MA Leadership in Education

Transcription

1 MA Leadership in Education Final award Intermediate awards available MA PGCert, PGDip. Mode of delivery UEL on campus, plus in local schools and LA centres (part time) Details of professional body N/A accreditation Relevant QAA Benchmark N/A statements Date specification last up-dated November 2014 Alternative locations for studying this programme Location Local Authority Centres and schools Which elements? Whole programme Taught by Taught by Method of UEL staff local staff Delivery Yes No Part time The summary - Programme advertising leaflet Programme content This programme of study at Master s level is for those who are already in leadership positions within an education context, and those who aspire to leadership roles. It offers the opportunity to engage critically with new developments in leadership, and supports participants to develop practice in their work context with academic and practical rigour. The programme tackles issues that affect education establishments in the present policy context. The course challenges leaders to develop thinking in terms of meeting the needs of policy from governments and the needs of their students. The aim is to develop leaders who are able to initiate and drive change for the benefit of their schools Participants may have already completed National College Leadership programmes, which may be used to gain credits on the MA Leadership in Education through the AEL process. This programme is designed to either build on these programmes or stand alone. The benefits of this MA are a high level of critical engagement with academic texts and the development of rigorous practical research skills. In addition, it aims to equip leaders with the skills to lead the development of others. MA Leadership in Education at UEL A flexible credit based programme leading towards a higher degree.

2 A part time programme, which allows professionals the freedom to continue in employment whilst pursuing their studies. The option of interim awards at postgraduate certificate and diploma level for students who do not wish to, or are unable to, complete the programme Entry requirements Applicants must: have a degree (normally honours, normally 2:2 or better) awarded by a UK University or a recognised degree-equivalent qualification have proficiency in English equivalent to IELTS 6.5 Students that apply to enter stages of the programme may be admitted through normal Accreditation of Experiential Learning (AEL) or Accreditation of Certificated Learning (ACL) processes, or through an approved articulation agreement. Therefore such applicants must be able to demonstrate and evidence that they have the required learning outcomes as listed in the modules for which they are seeking exemption. In the case of applicants whose first language is not English, the University s English Language requirements as detailed on the website at time of application must be met see In the case of applicants whose first language is not English, then IELTS 6.5 (or equivalent) is required. At UEL we are committed to working together to build a learning community founded on equality of opportunity - a learning community which celebrates the rich diversity of our student and staff populations. Discriminatory behaviour has no place in our community and will not be tolerated. Within a spirit of respecting difference, our equality and diversity policies promise fair treatment and equality of opportunity for all. In pursuing this aim, we want people applying for a place at UEL to feel valued and know that the process and experience will be transparent and fair and no one will be refused access on the grounds of any protected characteristic stated in the Equality Act Technical requirements To participate in the programme you need: 1. Regular access to a PC or Mac capable of running standard MS Office software (or equivalent) for producing word-processed documents, spreadsheets and presentations. Your PC must be capable of running the required plug-ins for the Virtual Learning Environment (Adobe Flash player, Adobe PDF Viewer, Apple QuickTime). 2. Reliable internet access; at least a 56K modem connection, but broadband is highly recommended. For each online module that you take, you will be expected to spend approximately 3-6 hours online per week, participating in discussions and accessing resources. 3. The latest version of your chosen Internet browser. 4. A valid and reliable address.

3 5. Access to a printer is recommended. Programme structure In order to complete the MA you will first need to take four 30 credit modules, including one core module (ET7747 Leading change). The final 60 credits is the dissertation. Two of the 30 credit modules are taught through distance learning. The remainder of the programme is taught at UEL. Learning environment Participants will have the opportunity to engage in face-to-face seminars, workshops and lectures, as well as collaborative activities and discussions in a virtual learning environment. Two of the modules on this programme are delivered through distance learning. These are ET7747 Leading Change (core) and ET7734 Reflecting upon Leadership in Education. Learning on these modules will be supported through study guides accompanying a core textbook, and through the use of our online student community. Assessment Due to the practical nature of the programme there are no examinations. The MA Leadership in Education is assessed by coursework for PG Cert and PG Diploma modules, and a dissertation for the ET7710 module (for the award of MA). Each module assessment will typically be a single submission portfolio of 5,000 words or equivalent. The dissertation is 14,000 words. Students with disabilities and/or particular learning needs should discuss assessments with the Programme Leader to ensure they are able to fully engage with all assessment within the programme. Relevance to work/profession Assessed work and the dissertation are linked to the individual participant s workplace. Dissertation/project work The final 60 credits of the award is the completion of a 14,000 word dissertation. Added value The integration of theory and practice provides opportunities for participants to personalise their learning and address areas of interest and challenge in the context of their work. The pedagogy of the programme includes a focus upon collaborative learning which supports participants to address current issues and problems through the strength of collective knowledge, experience and expertise. Your future career

