masters information - university of...

Masters Information2013 Cohort

www.teachfirst.org.uk

Teach First is a Registered Charity, Number 1098294

ContentPage

Introduction 3

Masters Overview 4

Canterbury Christ Church University 6

Institute of Education 9

University of Manchester 11

University of Warwick 14

University of Bristol 17

Terms and Conditions 20

Participant Testimonies 21

Next Steps 23

Full Terms and Conditions 24

2 | Teach First Masters Information 2011 Cohort

Teach First Masters Information 2013 Cohort | 3

Reuben MooreDirector, Leadership Development

Dear Participant,

I am delighted to introduce you to the Teach First Masters. Delivered by five leadinguniversities in the fields of education and leadership, the Masters is designed to give you theopportunity to further develop your effectiveness and impact as a teacher and a leader andto accelerate the Teach First Movement’s progress towards the Fair Education Impact Goals.

The Masters is delivered by Canterbury Christ Church University, the Institute of Educationat the University of London, University of Manchester, University of Bristol and theUniversity of Warwick, in association with Teach First. We have partnered with theseleading universities to provide you with a fantastic additional development opportunity.

The Masters is available to you via the university partner linked to your Local Area. Thisdocument explains the structure and details of the Masters at each university, thefinancial arrangements, the registration process, and the Terms and Conditions which weask that you read carefully before you enrol. The Terms and Conditions have been put intoplace to safeguard the relationships between the participants, schools, Teach First and theUniversity Delivery Partners. You must formally accept these Terms and Conditions as apart of enrolment in the Masters.

We have established a Masters programme which is designed to fit in with your alreadybusy schedule. However, completion of the qualification does require a significantcommitment in terms of time in sessions, preparation and private study, and you aretherefore asked to think carefully before registering.

Teach First is dedicated to developing the leaders of tomorrow who will continue toaddress educational disadvantage. We hope that you will consider taking advantage ofthis opportunity to benefit both yourself, and your continued contribution towards thevision of closing the gaps in education.

Best,

All participants have the opportunity to worktowards a Masters qualification which is specificallydesigned to further develop your abilities to beeffective leaders in the classroom and school. Teach

First has partnered with leading higher educationinstitutions, HEIs, within the fields of education andleadership to deliver the Masters:

Participants in Wales

Masters Overview

HEI Local Area Title

Canterbury Christ ChurchUniversity

South EastSouth Coast

MA Transformational Leadership(Teach First)

Institute of Education London Masters in Leadership (Teach First)

University of Manchester North WestYorkshire & the Humber

Masters in Education (Teach First Leadership)

University of WarwickEast MidlandsWest MidlandsNorth East

Masters in EducationalLeadership (Teach First)

University of Bristol South West Master of Science EducationalLeadership (Teach First)


For Teach First participants in Wales, The WelshGovernment is funding entry onto a Masters inEducational Practice (MEP) offered by the Universityof Cardiff in an alliance with the Universities ofBangor and Aberystwyth and the Institute ofEducation in London. For more information about

the MEP, visit http://walesmep.ac.uk/eng/home.

If Wales based participants are interested in findingout about other Masters provision, please contactJennifer Owen-Adams, Country Director Wales.([email protected]) or Lura FrancePartnership Senior Officer ([email protected]).

South Coast Participants will join colleagues fromthe South East at Saturday sessions delivered byCanterbury Christ Church University at their

Canterbury Campus. All twilight and half daysessions will be delivered at to be determined datesin a location in the South Coast Local Area.

South Coast Participants

StructureThe Teach First Masters is a two-year optionalcommitment starting at the end of your first year onthe Leadership Development Programme after youachieve your Post-Graduate Certificate in Education(PGCE) with Qualified Teaching Status (QTS). ThePGCE and Leadership Development Programme arecommitments which all participants agree tocomplete when joining Teach First.

The 180-credit Masters programmes have beendesigned to utilise and take advantage of work that

you are already undertaking. This includes theachievement of the PGCE which gives you 60 creditsto transfer to the Masters, and your involvement withthe Leadership Development Programme which isused as the basis of a reflective essay called theIndependent Self Study.

The basic structure of the Teach First Masters is thesame for all five HEIs, however, the content and focusdiffers slightly to reflect areas of expertise. Please referto the individual HEI information, to find out more.


Teach First has negotiated a vastly reduced cost forthe Masters with each of the HEIs of £3,600. This feeis funded partly by your school and partly byyourself. £2,000 of the cost of the Masters forms partof the School Recruitment Fee for your school. Thisis paid for by your school in two equal installmentsover the two years you are placed in your school. Ifyou decide not to do the Masters, this money will berefunded to your school.

Each participant of the 2013 cohort enrolled in theTeach First Masters will make a contribution of£1,600 to work towards their Masters, £800 per

academic year. Each participant will be invoiceddirectly by the HEI. Teach First is not involved in thisprocess. This fee will be paid to the HEI according tothe HEI’s policies. Please refer to the individual HEIto find out more information.

Please note that different fee arrangements are inplace for participants in Wales undertaking theMasters. Please contact Jennifer Owen-Adams,Country Director Wales ([email protected])or Lura France Partnership Senior Officer([email protected]).

“Although initially I was unsure whether a Masters would be useful for me, afterundertaking the first year of the course I developed a deep understanding ofleadership which was invaluable. The experience I gained in doing the Masters helpedme develop the skills and confidence I needed to apply for and secure a promotion.”

