briefing session: postgraduate certificates in · pg cert: into headship* 60 credits from any...
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Briefing Session:Postgraduate Certificates in
Core Processes for Leadership & LearningMiddle Leadership & Management
Caroline Bayne – City of Edinburgh Council
Zoè Robertson – University of Edinburgh
Gillian Robinson – University of Edinburgh
Graham Thomson – University of Edinburgh
@DrZoeRob @UoETEPartners
UoE Teacher Education Partnership
Local Authorities involved:
• City of Edinburgh Council (Caroline Bayne)
• Fife (Rosemary Delargy)
• Midlothian (Sharon Smith)
• Scottish Borders (Susanne Liddle/Christine Brown)
• East Lothian (Margo Cunningham)
• West Lothian (Ann McLean)
Context and background
• National policy developments, including:• Teaching Scotland's Future (2011) – aspiration to move to a masters
level profession• The National Improvement Framework and Improvement Plan 2018 –
Teacher Professionalism as a key driver and importance of high quality professional learning
• GTCS Professional Standards• HGIOS 4 – leadership of learning• Scottish Government commitment to promoting and supporting
Masters level professional learning and funding available for these courses
• Model of professional learning
GTCS Professional Standards
• An enquiry stance to practice and engaging in practitioner enquiry
• Educational leadership (for all)
• The Standard for Career-long Professional Learning
• The Standard for Middle Leadership and Management (for those in middle leadership positions)
• Masters level learning
National model of professional learning
Key features of masters level learning
• 5 characteristics comprising SCQF Level 11
• High quality professional dialogue
• Critical and informed reflection on practice
• Comprehensive introduction to different aspects of practitioner enquiry/teacher leadership
Two significantly funded PG Certificates:
• Designed in partnership between your local authority and the University of Edinburgh
• PG Certificate = 60 Masters level credits (SCQF Level 11)
• Participant contribution of £600 (current fees for PG Cert 2018-19 are £3370)
PG Certificate: Core Processes for Leadership & Learning
PG Certificate: Middle Leadership & Management
PG Cert: Core Processes for Leadership & Learning
• Course 1 Self Study Enquiry (20 credits)
September 2018 to December 2018
• Course 2 Practitioner Enquiry (20 credits)
January 2019 to September 2019
• Course 3 Developing as a Leader (20 credits)
October 2019 to April 2020 (TBC)
PG Cert: Middle Leadership & Management
• Course 1: Developing as a Middle Leader and Manager (20 credits) September 2018 to January 2019
• Course 2: Leading Change and School Improvement (40 credits) May 2019 to May 2020 [TBC]
PG Certificate
• successful completion of any 60 credit option from Column A, B or C
PG Diploma: Leadership & Learning*
• successful completion of any 60 credit option from Column A and Column B or C
MEd Leadership & Learning*
• successful completion of one 60 credit option from each Column A, B and C* Completion of PG Cert: Into Headship will include Specialist Qualification for Headship
* Completion of PG Cert: Middle Leadership & Management will include award of GTCS Standard for Middle Leadership and Management
Entry onto programme will normally be through Column A
MEd Leadership & LearningProposed changes to increase flexibility of pathways through the MEd Leadership & Learning
Column A
PG Cert: Core Processes
PG Cert: Middle Leadership &
Management*
PG Cert: Into Headship*
Column B
PG Cert: Core Processes
PG Cert: Middle Leadership &
Management*
PG Cert: Into Headship*
60 credits from any relevant UoE
masters
Column C
PG Cert Leadership & Learning:
Extended work based project
Includes option for 60 Credits APCL for PGDE
Level 11 credits
DRAFT Jan 2018
Cost & application
• The whole certificate will cost you £600 + purchase of course core texts + own travel and sustenance
• Please complete the application form that you have received from your LA contact and return it by 26th March 2018 to them as per guidance from your LA
Split into two groups:
Group A: PG Cert Core Processes – Room G21
Group B: PG Cert Middle leadership & Management – Room 1.18
PG Certificate: Core Processes
Course 1 – Self Study Enquiry
Personal Professional
Political People
Past experience Place and Time
• In what ways does my response to these shape and affect what I now do?
• Personal and professional reactions to influences
• ho am I as a teacher?• How have I become the practitioner I am?
