School of Educational Partnership and Enterprise Module Descriptors For Definitive Course Document: Stage Two Approval Date: December 2009
Module Title: MTL Reflecting on professional practice 1 Module Code: MTLC7001 Date amended via NQF Level: Level 7 CAT credits: 30 Campus/Site: Online, all University sites and work-ba Module Leader: Sandra Eady Teaching staff: Ed Tyson; Carey Philpott; Sandra Eady; Linda McGhie; Kim Harris; Stephen Williams; Liz Lakin; Helen Channon; Jane Ryan-Caine School: This module aims to develop participants skills in critical thinking and evaluation of professional practice. i. Demonstrate reflective engagement with practice in relation to relevant professional standards and show effective professional development planning ii. Generate and synthesise cogent arguments within a chosen area of education, for example relevant to subject area or specialism iii. Understand and clearly articulate the different perspectives and theoretical frameworks that underpin educational issues relevant to practice and context iv. Demonstrate critical thinking and appropriate skills in information fluency and writing in order to communicate effectively and persuasively with an audience of peers v. Professional learning through practitioner research and critical reflective enquiry which influences your own and your colleagues practices and thinking, building on prior training, career experiences and development Engaging with relevant professional standards to inform professional activity with schools. Working with other multi agency professionals including those dealing with Child Protection Professional identities of teachers. Improving practice: the meeting of theory and practice in developing effective teaching and learning. Ethical practices and issues related to working with others. Work-ba learning 60 Hrs Independent study 221.5 Hrs Tutorial support 1.5 Hrs Face to face workshops 6 Hrs Written critical analysis and evaluation of four critical incidents, one drawn from each of the key content areas of the MTL 6000 word i - v 100 in the failed component(s) will be as g (%) Bassey, M. (1999) Case study research in educational settings. Buckingham: Open University Press. Dawsonera Capel, S. E, Leask, M. and Turner, T. (2004) Starting to teach in the secondary school. London: RoutledgeFalmer. Netlibrary Carr, D. (2003) Making sense of education: an introduction to the philosophy and theory of education and teaching. London: RoutledgeFalmer. Dawsonera Moon, J. A. (2004) A handbook of reflective and experiential learning: theory and practice. London: RoutledgeFalmer. Dawsonera Neil, P. (2003) Continuing professional development for teachers: from induction to senior management. London: Kogan Page. Netlibrary 2
Module Title: MTL Reflecting on professional practice 2 Module Code: MTLC7002 Date amended via NQF Level: Level 7 CAT credits: 10 Campus/Site: Online, all University sites and work-ba Module Leader: Martyn Lawson Teaching staff: Ed Tyson; Carey Philpott; Sandra Eady; Jane Ryan-Caine; Kim Harris; Stephen Williams; Helen Channon To critically reflect on and strengthen classroom practice through development of an enquiry approach. i. Critically evaluate their own professional development and position this within school priorities ii. Demonstrate effective evaluation of practice using critical thinking, engagement with relevant literature, data gathering, analysis and reflection iii. Demonstrate originality and self-direction in problem-solving and act autonomously in planning and implementing tasks of a professional nature Reflection on practice. Critical thinking and argument. Evaluation of the literature Introduction to issues in data gathering and analysis. Work-ba learning 20 Hrs Coach support 2 Hrs Independent study 66 Hrs A portfolio of evidence from practice with critically reflective commentary including a personal action plan for professional learning in Phase Two. 2500 word i - iii 100 in the failed component(s) will be as Adey, P. (2004) The professional development of teachers: practice and theory. Boston: Kluwer Academic. Netlibrary Capel, S.E. Leask, M. and Turner, T. (2004) Starting to teach in the secondary school. London: RoutledgeFalmer. Netlibrary Carr, D. (2003) Making sense of education: an introduction to the philosophy and theory of education and teaching. London: RoutledgeFalmer. Dawsonera Moon, J. A. (2004) A handbook of reflective and experiential learning: theory and practice. London: RoutledgeFalmer. Dawsonera Neil, P. (2003) Continuing professional development for teachers: from induction to senior management. London: Kogan Page. Netlibrary Kerry, T. (2003) Effective classroom teacher: developing the skills you need in the classroom. London: Pearson Education. Dawsonera