Richard Spandl ’08 Ambassador

Finances

By registering to do the Masters you will be asked toaccept the Terms and Conditions of this opportunity.They have been put in place to clarify and safeguardthe relationship between the participant, the school,Teach First and the HEIs.

Your enrolment in the Teach First Masters is subject

to these Terms and Conditions. Should you fail toaccept the Terms and Conditions to Teach Firstbefore the introduction session at the HEI, you willnot be able to take up your place on the Masters atthe part funded reduced fee, and you will be liable topay the standard fees for the Masters in full yourselfdirectly to the HEI.

Terms and Conditions

Year 1 Year 2 Year 3

Post GraduateCertificatein Education (PGCE)Credits: 60 credits transferredfrom the Regional TrainingProvider (RTP of the PGCE)Delivery: Regional TrainingProvidersAssessment: Essays andobservations

Independent Self StudyCredits: 30 creditsDelivery: Teach First LeadershipDevelopment delivery PartnersAssessment: Essay

HEI Taught ModuleCredits: 30 creditsDelivery: Masters InstitutionAssessment: A research /practicebased essay(s)

Research Methods ModuleCredits: (dependent on HEIeither 30 credits or none)Delivery: Masters InstitutionAssessment: DissertationProposal and/or research essay

Dissertation / ReportCredits: (dependent on HEIeither 30 credits (+ 30 credits forResearch Module) or 60 creditsfor dissertation report. Delivery: Masters InstitutionTutor supportAssessment: An extendedresearch based dissertation.

Canterbury Christ Church University has a studentpopulation of over 18,000, studying a wide range ofundergraduate and postgraduate programmes.Based in the historic city of Canterbury, with othercampuses in Broadstairs and Chatham, theUniversity offers excellent teaching facilities inunique and inspiring locations. The University is thelargest centre of higher education in Kent for thepublic services - notably teacher training, nursing,policing, health and social care - and a significantprovider of programmes in a wide range of academicand professional areas.

The University has been acknowledged nationallyand internationally as a leading provider of teachertraining and development. This growth andreputation has been sustained through periods ofnational change in both delivery and accountability.

The Faculty of Education is one of the largest andmost successful providers of professional education,including initial and continuing teacher education,in the country. In May 2010, Canterbury ChristChurch University was inspected by OfSTED in allareas of teacher training provision. All our provisionhas been awarded the highest grades possible andhas been recognised as ‘outstanding’.

Year 1Module 1: Independent Self StudyThis module is based on the work within the TeachFirst Leadership Development Programme strands:Leading Learning, Leading People and Leading Self.The module assessment has two components.

You will choose an aspect of their learning andexplore critically the ways in which it hascontributed to your on-going professionaldevelopment. You will report on this through a 15minute presentation (2,000 words equivalent) and acritical commentary in the form of a writtenassignment (4,000 words). Progress on these

assignments will be supported by the followingteaching provision below.

Delivery Dates:

Introductory Day and registration – Saturday 27September 2014

Making the Links:

Led by CCCU tutors, participants will consider thefollowing dimensions to the Masters programme,and in particular, the implications for Module 1 fromthe Leadership Development Programme:

• Reading and writing at Masters level with a viewto creating frameworks for the two assignments

• Critical reading for self-critical writing

• Finding a focus

• Studying independently

• Time management.

In addition to tutor led teaching, Action LearningSets and Critical Friendship groups will beestablished. These will provide intensive, supportivecritical perspectives to enhance professionaldevelopment and leadership throughout the Mastersprogramme and will be employed in Module 1 tomake the links between the LeadershipDevelopment Programme, the PGCE and theIndependent Study.

22 November 2014 - Half-day**

Review progress through Critical Friendship partnerships,Action Learning Sets and tutor guidance.

Progress on the independent self-study assignment willbe further supported by online learning includingdiscussion forums.

**Half day dates for South Coast tbd.


MA Title MA Transformational Leadership(Teach First)

Course Lead Dr. Peter GrimesFiona Stephens

Contact Email [email protected]@canterbury.ac.uk

Contact Tel. 01227 767700

Canterbury Christ Church University


Module 2: TransformationalLeadership for Communitiesand Schools

Making the Links:

Drawing upon learning from the PGCE, theLeadership Development Programme and the workunderway on the Independent Study, you will besupported in engaging critically with the followingthemes:

• Leading and managing change for improvement

• Theories and practice of transformationalleadership at school and community level

• Leadership challenges in the context of yourLocal Area

• Leading and managing effective teams to makea difference to schools and communities

• Understanding the impact of socio-economicfactors on learning.

Delivery dates

4 Saturdays

• 17 January 2015• 31 January 2015• 7 March 2015• 21 March 2015

2 twilight sessions:**

• 27 January 2015• 11 February 2015

Assignment: Using an action research approach,you will explore the ways in which aspects oftransformational leadership have been applied inyour own professional setting. 6,000 words to besubmitted.

**Twilight session dates for South Coast tbd.

Year 2Module 3: Research MethodsCCCU Tutors will lead the research methods course,supporting the participants in enhancing your skillsof review, analysis, critical reflection, interrogationand critical interpretation of data. Reflexivity will berevisited and positionality introduced in thisModule.

Action Learning Sets and Critical Friendship groupswill provide the structure for participants to co-construct your research proposals using frameworksprovided within the module and to articulate themfor approval using the CCCU ethics form’.