4 This programme is designed to enhance participants career prospects in preparing them for middle and senior management. It also prepares participants for further study (for example, PhD or EdD study). How we support you Students will receive academic support from their individual module leader. The role of the module leader is to monitor the effectiveness of the student s learning during the module for which they are responsible, providing feedback, encouragement and support, and any necessary remedial action. The Programme Leader can also offer academic guidance about the programme and progression. Additionally, all students will be allocated a personal tutor. Programme aims and learning outcomes What is this programme designed to achieve? This programme is designed to give you the opportunity to: Understand the key concepts, theories and practice of leadership and leading change Understand national and international policy contexts Develop personal theories, vision and values in relation to leadership Develop strategic thinking and the innovative implementation of policies in a learning context Undertake small scale research What will you learn? Knowledge demonstrate a systematic understanding of knowledge in relation to leadership and leading change; show a critical awareness of current issues, theories and new insights in leadership and the leadership of change; Thinking skills demonstrate application of knowledge of leadership to context; demonstrate awareness of national and societal contexts and the well being of stakeholders; make sound judgements in the development of others to meet organizational need; critically evaluate and select relevant approaches to research and scholarship; Subject-Based Practical skills / Skills for life and work (general skills)

5 continue to advance knowledge and understanding, and to develop new skills; explore and demonstrate moral purpose in decision-making in complex and changing situations. demonstrate awareness, self-direction and creativity in tackling and solving problems; develop capacity to lead and develop research to inform practice The programme structure Introduction All programmes are credit-rated to help you to understand the amount and level of study that is needed. One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study). Credits are assigned to one of 5 levels: 3 equivalent in standard to GCE 'A' level and is intended to prepare students for year one of an undergraduate degree programme 4 equivalent in standard to the first year of a full-time undergraduate degree programme 5 equivalent in standard to the second year of a full-time undergraduate degree programme 6 equivalent in standard to the third year of a full-time undergraduate degree programme 7 equivalent in standard to a Masters degree Credit rating The overall credit-rating of this programme is 180 Typical duration The duration of this programme is a minimum of two years and a maximum of six years, part time. However students who are transferring credits or having prior learning accredited may complete earlier. How the teaching year is divided The teaching year is divided into three terms of roughly equal length. A typical student registered in a part-time attendance mode will study one module per term. The dissertation module takes two terms to complete. What you will study when

6 Level UEL Available by Module Title Credit Status Module distance learning (Y/N) Code 7 ET7747 Y Leading Change 30 Core 7 ET7734 Y Reflecting upon 30 Option Leadership in Education 7 ET7735 N Developing 30 Option Leadership Capability for Change 7 ET7736 N International 30 Option education systems and the strategic leader 7 ET7710 N Dissertation 60 Core Requirements for gaining an award In order to gain a Postgraduate Certificate, you will need to obtain 60 credits at Level 7. In order to gain a Postgraduate Diploma, you will need to obtain 120 credits at Level 7 In order to obtain a Masters, you will need to obtain 180 credits atlevel 7. These credits will include a 60 credit level 7 core module of advanced independent research (ET7710 Dissertation). Please note that currently you would need to complete all of the modules listed above to complete the MA award. Further optional modules will be developed, as appropriate, to reflect developments in educational leadership. Masters Award Classification Where a student is eligible for an Masters award then the award classification is determined by calculating the arithmetic mean of all marks and applying the mark obtained as a percentage, with all decimals points rounded up to the nearest whole number, to the following classification 70% - 100% Distinction 60%- 69% Merit 50% - 59% Pass 0% - 49% Not passed Teaching, learning and assessment