• What have been, are currently are, the key influences?
• Who am I as a teacher?
• How have I become the practitioner I am?
• What have been, currently are, the key influences? am I as a teacher?
• How have I become the practitioner I am?
• What have been, are currently are, the key influences?
On completion of this course participants will be able to:
• articulate conceptions of and approaches to learning, teaching and assessment and/or leadership for learning, in relation to one aspect of their practice;
• design and conduct a self-study enquiry through which current theoretical, policy and research perspectives are examined in relation to the realities of practice;
• analyse key strengths and limitations of differing representations of learning, teaching and assessment or differing representations of leadership for learning;
• critically reflect upon and articulate personal and professional values, knowledge and actions identifying the potential and/or actual impact of these on practice.
Course assessment:
• Equivalent to 4000 words. Total mark for the course will be a weighted average of the two assessments:
• Task 1 (50 %) – written assignment (2000 words)
• Task 2 (50 %) – oral presentation with supporting documentation (equivalent to 2000 words)
• Formative assessment and feed-forward will be offered on two components: a review of the literature; a detailed plan for the self-study enquiry.
Samaras, A. (2011) Self Study
Teacher Research:
Improving your practice through
collaborative enquiry. Thousand
Oaks CA: Sage
PG Certificate: Core Processes
Course 2 – Practitioner Enquiry
On completion of this course participants will be able to:
•recognise the contested nature of knowledge, learning and ‘effective’ pedagogies
•construct a critically informed rationale for the pedagogical/leadership approach adopted within their enquiry
•critically consider and explore ways in which the nature and extent of learning that actually occurs in their own setting, might be ascertained and evidenced
•design, conduct and evaluate a small-scale practitioner enquiry
•demonstrate the ability to capture and make public the process and learning gained from their enquiry .
Course assessment:
Equivalent to 4000 words. Total mark for the course will be a weighted average of the two assessments:
•Task 1 (50 %) – written assignment (2000 words)
A written rationale for the pedagogical/leadership approach(es) adopted in the enquiry-related practice (2000 words)
•Task 2 (50 %) –Oral Presentation of enquiry and learning gained, to date, using research poster (or equivalent means of recording and conveying both the process and learning gained from the enquiry)
•Formative assessment and feed-forward will be offered and structured in two stages (peer, then tutor), on a)written rationale b) detailed plan for the enquiry
Cochran-Smith, M. and Lytle, S.
(2009) Inquiry as Stance.
New York: Teachers’ College
Press
PG Certificate: Core Processes
Course 3 – Developing as a Leader
• Understanding concepts of leadership• Taking a collaborative approach to the leadership of learning• Understanding learning-as-collaborative
On completion of this course participants will be able to:
• demonstrate knowledge and understanding of a range of different perspectives of educational leadership, critically reflecting upon policy, theory and practice within different contexts;
• articulate a critical awareness of the policy discourses seeking to link teachers’ vision and values to concepts of educational leadership;
• apply critical understanding of principle theories in educational leadership, particularly those pertaining to teacher leadership, to make informed judgments;
• generate and analyse evidence, including feedback, to inform critical reflection on leadership practices, identifying key strengths and priorities for further professional development and practice;
• communicate effectively with a range of colleagues for a range of purposes
Course assessment:
The summative assessment for Course 3 is 4000 word submission, structured in two parts with a grade given for the overall assignment.
PART A: POSTER (2000 WORD EQUIVALENT; 50%)
Create a poster or other multimodal artefact (e.g. video or digital artefact), in which you document the journey made throughout the development of the collaborative approach to the leadership of learning for change and improvement and provide critical and systematic, consideration of the processes and practices involved.
Part B: written assignment (2000 words; 50%)
To demonstrate that your own understanding and practice is well- informed, provide a criticaldiscussion to explore the nature, purpose and underpinning principles of taking a collaborative approach to the leadership of learning and change.
Sharratt, L. & Planche, B. (2016) Leading Collaborative Learning: Empowering Excellence. California: Corwin
Northouse, P.G. (2015) (3rd Ed.) An Introduction to Leadership: Concepts and Practice. Thousand Oaks, California: Sage Bush, T. (2011) (4th Ed.)
Theories of Educational Leadership and Management. London: Sage.