Module Title: MTL Teaching, learning and Module Code: MTLC7003 NQF Level: Level 7 CAT credits: 20 Campus/Site: Online, all University sites and work-ba in Module Leader: Donna Hurford partnership educational settings Teaching staff: Carey Philpott; Jane Ryan-Caine; Stephen Williams; Pete Boyd alone module This module aims to develop participants understanding of a range of learning, teaching and strategies which promote pupil progress in order that all pupils achieve their learning potential. i. Demonstrate an in-depth understanding and critique of the changing socio-political and cultural context in which learning and teaching in educational settings and contexts occurs ii. Apply a range of teaching and learning strategies and critically evaluate their effectiveness in context in relation to raising the achievement of children and young people. iii. Demonstrate critical engagement with key concepts in and the application and evaluation of formative methods. iv. Demonstrate self-direction and originality in problem-solving in relation to the module content, and act autonomously in planning and implementing change in their educational setting, taking account of current thinking and literature in related areas. The nature and competing purposes of learning and teaching in the 21 st Century Learning theories and their application. Key concepts in for learning. Methods for evaluation of teaching. Examining personal educational practices in depth; Work-ba learning 40 Hrs Independent study 145 Hrs An evaluative report on classroom practice in teaching, learning or. 5000 word i - iv 100 in the failed component(s) will be as Black, P., Harrison, C., Lee, C., Marshall, B and William, D. (2003) Assessment for Learning. Putting it into Practice. Maidenhead: Open University Press. Dawsonera Carr, D. (2003) Making sense of education: an introduction to the philosophy and theory of education and teaching. London: RoutledgeFalmer. Dawsonera Centre for Educational Research and Innovation. (2005) Formative : improving learning in secondary classrooms. Paris: Organisation for Economic Co-operation and Development. Dawsonera Wragg, E. C. (2004) The Routledge Falmer reader in teaching and learning. London: RoutledgeFalmer. Netlibrary Kerry, T. (2003) Effective classroom teacher: developing the skills you need in the classroom. London: Pearson Education. Dawsonera
Module Title: MTL Curriculum development Module Code: MTLC7004 NQF Level: Level 7 CAT credits: 20 Campus/Site: Online, all University sites and work-ba in partnership educational settings Module Leader: Sally Elton- Chalcraft Teaching staff: Pete Boyd; Donna Hurford; Jane Ryan-Caine; Martyn Lawson alone module This module aims to support development of subject knowledge in the participant s subject discipline or age phase specialism. It is focu on contribution to curriculum development within the school or setting. i. Demonstrate a strong and developing subject knowledge and critical understanding of the curriculum within a specialist discipline or age phase ii. Critique a range of guidance and policy documents relevant to practice with a view to identifying the key concepts and thinking on which they are ba and how they relate to and influence practice iii. Develop planning, learning activities and resources that make a contribution to collaborative curriculum development and lead to learner engagement and progress within the school or setting iv. Demonstrate a critically reflective awareness of identity as a teacher in relation to the curriculum and to developing subject knowledge Audit of subject knowledge and related skills. Curriculum development and change. Planning. Collaborative working. Work-ba learning 40 Hrs Independent study 145 Hrs A critical commentary, analysis and reflection on the development, delivery and impact of a presentation to a relevant audience of peers on an aspect of curriculum development Wordag e/ 5000 word equivale nt i - iv 100 in the failed component(s) will be as Burden, R. and Williams, M. (eds.) (2002) Thinking through the curriculum. London: Routledge. Netlibrary Marsh, C. J. (2004) Key concepts for understanding curriculum. 3 rd edn. London: RoutledgeFalmer. Dawsonera Williams, M. (ed.) (2004) Unlocking creativity: teaching across the curriculum. London: David Fulton. Netlibrary Moon, B., Shelton Mayes, A. and Hutchinson, S. (2002) Teaching, learning and the curriculum in secondary schools: a reader. London: RoutledgeFalmer. Dawsonera White, J. (ed.) (2004) Rethinking the school curriculum: values, aims and purposes. London: RoutledgeFalmer. Dawsonera
