PART 1 MA CATHOLIC SCHOOL LEADERSHIP PROGRAMME SPECIFICATION 1 Awarding St Mary s University, Twickenham institution 2 Partner institution and location of Holy Cross Sixth Form College; Kent Catholic Schools Partnership; St David's Catholic Sixth Form College; St Mary's School, Diocese of Derry; Brentwood Ursuline Catholic High School for Girls. teaching (if applicable) 3 Type of Flying Faculty collaborative arrangement (if applicable) 4 Award title Catholic School Leadership 5 Final award MA 6 Interim award(s) with award titles (if specific titles have been designated) 7 School with responsibility for the programme 8 Language of study 9 Joint Honours combinations Postgraduate Certificate (PGCert) Postgraduate Diploma (PGDip) Education, Theology and Leadership English N/A 10 UCAS code N/A 11 JACS code X300 12 Professional, N/A Statutory or Regulatory Body (PSRB) accreditation / recognition 13 QAA subject benchmark or other relevant external reference point There is not an appropriate Master s degree QAA subject benchmarking statement published for the MA Catholic School Leadership to be mapped against. Therefore the programme specification has been developed in in accordance with the Level 7 descriptors identified in The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008) and the QAA Characteristics Statement for Master s Degrees (2015). 14 Normal completion time and maximum duration of study Normal completion time: The programme can be completed in a minimum of two years (4 Semesters) and the maximum allowed is 5 years (10 Semesters), although students would normally be expected to complete the course within 3 academic years (6 Semesters). 15 Mode of study The MA, PGDip and PGCert may be taken by students on a full-time and parttime basis. 16 Mode of delivery This programme is offered through four modes of learning. It is possible to mix 1
the modes of learning over the course of the programme. Mode A: through attendance at St Mary s University and other national Centres of 4 sessions per module Mode B: through attendance at two Saturday Schools per module Mode C: through Full Distance Learning Mode D: through a one-year full-time programme 17 Date approved and name of authorised body 18 Applies to students commencing study in (month/year) 19 Summary of the programme In addition, students will participate in a programme of activities that is delivered through blended learning and is supported by seminars and the virtual learning environment of MyModules. 16.08.2017, STLQEC (Chair s Action) September 2017 PART 2 CURRICULUM SPECIFIC DETAILS This highly regarded modular postgraduate programme will be of interest to all who hold or aspire to leadership positions in Catholic schools and colleges. Currently, about one third of the 150+ programme members are senior leaders headteachers and college principals, deputies and assistant heads. Two thirds are subject or pastoral leaders, primary curriculum co-ordinators, classroom leaders or aspiring school leaders. All are welcome and will benefit from the leadership formation integral to the MA programme. A high proportion of our students gain promotion while studying for their MA. The aim of the programme is to provide a distinctive programme that integrates a Catholic philosophy of education with the principles and practice of effective school leadership. There is a national shortage of high quality applicants for senior leadership posts in Catholic education so this programme promotes the professional development of future Catholic school leaders. This is the only postgraduate programme available in the UK that specifically supports the distinctive leadership development for people at all levels of Catholic education. There are six modules in this taught programme. CSL7025: Catholic Education, explores the history of Catholic education, its principles and contemporary issues of concern. CSL7026: Leadership and Management in Catholic Schools provides an in-depth exploration of current leadership and management theories with a particular emphasis on theories which are compatible with the gospel values underpinning Catholic education.csl7027: Spiritual and Theological Foundations considers the distinctive theological foundations underpinning the reasons for the Catholic Church s educational mission. Spirituality and the significance of spiritual leadership in our schools are also explored. CSL7028: Leadership for Learning, considers how distinctive should the Catholic school curriculum be and how can excellence be defined in the context of the Catholic 2
learning community and how we can respond to the challenges of inspection and self-evaluation. CSL7029: Research Methods and CSL7030: Dissertation allow students to focus on an area of Catholic School Leadership of interest to them. The programme is delivered using a number of modes including blended learning which requires attending two Saturday schools at St Mary s or at one of our regional centres located across the UK. There is also full distance learning mode and full-time. All these modes are supported by access to comprehensive online resources and experienced academic tutors throughout the programme who will provide lectures, seminars and one-to-one tutorials and formative feedback on students work prior to submission. 20 Aims of the programme Primary Aims of the Programme In line with the University Mission and the QAA Characteristics Statement for Master s Degrees, the primary aims are: 1. To provide a vocationally oriented programme of academic rigour that facilitates students in integrating a Catholic philosophy of education with the principles and practice of school leadership. 2. To address the task of spiritual leadership; by integrating, rather than separating, the academic/intellectual, the professional/practical and spiritual/faith dimensions of teachers and leaders work. 3. To combine high academic standards along with close attention to professional contexts, priorities and tasks, so that what is offered connects closely to the educational realities encountered by teachers and leaders in their day job, together with personal faith formation and familiarity with the rich spiritual resources available in the Catholic tradition. 