Delivery dates

• 9 May 2015• 6 June 2015

Assignment Due: There is no formal assessment forthis module

Module 4: Dissertation (15,000 – 18,000 words)

You will be supported in researching and writingyour dissertations in different ways:

• One to one support from a CCCU supervisor

• Support in Critical Friendship groups throughthe VLE.

In addition, you are invited to attend the CCCU post-graduate writing weekends. These well-establishedweekends are optional and provide ambassadorswith a supportive space within which to think,discuss and write, making intensive use of CCCUlibrary facilities with tutor guidance and peersupport.

Termly Postgraduate conferences enablesparticipants to engage in discussion and sharelearning with other practitioner researchers; thisincludes conferences focusing specifically onresearch and writing along with a range of themes ineducation, learning and leadership.


You are expected to contribute towards the course feein both years 1 and 2 (£800 per year). You will be sentan invoice in January 2015 (three months after the

start of the course). If you wish, you can pay the fullamount at that time, either on-line using a credit/debitcard or by cheque, or you can pay by installments.

Enrolment

Step Date Details

1 April-June 2014 CCCU tutors visit LDP cohorts to market MA and distributeapplication guide

2 May-June 2014 Participants apply to [email protected] with attested copy ofdegree certificate and evidence that they are enrolled on a TeachFirst Programme. Transcriptions of Masters credits to be givenAPCL should also be provided.

3 Within 3 weeks ofapplying

Participants to be emailed an offer. Offer accepted by returningemail.

4 First week of September 2014

Participants emailed invitation to enrol online, including uploadingphoto for student card. Invitations sent out to Introductory Day on27 September which participants must attend in order to completeface to face registration with a member Registry Staff. Studentsneed to bring a passport to this event.

5 26 September 2014 –deadline for enrolling

By this date registration must be completed. Enrolled participantsare invoiced by the University’s Fees Section and are expected topay this on receipt. An instalment plan is available which ispayable in thee or eight parts.


The Institute of Education was founded in 1902, as ateacher training college in London, and is now aworld-class research and teaching institution. Thisyear the Institute is ranked number one foreducation worldwide in the 2014 QS WorldUniversity Rankings. In the recent Research andAssessment Exercise two thirds of the publicationssubmitted were judged to be internationallysignificant. To find out more about the Institute ofEducation visit www.ioe.ac.uk.

Teach First has worked with the Institute ofEducation since its inception in 2003 to help guideand inform key elements of the Teach FirstLeadership Development Programme and theMasters in Leadership (Teach First). The Institute ofEducation MA Programme is offered to allparticipants within the London region. TheProgramme of Study spans two years. Year 1includes two modules and Year 2 the Dissertation(equivalent to two modules).

Year 1Module 1: Independent Self Study(30 credits)

This is an independent self-study module is linkedto your work within the Teach First LeadershipDevelopment Programme. This means the modulecontent is flexible and you can focus upon anyaspect of their professional and leadershipdevelopment. This module will enable you todevelop your leadership skills by undertakingreflective enquiry into practice and make asubstantive contribution to driving systematicchange to education practice within your placementschool.

There is no taught component to this module.However, you will be supported by two cohortsessions held at IOE and online learning. You will berequired to write a 5,000 word essay consisting of

two parts: Part 1 (1,500 words) is a reflectivecommentary about your school-based professionalpractices, with evidence, of your leadershipdevelopment. Part 2 (3,500 words) is a criticalcommentary about your school-based experiencesin relation to your understanding about schoolleadership drawn from an independent review ofacademic literature on school leadership.

Delivery Dates:

• Teach First Leadership Development Events (see TF-LDP schedule)

• Saturday 4 October, 2014, 9.30-12.30• Saturday 6 December, 2014, 9.30-12.30

Draft Due: Monday 12 January 2015

Assignment Due: Monday 16 March 2015

Module 2: Leading andManaging Change andImprovement (30 credits)This is a core taught programme and includescontributions from guest speakers who recognizedinternationally as experts in their fields. Taking thismodule will expand your critical awareness of cuttingedge educational research on school leadership,innovation and change and how this applies toleadership practices (including your own) within yourschool towards school development.

The module will be based around the following threethemes:

• Theories and practice of leadership

• Educational change and school improvement

• Social, policy and community contexts ofleading for improved student outcomes.

MA Title MA Leadership (Teach First)

Course Lead Dr. Sveta MayerDr. David Eddy SpicerProf. Peter Earley

Course Admin. Kathleen Middleton

Contact email [email protected]

Contact Tel: 0207 612 6424

The Instituteof Education

There are five Saturday sessions for this module,which consists of inputs by Institute academics andvisiting speakers alongside group discussions andactivities. You will be required to submit a 5,000word essay of a case study of change to completethis module.

Delivery Dates:

• Saturday 17 January, 2015, 09.30-16.15• Saturday 7 February, 2015, 09.30-16.15• Saturday 7 March, 2015, 09.30-16.15• Saturday 21 March, 2015, 09.30-16.15• Saturday 25 April 2015, 09.30-16.15

Draft Due: Monday 5th May, 2015

Assignment Due: Monday 29th June, 2015

Year 2Module 3: Dissertation Module(60 credits)

In this double module you are given the opportunityto conduct research within any area of educationalleadership, management and policy and will besupported in pursuing research that will help youprogress in your individual career choice; whetherwithin education, policy or private sector; nationally orinternationally. There is also the opportunity for youto disseminate your finding through publications.