Module Title: MTL Inclusive Practice Module Code: MTLC7005 NQF Level: Level 7 CAT credits: 20 Campus/Site: Online, all University sites and work-ba Module Leader: Andrew Slater Teaching staff: Lin savage; Helen Channon; Liz Elliott, Sally Elton-Chalcraft To consider the dual aspects of educational leadership and management in supporting diversity, promoting access and effecting wider inclusion in educational settings for students and staff. i. Critically explore the role of context beyond the classroom such as informal educators and outside agencies, in promoting inclusive and socially relevant experiences for the child or young person ii. Critically engage through reflection and dialogue to explore effective teaching and learning which removes barriers to learning and participation for cl, groups and all individuals iii. Critically analyse and evaluate a range of professional practices with reference to theoretical perspectives iv. Demonstrate a critical understanding of policy developments and current legislation. What is inclusion? Developmental psychology Attitudes, assumptions and portrayals of intelligence Institutional prejudice and the rights of the child Child poverty, attainment, ethnicity and gender The invisible child Work-ba learning 40 Hrs Independent study 145 Hrs Child centred case study positioned in relation to critical evaluation of research and professional literature. 5000 word i - iv 100 in the failed component(s) will be as Ainscow, M., Booth, T. and Dyson, A. (2006) Improving schools, developing inclusion. London: Routledge. Dawsonera Beveridge, S. (2002) Special educational needs in schools. London: Routledge. Netlibrary Black-Hawkins, K. (2007) Achievement and inclusion in schools. London: Routledge. Dawsonera Tilstone, C. and Rose, R. (eds.) (2003) Strategies to promote inclusive practice. London: RoutledgeFalmer. Netlibrary O Hanlon, C. (2003): Educational inclusion as action research: an interpretive discourse. Maidenhead: Open University Press. Dawsonera [Online
Module Title: MTL Collaboration and leadership Module Code: MTLC7006 NQF Level: Level 7 CAT credits: 20 Campus/Site: Online, all University sites and work-ba in Module Leader: Helen Channon partnership educational settings Teaching staff: Peter Batty; Lin Savage; Martyn Lawson; Stephen Williams alone module This module aims to give participants a clear understanding of how effective styles of leadership and management contribute to the achievement of the child, the teacher and the school community. It also aims to help you locate their self as an effective member of the inter-agency team that supports children and families. will be able to: i. Critically evaluate research, national frameworks and practical knowledge in relation to the importance of leadership and management in the achievement of the school community ii. Critically reflect on the importance of their role as a member of an interagency team charged with meeting the needs of children and families iii. Critically reflect upon the use of appropriate interpersonal skills for facilitating change and adult learning in educational settings and contexts iv. Show an appreciation of leadership and management skills needed by effective teachers, and an understanding of how they can be u to ensure the inclusion of all children. Leadership and management Facilitating change Collaborative working Inter-professional working Interpersonal skills for facilitating change and adult learning Work-ba learning 40 Hrs Independent study 145 Hrs Reflective log linking practice and literature. This should focus on working relationships with internal and external colleagues in support of the learning of children and young people. 5000 word i - iv 100 in the failed component(s) will be as Anning, A. et al (2006) Developing multiprofessional teamwork for integrated children s services. Maidenhead: Open University Press. Dawsonera Day, C. Harris, A. et al (2007) Leading schools in times of change. Buckingham: Open University Press. Dawsonera Davies, B., Ellison, L. and Bowring-Carr, C. (2005) School leadership in the 21st century: developing a strategic approach. 2nd edn. London: RoutledgeFalmer. Dawsonera Huxham, C. (2005) Managing to collaborate: the theory and practice of collaborative advantage. London: Routledge. Dawsonera Newton, C. (2002) Managing change in schools: a practical handbook. London: Routledge. Netlibrary to be teaching or directly supporting learning in a school or other educational setting on a full or part-time basis.