4. To develop with teachers and school leaders an intermediate language, standing above the level of tips about surviving the day, yet interrogating and interpreting the guiding general principles given in church documents and relating these critically and creatively to the complex demands on and duties of school leaders. 21 Criteria for admission Criteria for Admission Applicants must satisfy the general admissions requirements of St Mary's University outlined in the Admissions Policy. Candidates will normally be expected to possess an honours degree. Candidates are also expected to have demonstrated in their application a commitment to Catholic education and an awareness of the demands involved in undertaking postgraduate studies. The normal minimum teaching experience required is two years. Students whose first language is not English must have achieved an overall score of 6.0 in IELTS (International English Language Testing System) with no less than 5.5 in any section. Further detail on other accepted English language qualifications are available on the St Mary s website here: 3
https://www.stmarys.ac.uk/international/english-language/overview.aspx Credit Accumulation and Transfer and Accreditation of Prior Learning Relevant credits, i.e. credits at an appropriate level and in an appropriate subject, earned in another institution or in other institutions, in the European Union or elsewhere, may merit exemption from a proportion of the University Programme. The maximum number of credits for which exemption may be given are as follows: Postgraduate Certificate up to 30 credits Postgraduate Diploma up to 60 credits Master's Degree up to 90 credits Students who are given entry with advanced standing to a Master s programme may be exempted from taught elements only. Applications will be considered on a case-by-case basis, in the first instance, at Programme level and by the Academic Registrar. The following prior qualifications constitute accredited prior learning in respect of the programme: Holders of National Professional Qualification for Headteachers (NPQH) can gain exemption from up to 30 credits. Holders of the National College for School Leadership (NCSL) Leading from the Middle and Leadership Pathways qualifications and related qualifications licensed through the National College for Teaching and Leadership (National Professional Qualification for Senior Leaders (NPQSL) and National Professional Qualification for Middle Leaders (NPQML) can gain exemptions from 30CSL7026. Full exemption from 30CSL7025 and 30CSL7026 can be offered to those who successfully complete the Catholic Leadership Programme offered by the Diocese of Salford and accredited by St Mary s University. A full exemption from up to two modules excluding 15CSL7029 and 45CSL7030 is available for students who have gained a Postgraduate Certificate in Education (PGCE) with 60 credits at M-level. This depends on the nature of the individual student s M level assignments. 22 Scheduled learning time (the number of guided learning hours (GLH) is 10 hours per 1 credit http://www.qaa.ac.uk/en/publication s/documents/cont act-hoursstudent.pdf) Type of learning time Number of Expressed as % hours Contact time 120 6.66 Placement/workbased 0 learning hours Guided learning 1080 60.00 hours Independent study 600 33.33 time TOTAL 1800 100 4
23 Programme learning outcomes Programme Learning Outcomes The MA programme provides opportunities for students to achieve and demonstrate the following learning outcomes, the articulations of which are congruent with SEEC Level 7 Descriptors: All programme outcomes will be achieved by students who complete the MA. Outcomes in respect of the Postgraduate Certificate are noted by (PGC) and by (PGD) in respect of the Postgraduate Diploma. Knowledge and Understanding: 1. of the principal documents relating to Catholic education; (PGC; PGD) 2. of the educational concepts relevant to the task of leadership in schools and colleges; (PGC; PGD) 3. of current policies in relation to the mission, curriculum and community of Catholic schools; (PGC; PGD) 4. of the theological foundations upon which key principles are based; (PGD) 5. of the strategies appropriate to secure excellence and school improvement in the context of the Catholic school.(pgd) Cognitive skills students will be able to: 6. undertake analysis of relevant papers and journals and interrogate complex, incomplete or contradictory areas of knowledge; (PGC; PGD) 7. undertake synthesis of information or ideas, evaluate these and create responses to problems in terms of advanced states of knowledge which may involve the development of new approaches in new situations; (PGC; PGD) 8. evaluate/argue/critique alternative approaches, articulate justifications and to assess, or report on, their own or others work; (PGC; PGD) 9. demonstrate confidence and autonomy in problem solving. (PGC; PGD) Performance and Practice students will be able to: 10. communicate in writing and orally to different audiences; (PGC; PGD) 11. reflect upon educational practice in the context of concepts and models explored in the literature and promote school improvement in their own educational situation in order to improve their own and possibly others practice; (PGC; PGD) 12. develop new study skills and techniques that will help their professional development (PGC; PGD) 13. engage confidently in academic and professional communication with others in the field; (PGC; PGD) 14. make professional use of others in support of self-directed learning. (PGC; PGD) Personal and Enabling skills students will able to: 15. communicate in writing and orally to different audiences; (PGC; PGD) 16. reflect upon educational practice in the context of concepts and models explored in the literature and promote school improvement in their own educational situation in order to improve their own and possibly others practice; (PGC; PGD) 17. develop new study skills and techniques that will help their professional 5