This module provides an introduction to researchmethods in the social sciences and builds links tothe Leading and Managing Change and

Improvement Module 2. The module will provide youwith an understanding of:

• The key methodological skills used ineducational leadership and managementresearch, and

• Dealing with the methodological and ethicalissues encountered in conducting school-based research.

There is no taught component to this module. Youwill receive support by two cohort sessions plussmall group and individual supervisory supportsupplemented by on-line learning.

You are required to submit a research proposal (min2,500 words) and apply for ethics approval beforeyou conduct your school-based research. Tocomplete this module you will be required to submitan 18,000 word (with 10% margin) dissertation.

Delivery Dates:

• Saturday 10 October, 2015, 09.30-16.00• Saturday 7 November, 2015, 09.30-16.00• Saturday 6 February, 2016, 9.30 – 12:00

Research Proposal Due:Monday 22 February 2016

Draft Dissertation Assignment Due: Monday 6 June 2016

Dissertation Assignment Due: Thursday 1 September, 2016


Enrolment

Step Date Details

2 July, 2014 Information will be communicated with step by step instructionson how to apply.

3 1 August-31 August, 2014 Apply and register for the programme using UKPASS by visitingwww.ukpass.ac.uk. Following this, information for completingenrolment will be communicated to you.

4 Saturday 4 October, 2014 Induction and start to Year 1.

5 Saturday 10 October, 2015 Induction and start to Year 2.


Teach First has worked with the University ofManchester on a variety of Leadership DevelopmentProgramme development elements since itsexpansion into the North West region. More recently,the University of Manchester was commissioned todo independent research into the impact of TeachFirst teachers. The university is a leading UK initialteacher training provider, and it was ranked 5thamongst all UK universities in 2009. To find out moreinformation about The Manchester Institute ofEducation at the University of Manchester visit toSchool of Environment, Education and Developmentpages at: http://www.seed.manchester.ac.uk/

The University of Manchester MA Education (TeachFirst Leadership) is offered to all participants withinthe North West and Yorkshire & the Humber regions.The Programme of Study includes four modules.

Introductory SessionThis session is designed to give you an in depthintroduction to the Masters course of study, clarifyexpectations and give you guidance into the use ofthe online tools and support available to supportyour learning and development.

Delivery Dates

Delivery Dates: You will be required to attend one fullday session and engage with the discussions andmaterials and complete the enrollment process.

• Saturday 20th September 2014 in Manchester, 10.00-4.30

Module 1: Urban Leadership andEducational ChangeThis Module has two courses to complete. Eachcourse will be delivered through two full daysessions on a Saturday; one in Manchester and onein Sheffield1. In addition, there will be online

materials, including discussion forums, which youwill be required to engage with.

Urban Learning 1: Contemporary Issues in UrbanEducation

The course will be based around the following threethemes:• Educational inequalities in urban contexts• Curriculum and pedagogy in urban schools• Re-imagining urban schools and classrooms.

You are required to submit a 3,500 word essay worth15 credits to complete this course.

Delivery Dates:

You will be required to attend two full day sessionsand engage with online discussions and materials.Online learning materials will be available for you towork through in your own time, alongside tutorialsupport.

• Saturday 11th October 2014 in Sheffield, 10.00-4.30

• Saturday 8th November 2014 in Manchester, 10.00-4.30

Assignment Due: Monday 12th January 2015 by 5pm.

Urban Learning 2: Leading Educational Changein Urban Contexts

The course will be based around the following themes:

• Exploring frameworks for educational change

• Educational change at the learning level(including teacher effectiveness)

• Leading educational change within educationalinstitutions (including school improvement)

MA Title MA Education (Teach First Leadership)

Course Leads Dr. Cate Goodlad Ruth McGinity

Contact tel. 0161 306 1987

Contact email: [email protected] [email protected]

The Universityof Manchester

1. While we expect to deliver this in Sheffield, location will depend on room availability.


• Leading educational change betweeneducational institutions (including school toschool collaboration)

• Leading educational change beyondeducational institutions (including linkingschools and communities)

• Using practice based enquiry for educationalchange (including identifying and reflecting onkey issues and developing a plan of action).

You are required to submit a 3,500 word essay worth15 credits to complete this course.

Delivery Dates:

You will be required to attend two full day sessions andengage with online discussions and materials. Onlinelearning materials will be available for you to workthrough in your own time, alongside tutorial support.

• Saturday 7th February 2015 in Manchester, 10.00-4.30

• Saturday 14th March 2015 in Sheffield, 10.00-4.30

Assignment due date:Monday 27th April 2015 by 5pm

Module 2: Independent Self StudyThis module is based on the work within the TeachFirst Leadership Development strands: LeadingLearning, Leading People and Leading Self. This isnot a taught module, therefore there are noattendance requirements at the University ofManchester, however there will be online supportand guidance to help you develop your assignmentand tutorial support available. You will be requiredto write a 6,000 word essay consisting of twocomponents. The first component (approximately2,000 words) is a presentation of the evidence youcollated and analysed through the course of theTeach First Leadership Development strands, andincludes a reflective commentary drawing upon thereadings and experience from the LeadershipDevelopment strands. The second component(approximately 4,000 words) is a critical review ofthe evidence you presented in the first component.