Criteria for selection
21 funded places shared across participating LAs. Limited places to be allocated according to the following criteria:
• Explicit commitment to complete Courses 1, 2 and 3
• Fully registered teachers who have direct access to enable them to conduct work based learning over academic years 2018-20
• The endorsement of a member of the school’s Senior Management Team. who is supportive of the programme’s intentions. Prospective applicants need to ensure that they have met with that member of the SMT before applying.
Administrative Officers of the University of Melbourne 1894.
L-R Rear Edward Bromby (Librarian), Frank Gladish (porter), John Steele Robertson (Medical
Librarian), Philip Marchman (Bellringer)
L-R Front John James (Assistant Registrar), Edward a’Beckett (Registrar), Frederick Dickson
(Accountant)]
University of Melbourne in 1894.
The management team
PG Certificate
Middle Leadership and Management
• Course 1: Developing as a Middle Leader
and Manager (20 credits)
September 2018 to January 2019
• Course 2: Leading Change and School
Improvement (40 credits) May 2019 to May 2020 [TBC]
The Key Purpose of
Middle Leadership & Management
Middle leaders, within their areas of responsibility, lead and
collaborate with team(s) to establish, enhance and ensure
high quality learning experiences and outcomes for all
learners.
In the context of middle leadership, “team” is used widely
and refers to colleagues that middle leaders have line
management responsibility for, as well as those who they
may work within and across departments or project teams.
• offer an enhanced professional development opportunity
with tailored support for middle leaders with a view to
improving outcomes for learners;
• develop participants’ confidence with key processes and
practices relating to middle leadership;
• encourage participants to engage in collaborative practices
working effectively to build leadership capacity within their
setting;
• encourage participants to engage with colleagues in their
establishment with the purpose of improving outcomes for
young people/learners.
AimsThe programme aims to:
Intended Participants
• Fully registered teachers who have regular
access to conduct work-based learning
• A minimum of three years’ teaching
experience
• working in professional roles commensurate
with middle leaders in order to fulfil the work
based components of the programme
Intended Structure
Delivery model = Blended learning
Start date: Saturday, 8th September
09:30 – 4:30
Expectations of Participants
• Completion of recommended activities to enable full
participation
• Attendance at and participation in all formal seminar
sessions
• Actively engaging in any LA network
• Completion of Course 1 and Course 2
• Completion of formative and summative assessment
components
The Pilot:
Expectations of Participants3 core texts which participants are expected to invest in:
• Brundrett, M. (ed.) (2013) Principles of School
Leadership (2nd Edition). London: Sage.
• Crawford, M. (2014) Developing as an Educational
Leader and Manager. London: Sage.
• Fleming, P. (2014) Successful Middle Leadership in
Secondary Schools: A practical guide to subject and
team effectiveness. Oxon: Routledge.
Criteria for Selection
20 funded places shared across participating Local
Authorities. Limited places to be allocated according to
the following criteria:
•Explicit commitment to complete Courses 1 and 2
•Fully registered teachers who have direct access to
enable them to conduct work based learning over
academic years 2016-18
•Minimum of 3 years teaching experience
•Working in professional roles commensurate with a
middle leadership remit
•The endorsement of a member of the school’s Senior
Management Team
Pre-Course Activities
With reference to the Standard for Middle
Leadership and Management (GTCS, 2012),
reflect on the distinctive aspects of the role of
the Middle Leader and Manager. Then, identify
your strengths and specific areas for further
professional learning. This will form the
baseline for on-going critical reflection and
analysis of your knowledge, understanding,
professional practice and development.
Pre-Course Reading
• Crawford, M. (2014) ‘Becoming and Staying an
Educational Leader’. Chapter 1 in Developing as
an Educational Leader and Manger. London:
Sage, pp3-14.
• Crawford, M. (2014) ‘Values’. Chapter 2 in
Developing as an Educational Leader and
Manger. London: Sage, pp15-24.
• Crawford, M. (2014) ‘Ways of Thinking About
Leadership’. Chapter 3 in Developing as an
Educational Leader and Manger. London: Sage,
pp24-37.
‘Privacy of practice produces isolation;
isolation is the enemy of improvement.’
Richard Elmore.
Harvard School of Education