development (PGC; PGD) 18. engage confidently in academic and professional communication with others in the field; (PGC; PGD) 19. make professional use of others in support of self-directed learning. (PGC; PGD) 24 Programme structure and module requirements Postgraduate Certificate in Catholic School Leadership Students successfully completing 60 FHEQ Level 7 credits by following the modules below will be eligible for the award of Postgraduate Certificate in Catholic School Leadership. Core Modules 30CSL7025: Catholic Education In addition to 30CSL7025, any one of the following: Option Modules 30CSL7026: Leadership and Management in Catholic Schools 30CSL7027: Spiritual and Theological Foundations 30CSL7028: Leadership for Learning Postgraduate Diploma in Catholic School Leadership Students successfully completing 120 FHEQ Level 7 credits by following the modules below will acquire the Postgraduate Diploma in Catholic School Leadership. Core Modules 30CSL7025: Catholic Education 30CSL7026: Leadership and Management in Catholic Schools 30CSL7027: Spiritual and Theological Foundations 30CSL7028: Leadership for Learning MA in Catholic School Leadership Students successfully completing 180 FHEQ Level 7 credits by following the modules below will acquire the Master of Art in Catholic School Leadership. Core Modules 30CSL7025: Catholic Education 30CSL7026: Leadership and Management in Catholic Schools 30CSL7027: Spiritual and Theological Foundations 30CSL7028: Leadership for Learning 15CSL7029: Research Methods 45CSL7030: Dissertation Please note that 45CSL7030: Dissertation can only be commenced on completion of the taught modules. 6
25 Work placements or study abroad 26 Links to industry and employability FHEQ Level 7 Modules Code Title No. of credits Sem of delivery Module status CSL7025 Catholic Education 30 1 Core for PgC, PgD & MA CSL7026 CSL7027 Leadership and Management in Catholic Schools Spiritual and Theological Foundations 30 2 Core for PgD & MA, Core option for PgC 30 1 Core for PgD & MA, Core option for PgC CSL7028 Leadership for Learning 30 2 Core for PgD & MA, Core option for PgC CSL7029 Research Methods 15 1 & 2 Core for MA CSL7030 Dissertation 45 1 & 2 Core for MA The MA in Catholic School Leadership is aimed at experienced teachers who are either already in leadership roles in Catholic schools or who aspire to take on such work. Employability Alumni Promotions data, which details the career progression of students, reflects excellent career development of students both during and after completion of the programme. With regard to students pursuing the programme, the advice, teaching and leadership provided by tutors has encouraged them to seek opportunities for and gain promotion to leadership positions in Catholic schools, both in the primary and secondary phases. In contributing to a vocationally oriented programme of academic rigour, students have been supported in their integral formation within a Catholic philosophy of education. In terms of the principles and practice of school leadership, students have been empowered to advance their professional development within Catholic education. For example, in the last three years, it is significant that at least twenty students from the MA in Catholic School Leadership programme have been appointed to headship posts in Catholic primary or secondary schools over the last two years; fourteen have gained deputy headship posts; and ten have been appointed to assistant headship posts. Moreover, at international level, two of our students from Sri Lanka were promoted to a senior leadership posts in schools on their return to their country (Examination Board Appendix 2: 2015). This constitutes 50% of the cohort over that period. There is evidence, too, to indicate that students who have followed the programme have been enabled to demonstrate greater confidence and competence in articulating and implementing the principal features of Catholic education in their work, including an understanding of the ethics of good 7
leadership practice, which has led to their appointment and promotion to leadership positions in Catholic schools. Indeed, the RE Advisors in the dioceses of Brentwood and Arundel and Brighton has commented informally that, when attending interview panels, the quality of performance of students from the programme at interview is unmistakable. The leadership of the programme and the way in which students feel motivated has also led to one student publishing a paper in the journal, Networking, on the subject of spiritual leadership in Catholic schools. 27 Programme awards This programme conforms to the University Academic Regulations. Candidates satisfactorily completing 60 FHEQ Level 7 credits will be eligible for the award of a Postgraduate Certificate in Catholic School Leadership. Candidates satisfactorily completing 120 FHEQ Level 7 credits will be eligible for the award of a Postgraduate Diploma in Catholic School Leadership. Candidates who accumulate all 180 FHEQ Level 7 credits will be eligible for the award of the Degree of MA in Catholic, of which 45 shall be associated with the submission of a Dissertation. 