Delivery Dates:

• Teach First Leadership Development ProgrammeEvents

Assignment Due: Monday 1st June, 2015 by 5pm

Module 3: Research MethodsThis module gives you an introduction to researchmethods, including:

• The issues related to practitioner research andenquiry

• The range of research methods andmethodologies

• Ethical issues and University procedures inrelation to this

• Structured opportunities for school basedresearch and enquiry.

Delivery Dates:

• Saturday 27th June 2015, 10-4.30 in ManchesterOR Saturday 4th July 2015, 10-4.30 in Sheffield

• One further Saturday in the autumn term, 2015,in Manchester, exact date to be confirmed,10.00-16.30, which will include a presentation ofyour proposed research.

Assignment Due: You are required to submit aresearch proposal before the autumn session and weexpect you to have completed a literature review (ofat least 2000 words) by 31 January, 2016.

Module 4: ReportThis module is a 15,000 word report of a piece ofindependent research linked to the UrbanLeadership and Educational Change Module andschool based research. Current areas chosen for thisreport include:

• An evaluation of a school or community basedinitiative

• An action research project documenting andresearching an evidence-based intervention

• A critical enquiry into a clearly identified aspectof urban schooling and/or community.

Assignment Due: The final submission date has notbeen confirmed, but it is likely to be around the endof August 2016.


Step Date Details

1 Spring Attend presentation and complete notification of interest form oremail Cate Goodlad or Ruth McGinity to ensure that you receivefurther information.

2 By 7th August 2014 APPLY ONLINE and receive an email response to your application.You will also receive a letter offering you a place on the course.

3 By 20th August 2014 Log in using the student ID number provided in your letter andACCEPT THE OFFER of a place by Wednesday 20th August.Shortly after accepting the place, you will receive a letter and anemail telling you how to complete registration between 1st and30th September.

4 1st–30th September Participants complete registration as detailed in the letter andemail. This will include payment of full fee OR first instalmentand direct debit instruction for future payments. If you do notcomplete registration by the end of September, the University willimpose a late registration fee of £50, which will rise to £200 if youhave not completed registration by 31st October.

Application and Registration

The University of Warwick was founded in the mid-1960s and is now one of the UK’s leadinguniversities, with an acknowledged reputation forexcellence in research and teaching, for innovationand for links with business and industry. It hasoffered the MA Educational Leadership (Teach First)to the East and West Midlands regions since thedegree's inauguration in September 2009. It has alsooffered the degree to the North East region sinceSeptember 2012. Moreover, for three summers(2011, 2012, and 2013), the University of Warwickhosted the Teach First National Summer Institute,and for two academic years (2011/12 and 2012/13),it was the main PGCE provider for the West Midlandsregion. To find out more about the Centre forEducation Studies at the University of Warwick, visit:http://www2.warwick.ac.uk/fac/soc/ces/

The University of Warwick’s MA in EducationalLeadership (Teach First) is offered to all participantswithin the East and West Midlands regions and theNorth East.

Course Aims• To expose participants to the very latestknowledge and understanding of leadership andmanagement in schools

• To enable participants to evaluate educationalresearch, select that which is applicable to theirpresent and future roles, and to improve theirpractice in the light of it

• To developing the capacity of participants tooperate as reflective practitioners

• To provide additional qualifications for leadersand aspiring leaders in education

• To build access to PhDs and EdDs.

The Programme of Study comprises four modules.

Year 1Module 1: Independent Self StudyThis module is based on the work within the TeachFirst Leadership Development strands LeadingLearning, Leading People and LeadingOrganisations. You will be required to write a 5,000word essay consisting of two components. The firstpart (approximately 1,250 words) requires you todescribe two Leadership Development strands andexplain why they have been chosen for analysis. Thesecond part (approximately 3,750 words) is a criticalcommentary on what difference these two strandshave made to your own practice. The criticalcommentary must be underpinned by reference torelevant academic literature.

Delivery Dates:

• Teach First Leadership Development EventsEast and West Midlands:• Saturday 11 October, 2014, 10.00-16.00 (Morning

slot for introducing Independent Self-studyassignment for Module 1 and afternoon slot forintroducing Improving Schools assignment forModule 2, see below)

North East:• Saturday 18 October, 2014, 10.00-16.00 (Morning

slot for introducing Independent Self-studyassignment for Module 1 and afternoon slot forintroducing Improving Schools assignment forModule 2, see below)

Assignment Due:

Monday 27 July, 2015 by midnight


MA Title MA Educational Leadership (Teach First)

Course Lead Dr. Justine Mercer

Contact tel. 0247 61 51197

Contact email: [email protected]

The Universityof Warwick


Module 2: Improving Schools inAreas of Socio-economicDisadvantagesThis module is based on the following themes:

• School effectiveness and school improvement

• Managing Change

• Leadership for Learning

• Distributed Leadership

• Education Policy: text and context.

This module will be delivered over three Saturdays.It consists of inputs by Warwick academics andvisiting speakers as well as seminars anddiscussions groups. You are required to submit a5,000 word empirical study to complete this course.

