based How Demonstrated? Assignments, presentations, dissertation. Meet assessment criteria (see section 9) Assignments; presentations; dissertation. Assignments; dissertation.

4 Intended Learning Outcomes Demonstrate clarity, fluency and coherence in delivering oral presentations and managing group discussion about educational issues. Demonstrate an ability to respond rationally and supportively to questioning. Write coherently, following standard conventions of presentation, about educational issues. Demonstrate accuracy, fluency and vivid use of language in written work about educational issues. Present written work to a professional standard. Analyse data collected from work settings to address clearly formulated research questions related to an identified professional challenge. Summarise and present the outcomes of data analysis professionally including the use of statistical and graphical methods where appropriate. Develop the skills to use standard word processing (Word), spreadsheet (SPSS, Excel), and Powerpoint programmes in relation to assignment and dissertation writing, data analysis, and presentations. Teaching and Learning Methods Communication skills Data presentation Data analysis workshops, directed reading, tutorials, independent research Data analysis workshops, directed reading, tutorials, independent research Information technology Independent research, tutorials How Demonstrated? Successful completion of analysis tasks. Successful completion of data presentation tasks Assignments, presentations, dissertation

5 Intended Learning Outcomes Design and manage small scale research investigations by demonstrating decisionmaking skills related to project feasibility, the development of an appropriate research design for investigating a set of research questions, and assessing the viability and cost effectiveness of different research plans. Work collaboratively with colleagues to develop both an understanding, and the standard of, professional practice in their own institutions, and contexts. Identify, plan, implement and evaluate investigations aimed at addressing issues and problems in their own institution within specific, achievable, realistic and time-bound frameworks. Demonstrate a commitment to personal/career development 10. Special features: Teaching and Learning Methods Problem solving Directed reading, interactive seminars, work-based Working relationships Independent research; empirical Managing learning Tutorials; seminars; directed Career management Tutorials; seminars; directed How Demonstrated? Direct evidence through assignments and dissertation. Indirect evidence through assignments and dissertation. Directly through group discussion where appropriate. Assignments, dissertation. Direct and indirect evidence through assignments and dissertation or research project. Directly through seminar discussions, presentations, and tutorials. Contextualisation of programme in school improvement priorities of partner schools Each module provides opportunities for participants to examine and explore specific themes and salient issues related to improvement priorities identified at their schools. Through negotiation with the tutor, participants choose the focus of each of the assignments and the dissertation. The expectation is that assessed work contributes to both individual professional learning and organisational development. Explicit integration of research and enquiry throughout the programme

6 The integration of research and enquiry throughout the programme, with research components included in all modules in addition to the enquiry methods and dissertation modules, optimises scope for participants to develop sophisticated and flexible enquiry-led approaches to enhancing the quality of leadership and learning in classrooms, schools and networks in which they work. Working with Partner Schools Participants on the programme will be recruited from our partner schools. The website will contain information about the MA in Education: Leadership and Learning programme and the opportunities it provides for developing partnership initiatives with new and existing partner schools in the region. The University of Leicester, School of Education has undertaken a substantial programme of partnership and relationship-building with three regional Teaching School Alliances in order to extend its strategy of promoting research and development and research-engaged CPD and leadership-capacity building with schools. The programme is a central strand of this strategy which aligns very closely indeed with the remits and new responsibilities of Teaching Schools. Teaching Schools are one category of partner schools. Other schools who are interested in working with the School of Education to build capacity in CPD, leadership and R+D through this MA programme will also be eligible and encouraged to join the programme. Teaching Schools have been established as a new designation by the Government. Working closely with these and other partner schools, the programme promotes and allows for specific contextualisation and emphasis on their improvement priorities. The Impact Study of CPD Courses undertaken by the TDA reported that courses that are planned in conjunction with schools and which are focused on school priorities tend to recruit well and are evaluated positively. Through our development of this programme we aim to expand our partnership programme with schools aimed at supporting CPD-, leadership-, and research and development-capacity-building. 11. Indications of programme quality: As a new programme indications of programme quality are found in its content, design and rationale. The programme has an explicit focus on connections between educational leadership, learning and change. This focus opens up scope for participants to reflect on the leadership challenge of promoting, and sustaining enhanced conditions, processes and outcomes of pupils learning, their own and their colleagues learning, and the organisational learning of their schools. Building on such reflection participants will be supported to better understand the challenges they face by critically examining their perspectives and values in relation to them, and by planning and putting into practice a range of coordinated and research-informed strategies for advancing high quality learning in the schools in which they teach and lead. The MA programme has been shaped with reference to current leading edge research into educational leadership, learning and change and reflects very closely indeed the research interests and expertise of the team. This means that through the programme we are able to develop closer, more powerful synergies between research and teaching. An additional feature of the programme is its in-depth and continuous focus on research methods. In addition to the research methods and dissertation modules, each of the other modules listed above contains an integrated research methods component. This integration of research methods throughout the programme will enable participants to build a rigorous and flexible repertoire of research methods and enquiry skills. This in turn will equip students to develop research-engaged leadership capacity, knowledge and understanding that is vital in the complex and inter-dependent worlds in which they work. 12. Scheme of Assessment

7 This programme follows the regulations governing taught postgraduate programmes of study. 13. Progression points In cases where a student has failed to meet a requirement to progress he or she will be required to withdraw from the course and a recommendation will be made to the Board of Examiners for an intermediate award where appropriate. As the programme will be delivered part time, the normal period for completion to the MA will be 2 years and 4 years maximum to include periods of suspense (General regulations refer). The 'normal' rate of study for completion of the PG Cert is one year part-time, for the PG Dip it is one year 9 months. Individual modules that are taken as stand-alone awards (see next paragraph) take half a term for a 15 credit module and one term for a 30 credit module. PG Certificate (60 credits: modules 1-4) and PG Diploma (120 credit: modules 1-6) are included as exit awards and as stand-alone awards. This will provide some flexibility valued by teachers regarding progression and registration. It will mean that a student will be able to apply and then register on the PG Cert and then if they complete that award they can either leave or progress to the PG Dip or Masters. On the other hand if a student would prefer to apply and register for the MA from the outset then they will be able to do that too. This approach will allow students to exit or progress without re-applying. However, a student will always have to complete registration at the beginning of each year. The normal minimum and maximum registration periods for the completion of an MA will apply to these students. If a student decides to study for one module at a time they can also do this as an associate student. Successful completion of individual modules can be accredited to a student on entry to the MA at a later date Appropriately experienced applicants (who have at least three years school-based experience) with PGCE and NPQH and who can demonstrate prior experience with interview, observation, and survey methods of data collection and prior learning of practical and theoretical frameworks for understanding educational leadership, learning and change can be accredited on to the programme with 60 credits and so will be exempt from modules 1-4. They will join the MA at module 5 where there are spare places available. 14. Rules relating to re-sits or re-submissions: Students may re-submit any assignment once. 15. Additional information [e.g. timetable for admissions] 2 year course with single entry point in September each year. Appendix 1: Programme structure (programme regulations) Year 1: Core Module 1: Contemporary Issues in International Education (30 credits). Start: October (Cohort 1); January (Cohort 2). Core Module 2: An Introduction to Educational Research Methods (3 Credits) Start: May; July Year 2: Pathway Modules (2 x 30 Credits). Students select from 1 of 4 Pathways - Leadership Culture and Learning; Innovation and Reform; Pedagogy: Inclusion and Special Educational Needs Module 1 (Lead Module)

8 Start: October; January Module 2 (Specialist Study) Start: May; July Dissertation (60 Credits) Appendix 2: Module Specifications See module specification database