28 Programme teaching and learning strategies PART 3 TEACHING, LEARNING & ASSESSMENT Research Enriched Teaching and Learning Research-enriched teaching and learning is embedded throughout the programme. All team members are research-active, four of the programme team have doctorates with two others pursuing actively doctoral studies. The Research Methods module (15CSL7029) focuses particularly on the research project and students comment on the extent to which staff research empowers them in completing their individual projects and has indeed inspired some to investigate the possibility of further research. The dissertation module 45CSL7030 is research based and includes a 15,000 word dissertation. Students are supported by an intensive Research Methods module (15CSL7029) which has been increased gradually from two to four Saturday schools and equivalencies across all Centres. The programme encompasses input and discussions on the literature review and the fieldwork element of the research project, underpinned by presentations and discussions on the significance of ethical considerations and approval by the University Ethics Committee. The University Research-enriched Teaching and Learning Policy (2012) states that, research-enriched teaching and learning is embedded into professional postgraduate programmes to more clearly convey how research can inform professional practice and external engagement (p.9). In response to this and to student feedback the MA in Catholic School Leadership programme increased the number of sessions from 2 to 4, thereby giving students the opportunity to clarify the extent to which research can inform practice and identify, analyse, and critically evaluate the appropriateness and relevance of research methods within the specific context of each individual research proposal. Teaching and Learning Methods 8
The programme uses a range of teaching and learning methods promoted through blended learning strategies that combine the following: lectures; seminars; engagement with online discussions through MyModules (Virtual Learning Environment); presentations; guided independent study; intensive Saturday Schools; Centre-based provision; peer presentations; well structured module booklets in conjunction with learning activities. 29 Programme assessment strategy Strategy for Assessment Assessment strategy for the programme begins with the premise that assessment should be seen as a tool to enhance student learning, not simply as an instrument to measure what learning has taken place. In order to achieve this, assessment must be constructively aligned with the (programme and module) learning outcomes and with the teaching and learning activities used in each module. In accordance with St Mary s University Assessment Policy and Tariff and the QAA Quality Code (Chapter B6) the assessment strategy for this programme encompasses a range of assessment instruments that are both formative and summative. The learning progress of each student is monitored through formative and summative assessment. Summative assessment of 30CSL7025 to 30CSL7028 is currently based on the submission of a 4000 word assignment. This will be a piece of coursework designed to identify, among other things, the level of understanding of the concepts and models explored in the module, to seek evidence of wider reading and of the ability to apply professional experience and thus develop new thinking in the field. 80% of the marks for each module are allocated to the assessment of the 4000 word assignment. The detailed criteria for the assessment of Taught Modules and the Dissertation are provided. Feedback to students is provided through a Coursework Report, which is sent out within three weeks of having received the 4000 word assignment in line with the St Mary s University Assessment Policy. Formative assessment is ongoing and is both informal and formal; it takes place throughout each module. Formative assessment may take the form of a variety of assessment tools, such as class discussions of critical reviews of chapters, papers and articles, delivered orally, or through short papers, and/or presentations that are used informally during each module. An initiative that has been consolidated since the last revalidation is the bringing together of all students, irrespective of where the students are based, to study a particular module together within the MyModules Virtual Learning Environment (VLE). This enables students following the Full Distance Learning mode and 9
those participating in centres to participate in online discussions. Contributions to and engagement within MyModules discussion forums provides feedback both to the group and to individual students. Research Methods will be assessed through the production of a pro-forma that presents a detailed dissertation proposal. This will include: (a) Introduction (context, aim, objectives and rationale); (b) Literature review (to demonstrate adequate preparatory reading and the raising of key research questions); (c) Methodology - outline of research planned; and (d) timetable for completion. The Dissertation is assessed through a 15,000 word investigation into an aspect of the principles and practice of Catholic school leadership. Marking is carried out in accordance with the requirements set out in Appendices of the Assessment Policy. For example, all dissertations are blind doublemarked. In addition a sample of scripts from modules 30CSL7025 to 30CSL7028 assessment are blind double marked. 30 Student support and guidance 31 Quality management arrangements PART 4 UNIVERSITY SUPPORT We have a dedicated Student Centre in the heart of the University. Our aim is to assist, guide and support students throughout their period of study. The Student Wellbeing Service provides personal 1-1 Counselling in addition to group workshops such as mindfulness. The Disability Service includes both physical disabilities and learning support such as Dyslexia. Mental Health Advisors and Mentors together with an on-site Health Centre. Our Student Life and Guidance Team includes; the Accommodation Services, Student Funding, Pastoral Care & Advice & Guidance. Each student is allocated a Personal Tutor who can assist with any academic advice and support with any personal issues. This programme aligns with the quality assurance requirements of St Mary s University through the following processes: Five yearly cycle of revalidation Interim review for collaborative provision System of Moderators for collaborative provision Ongoing monitoring through the Programme Review process Programme Boards Consideration of marks and graduate profiles at Exam Boards Engagement with programme student representatives Engagement with approved external examiners 10