Delivery Dates:

East and West Midlands:• Saturday 11 October, 2014, 10.00-16.00 (Morning

slot for introducing Independent Self-studyassignment for Module 1 and afternoon slot forintroducing Improving Urban Schoolsassignment for Module 2, see below)

• Saturday 22 November, 2014, 10.00-16.00Improving Schools: Day 1

• Saturday 17 January, 2015, 10.00-16.00Improving Schools: Day 2

North East:• Saturday 18 October, 2014, 10.00-16.00 (Morning

slot for introducing Independent Self-studyassignment for Module 1 and afternoon slot forintroducing Improving Urban Schoolsassignment for Module 2, see below)

• Saturday 29 November, 2014, 10.00-16.00Improving Schools: Day 1

• Saturday 24 January, 2015, 10.00-16.00Improving Schools: Day 2

Assignment Due:

Tuesday 05 May, 2015 by midnight

Year 2Module 3: Research MethodsThis module gives you an introduction to researchmethods, including:

• The issues related to practitioner research andenquiry

• The range of research methods andmethodologies

• Structured opportunities for school basedresearch and enquiry.

You are required to submit a 1,500 word DissertationReport proposal to complete this course, but you willreceive formative feedback rather than a grade.

Delivery Dates:

East and West Midlands:• Saturday 20 June, 2015, 10.00-16.00 Research

Methods Training: Day 1• Saturday 12 September, 2015, 10.00-16.00

Research Methods Training: Day 2North East:• Saturday 27 June, 2015, 10.00-16.00 Research

Methods Training: Day 1• Saturday 19 September, 2015, 10.00-16.00

Research Methods Training: Day 2

Assignment Due: Monday 02 November, 2015 (formative feedback only)

Module 4: School ImprovementProjectFor this module, you write a 15,000 - 18,000 wordreport based on a piece of independent, small-scaleresearch conducted at an educational institution(e.g. a school, university, Teach First, or a trainingsection of a corporation). You can negotiate yourown topic with your tutor. Previous examples haveincluded the following:

• The role of school leadership in raising attainmentand tackling inequality for BME pupils.

• Distributed and centralised leadership inAcademies: tensions and contradictions.

• Continued Professional Development in anoverseas secondary school: how important is theuse of existing staff in the delivery of ongoingteacher training?

• How can effective in-school mentoringmaximise Teach First participants’ performancein the classroom?

• How does X school encourage new staff tosupport and work within the whole school ethos?

• The advantages and disadvantages of a state-maintained school sponsoring an Academy.

Assignment Due: Thursday 01 September, 2016


Step Date Details

1 May/June Complete the ‘Notification of Interest Form’ and the ‘Terms andConditions’ form at the presentation. Then apply on-line byfollowing the instructions at:www.go.warwick.ac.uk/study/postgraduate/apply

The completion of the notification of interest form nor the termsand conditions form commit you to doing the Masters, but theyallow the universities to make you an offer.

2 July Send Warwick an attested copy of your degree certificate.

3 Within 3-4 weeks of applying

You will be emailed a conditional offer (if paperwork isoutstanding) or an unconditional offer (if paperwork is complete).Accept the offer by returning email. Accepting the offer does notcommit you to taking the Masters.

4 September 2014 You will be emailed an invitation to enrol online when you havemet all outstanding conditions and accepted your offer. EnrollingDOES commit you to taking Year 1 of the Masters and paying yourcontribution to the fees. You should also upload a photo so youcan be sent your student card.

5 1 October 2014 Deadline for enrolling. Students who have not enrolled by thisdate could be excluded from the first teaching session.

Enrolment

You will be expected to contribute towards thecourse fee in each of the two years (assuming youenrol for the second year). You can pay all of yourcontribution to Year 1 when you enrol in September

2014, or you can pay in installments (50% inSeptember 2014; 25% in January 2015 and 25% inApril 2015).


IntroductionThe Graduate School of Education (GSOE) atUniversity of Bristol is a world class research andteaching institution. In Feb 2011 its provision forinitial teacher education was graded as‘outstanding’ by Ofsted. Since Sept 2013 the GSOEhas been running the Teach First PGCE Programmein association with Bath Spa University. It startsrunning the Teach First masters programme in the2014-15 academic year for Teach First participantsthroughout the South West.

Year 1Module 1: Independent Study (30 credits)

This unit is an independent self-study unit in whichyou will be supported, via a collaborative group, toengage critically and creatively with your work inschools, drawing on your Teach First LeadershipDevelopment programme. You will engage incollaborative reflection on issues in your ownpractice, through an action research process. Theissues chosen will be specific to the context of yourworkplace and professional needs. You will beencouraged to reflect in terms of theory, policy,research and leadership. You will receive input onresearch methods tailored to the specific needs ofyour action research study. In this module, weinterpret leadership as relevant to a teacher workingwith a class of pupils as well as wider school issues.

Developing the use of a reflective diary which youundertook during your PGCE, you will be asked totransform this reflective tool into a research diary.You will identify and focus on one issue; collectobservations around your own practice;systematically reflect on issues pertinent to yourprofessional development, draw on relevantliterature; engage with existing research; plan anaction-research intervention; evaluate the

outcomes; reflect on issues for the future. Subject toprofessional and ethical considerations, you will usea range of techniques to record your observations.