Module Title: MTL Professional practice enquiry 1 Module Code: MTLC7007 NQF Level: Level 7 CAT credits: 30 Campus/Site: Online, all University sites and work-ba Module Leader: Sandra Eady Teaching staff: Lin Savage; Carey Philpott; Sandra Eady; Linda McGhie; Stephen Williams; Liz Lakin; Helen Channon; Jane Ryan-Caine; Martyn Lawson This module aims to develop professional attributes, knowledge, understanding and skills in using practitioner research as an approach to collaborative professional learning and change in practice within an educational setting. i. Problematise practitioner research within the wider context of educational concerns, issues of validity and reliability and the application of ideas from literature to school ba enquiry ii. Critically review the research and professional literature around a chosen area of enquiry to inform understanding iii. Design a medium scale enquiry with the intention of understanding and / or intervening to improve practice in the workplace setting iv. Demonstrate a critical awareness of the ethical issues underpinning educational research and clearly justify choices in the research design, methodology and methods to address these issues v. Design, apply and critically evaluate data gathering and analysis methods to investigate and inform development of practice and achievement of children and young people Key issue in practitioner research. The ethics of educational enquiry. Research methods. Classroom enquiry and change. Work-ba learning 60 Hrs Independent study 221 Hrs Tutorial support 2 Hrs Face to face workshops 6 Hrs A critical review of the research and professional literatures in a chosen area, accompanied by an outline proposal for a medium scale enquiry. 7000 i-v 100 in the failed component(s) will be as Cohen, L., Manion, L. and Morrison, K. (2007) Research methods in education. 6 th edn. London: Routledge. Dawsonera Elton-Chalcraft, S., Hansen, A. and Twiselton, S. (2008) Doing Classroom Research: a step by step guide for student teachers. Maidenhead: Open University Press. Dawsonera Hopkins, D. and Ahtaridou, E. (2008) A teacher s guide to classroom research. 4 th edn. Maidenhead: Open University Press. Dawsonera McNiff, J, Lomax, P. and Whitehead, J. (2002) You and your action research project. London: Routledge. Netlibrary Farrell, A. (2005) Ethical research with children. Maidenhead: Open University Press. Dawsonera 8
Module Title: MTL Professional practice enquiry 2 Module Code: MTLC7008 NQF Level: Level 7 CAT credits: 30 Campus/Site: Online, all University sites and work-ba Module Leader: Sandra Eady Teaching staff: Lin Savage; Carey Philpott; Sandra Eady; Linda McGhie; Stephen Williams; Liz Lakin; Helen Channon; Jane Ryan-Caine; Martyn Lawson; Liz Elliott This module aims to deepen participants knowledge, skills and understanding of a specialist area of practice. Through completion of an enquiry into practice by conducting and reporting on a piece of empirical practitioner research. will be able to: i. Conduct an enquiry in a reflexive manner using appropriate methods and adopting an ethical stance ii. Structure and organise findings clearly and concisely for a stakeholder audience iii. Critically evaluate the research, interpret the findings and relate the study to educational theory as well as drawing out implications for practice iv. Critically evaluate and integrate relevant literature into your research justifying your selection of methods and ethical approach v. Present your findings in a clear and concise manner that makes a contribution to propo change of practice within your school and is of interest across wider networks. Ethical issues and working collaboratively. Data collection, analysis and interpretation. Leading practical improvements, individual and collaborative, emerging from the research. Dissemination of findings for a variety of audiences. An extended enquiry report leading to an executive summary/presentation suitable for dissemination to a professional audience 7000 word i - v 100% in the failed component(s) will be as stated in the Academic Regulations Campbell, A. and Groundwater-Smith, S. (eds.) (2007) An ethical approach to practitioner research: dealing with issues and dilemmas in action research. London: Routledge. Dawsonera Frost, D. (2000) Teacher-led school improvement. London: Taylor & Francis. Netlibrary Lankshear, C. and Knobel, M. (2004) A handbook for teacher research: from design to implementation. Maidenhead: Open University Press. Dawsonera McNamara, O. (2002) Becoming an evidence-ba practitioner: a framework for teacher-researchers. London: RoutledgeFalmer. Netlibrary Somekh, B and Lewin, C (2005) Research methods in the social sciences. London: Sage. Dawsonera to be teaching or directly supporting learning in a school or other educational setting on a full or part-time basis. Work-ba learning 60 Hrs Independent study 221 Hrs Tutorial support 2 Hrs Face to face workshops 6 Hrs 9