7 Teaching and learning Teaching and learning strategies may include: Practical workshops - enabling experimentation, micro-teaching (where appropriate) and the analysis and discussion of issues, documents and materials; Lectures providing the opportunity for the presentation of an extended and coherent line of argument; Seminars - to generate group and individual creativity, discussion and reflection; Work based activities to allow participants to undertake enquiry and/or development work; Conferences to facilitate the opportunity to share ideas and to experience research and enquiry undertaken in areas outside the participants immediate professional spheres; Guided reading and independent study - to enable participants to engage with relevant and appropriate debate; Supported self study using relevant materials - to promote individual enquiry and development; Individual tutorials - to enable a more extended, in-depth analysis and support of self study; E-learning opportunities involving the use of interactive packages and virtual learning environment. Two of the modules on this programme are delivered through distance learning. These are ET7747 Leading Change (core) and ET7734 Reflecting upon Leadership in Education. Learning on these modules will be supported through study guides accompanying a core textbook, and through the use of our online student community. The main purpose of the study guide (available as an app or on Moodle) is to help you to make the most effective use of the core readings and other resources. It provides clear structuring, routeing and signposting, to establish a context for learning. It highlights key concepts, models and frameworks and it clearly indicates to you the reading that you should undertake. The study guide encourages deep learning through the use of activities, self assessment questions and other formative assessments. Each module is accompanied by a site in our online student community, Moodle, with discussion facilities that will enable students to discuss and resolve issues related to their studies. In addition, the module tutor will use this facility to address any common academic issues, and to contact students where necessary. It is essential therefore that you have easy and regular access to the Internet and reliable . Whilst much of your work will be individual, enabling you to set your own schedule, you will be expected to participate in group discussions or chat sessions. Assessment

8 Due to the practical nature of the programme there are no examinations. The MA Leadership in Education is assessed by coursework for PG Cert and PG Diploma modules, and a dissertation for the ET7710 module (for the award of MA). Each module assessment will typically be a single submission portfolio of 5,000 words or equivalent. The dissertation is 14,000 words. Students with disabilities and/or particular learning needs should discuss assessments with the Programme Leader to ensure they are able to fully engage with all assessment within the programme. Assessment tasks will engage participants in: critical engagement with research and current thinking about Leadership critical engagement in professional work-based tasks critical reflection research and action planning How we assure the quality of this programme Before this programme started Before this programme started, the following was checked: there would be enough qualified staff to teach the programme; adequate resources would be in place; the overall aims and objectives were appropriate; the content of the programme met national benchmark requirements; the programme met any professional/statutory body requirements; the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning and assessment strategy and student support mechanisms. This is done through a process of programme approval which involves consulting academic experts including some subject specialists from other institutions. How we monitor the quality of this programme The quality of this programme is monitored each year through evaluating: external examiner reports (considering quality and standards); statistical information (considering issues such as the pass rate); student feedback. Drawing on this and other information, programme teams undertake the annual Review and Enhancement Process which is co-ordinated at School level and includes student participation. The process is monitored by the Quality and Standards Committee. Once every six years an in-depth review of the whole field is undertaken by a panel that includes at least two external subject specialists. The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its

9 conclusions. The result is a report highlighting good practice and identifying areas where action is needed. The role of the programme committee This programme has a programme committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff). The committee has responsibilities for the quality of the programme. It provides input into the operation of the Review and Enhancement Process and proposes changes to improve quality. The programme committee plays a critical role in the quality assurance procedures. The role of external examiners The standard of this programme is monitored by at least one external examiner. External examiners have two primary responsibilities: To ensure the standard of the programme; To ensure that justice is done to individual students. External examiners fulfil these responsibilities in a variety of ways including: Approving exam papers/assignments; Attending assessment boards; Reviewing samples of student work and moderating marks; Ensuring that regulations are followed; Providing feedback through an annual report that enables us to make improvements for the future. The external examiner reports for this programme are located on the UEL virtual learning environment (UELPlus / Moodle) on the school notice board under the section entitled External Examiner Reports & Responses. You can also view a list of the external examiners for the UEL School by clicking on the link below. Listening to the views of students The following methods for gaining student feedback are used on this programme: Module evaluations; Student representation on programme committees (meeting 2 times each year). Students are notified of the action taken through: Individual responses to students as required; Providing details on Moodle. Listening to the views of others

10 The following methods are used for gaining the views of other interested parties: Regular meetings with employers; Employer and / or student representation at partnership committee meetings. Where you can find further information Further information about this programme is available from: The UEL web site ( The student handbook (Moodle); Module study guides (Moodle); UEL Manual of General Regulations UEL Quality Manual Regulations for theacademic Framework Cass School of Education and Communities web pages