Assessment Details

A portfolio of reflective writings (or multi-mediaequivalent) showing the development of thinkingover time, with respect to an issue ineducation/leadership, and the contributions of thecollaborative group (2000 words equivalent). Thesereflective writings will be drawn from researchdiaries. The required format will be flexible andadaptable to the reality of the your working context.For example, it might include audio evidence ofconversations with mentors, visual evidenceincluding annotated photographs, web clippingswith reflective comments and notes reflecting onwhat they have read. It should include a criticalcommentary on the particular education/leadershipissues and any solutions. The portfolio format buildson similar assessment methods used during theTeach First PGCE programme.

The portfolio will be the initial preparation for thesubstantive 4,000 word assignment. It will bemarked on a Pass/Fail scale. Successful completionof the portfolio of reflective writings is necessary toprogress to the 4,000-word assignment.

The main substantive assignment is a continuouspiece of summative writing of 4,000 words. Thisassignment will be a report of a small-scale actionresearch project, including the implementation ofteaching strategies to tackle an issue and anevaluation. This will be marked on a literal five pointscale (A-E), the grade of which will constitute thefinal unit grade.

Delivery

A mixture of face- to-face workshops (over 3Saturdays), synchronous and asynchronouselectronic meetings, directed study, and tutorials.

Masters Title: Master of Science (MSc)Educational Leadership (Teach First)

Contact e.mail: [email protected]

Programme lead: Dr Kate Hawkey

Contact tel. 0117 331 4344

Universityof Bristol


Module 2: Future Leaders inContexts of Change (30 credits)This unit will seek to extend your understanding ofthe nature of leadership within the classroom toinclude the challenges and opportunities ofleadership in educational organisations at all levelsand in the context of institutional, local, nationaland global changes. Following a review ofcontemporary organisational and leadershiptheories, and associated research, the unit will focuson topics such as organisational cultures, howleaders learn and what they do, decision-making,strategic management, issues of organisationalpower and politics, and the leadership andmanagement of change. These topics will beconsidered in the context of institutional, local,national and global policy and you will be invited toreflect upon specific management and leadershipissues in organisations with which you are familiar.

Assessment Details*

Oral Presentation and supporting 2,000-word writtendescription of a contemporary challenge for aspiringeducational leaders situated in your own professionalcontext. It will be marked on a Pass/Fail scale.

Successful completion of the oral presentation andsupporting written description is necessary toprogress to the 4,000-word assignment.

Following formative feedback on the oral and writtenpresentation, from both tutors and peers, this workwill then be written up in a 4,000-word assignmentwhich draws on an appropriate range of thetheoretical and research literature to reflect on thearguments. This will be marked on a literal five pointscale (A-E), the grade of which will constitute thefinal unit grade.

Delivery*

A mixture of face to face workshops, synchronousand asynchronous electronic meetings, directedstudy, and tutorials.

Year 2 Module 3: Dissertation (60 credits)The dissertation is the culmination of Masters studyand allows you to consolidate and apply the skillsand knowledge you have developed during theTeach First Masters Programme. You will choose,plan out and pursue a topic of professionalimportance in depth creating an original small-scaleinvestigation, working initially with the unit leaderand progressively on a one-to-one basis with asupervisor. Originality of the study will stem from itssituatedness in that you will develop researchquestions and theoretical tools to address an issuein you current professional setting. By researchingthe academic and professional literatures relevant toyour topic and situation, you will show learning ofhow to apply insight to your professional setting.The dissertation requires extensive critical readingand the application of study and library researchskills. Successful completion of the unit and thedissertation will enable you to develop skills inmanagement and organisation alongside data-handling and analysis in order to formulate acoherent, cogently evidenced argument.

Assessment Details

Submission of a written dissertation of 15,000 wordsin compliance with university regulations and GSoEM-level dissertation handbook. Preparatory taskswill be used to stage and support your progress withenquiry and will contribute to the overall word-length but will not be assessed separately. Thesetasks will include:

• A dissertation proposal (1,000 words, Phase 1)

• A summary of relevant literature and theoreticalframework (3,000 words, Phase 1)

• A pilot study engaging with methodologicalcontextualisation, design of instruments,analytical priorities, ethical dimensions (4,000words, Phase 2)

• A presentation of fieldwork with initial thoughtson analytical issues and line of argument(audiovisual, Phase 3 or later).

Delivery

A mixture of face to face workshops (over 6 days),synchronous and asynchronous electronic meetings,directed study, and tutorials.


Step Date Details

1 12th May Attend Teach First Masters launch. Complete notification ofinterest to ensure you receive further information.

2 30th Nov 2014 Deadline for registering.

3 Dec 2014 Participants e-mailed with application outcomes, deadline foraccepting offers and details of how to register on-line, apply forUCard and face-to-face registration event.

4 Jan 2015 Year One introductory sessions start.

Enrolment

* All Bristol assignment and delivery dates are to be determined.


Terms and Conditions have been put into place tosafeguard the relationship between you, Teach First,your school and the HEIs. By enrolling in the Mastersyou must accept these Terms and Conditions. Pleasesee pages 24 – 26 for the full Terms and Conditions.

Please note that these Terms and Conditions will notapply to participants in Wales undertaking theMaster of Science Educational Leadership (TeachFirst) at University of Bristol. Please refer to theMasters Information Booklet for the 2013 WalesCohort for the applicable Terms and Conditions.

Please read the Terms and Conditions carefullybefore enrolling in the Teach First Masters. Insummary, the Terms and Conditions provide that:

• Teach First has negotiated a reduced fee withcertain HEIs for Teach First participants tocomplete the Masters. Your placement school,while on the Leadership DevelopmentProgramme, LDP, will pay Teach First £1,000 peryear (£2,000 in total) towards the cost of you

completing the Masters. Teach First will, in turn,pay this money to the HEI where you register forthe Masters programme.

• As a participant you will be required to make afinancial contribution to your Masters of £1,600,£800 for each academic year enrolled. This feewill be paid by yourself to the HEI where you areenrolled. The HEI will invoice you immediatelyand Teach First is not involved in this process.Please refer to the HEI where you are enrolledfor details around payment.

• You have a total of three years to complete theMasters. If you withdraw from the Masters or theLeadership Development Programme altogether,you will be liable to refund a proportion of thefees towards the cost of the Masters. You will berequired to refund £1,000 per each year of theMasters that you have enrolled in and notcompleted. Teach First will use this refund toreimburse your placement school.

Terms and Conditions

If you wish to use data from Teach First or gainaccess to the Teach First community for yourMasters research, you have to submit a request toTeach First. This request should include thefollowing:

• The objectives of the research

• The rationale for the methodology (e.g. survey vs.focus group, or desk research with legacy data)

• The proposed sample size (if new research is tobe conducted with stakeholders)

• The proposed timing of the research

• Any support required from Teach First (e.g.appeal for volunteers in 'What's On')

• How you propose to share your findings withTeach First.

The request should be sent to the Research,

Evaluation ad Impact Department at Teach First;

[email protected].

Masters Research

From summer 2014, Teach First will be sharing theabstracts of some Masters dissertations through itscommunity website (library section). This is anexciting new initiative aimed at supporting thecharity and its network of ambassadors and leadersto play a role in education and leadership researchand policy development.

Teach First believes that the sharing of dissertations

can strengthen the charity and support it inachieving the 2022 Impact Goals. Teach First willcontact you when you have completed your Mastersto see if you would like to share your abstract andare happy to be contacted about your research byinterested members of the Teach first community.

For more information about this, please [email protected].

Dissertation library


Why did you decide to do the Teach First Masters?

For me the Teach First Masters provided an excellentopportunity to gain a higher level of qualification,and to do some academic study into education, anarea in which I felt I had only practical experience. Iwas also keen to achieve this by following a programof study that would respect the amount of time myday job required and be tailored to fit around theother commitments that Teach First participantshave.

What have you enjoyed about doing the Masters?

The thing that I’ve enjoyed the most has beenapplying the research tools I was trained in to myschool. I’ve learnt the skills to be able to take amethodical approach to exploring issues ineducation at all levels; especially at the system levelwhen doing my dissertation research in the wider(non-achievement based) impacts of abolishing theeducation maintenance allowance in England.

Even though you are still in the process of doingthe Masters, how has the Masters benefitted you?

The main benefit has been how it has changed mythinking and made me much more aware of howeducational policies at the government levelbecome policies at school level and eventually go onto have impact in classrooms and on individualpupils.

What, if anything, are you doing differently withinyour current role as a result of the Masters?

As a result of the Masters I now think more broadlyabout how change impacts different stakeholders,from pupils to teachers to whole schools or areas ofthe country.

Would you recommend the Masters to a currentTeach First participant? And if so, why?

Yes – it is a great opportunity to study at aprestigious university and undertake a course that istailored to your unique professional life as a TeachFirst participant.

Name Karl Edwards

Cohort2009

RegionEast Midlands

SchoolDjanogly City Academy

SubjectScience

HEIUniversity of Warwick

Dissertation topicThe Abolition of EMA: What are the real impacts?

Participant Testimony


Why did you decide to do the Teach First Masters?

I found the theory element of the PGCE bothextremely interesting and useful for my teachingpractice. I knew that through the Teach First MastersI would learn more about the implications of oureducation system and pedagogy on children frommany different backgrounds. I would then be able toapply this knowledge to improve my own practiceand practice more generally at my school.

What have you enjoyed about doing the Masters?

I really enjoyed learning about the impact thatdifferent policies have had on pupils from differentbackgrounds. For example, through the Masters I haveconsidered the impact that ’90s policies aimed attackling the underachievement of boys, have had onthe education of girls. I have also enjoyed studyingthe effects of gender stereotyping on the education ofyoung people. Through the Teach First Masters, mypassion for gender equality in both education and thewider world has become more embedded.

Even though you are still in the process of doingthe Masters, how has the Masters benefitted you?

I have enhanced my skills as a researcher,particularly in qualitative research. This has provedextremely useful in my role as Policy and InnovationOfficer with Teach First. I have been able to apply myexperience and knowledge of conducting focusgroups and analysing different types of data, gainedthrough the Masters, to research used in Teach Firstresponses to influential consultations.

What, if anything, are you doing differently withinyour current role as a result of the Masters?

What I have learnt through the Teach First Masters hasreinforced my awareness that the impact of educationpolicies on all pupils from all backgrounds must becarefully considered before implementation. This issomething that I will take with me into my new role asEducation Policy Officer for the Labour Party.

Would you recommend the Masters to a currentTeach First participant? And if so, why?

I would definitely recommend the Masters to acurrent Teach First participant. Through the Mastersyou will develop excellent research skills that youwill find useful in any career. You will also broadenyour understanding of the education landscape andconsider your role in developing recommendationsand reforms, at a classroom, school or system level.

Name Sarah Waite

Cohort2009

RegionYorkshire & Humber

SchoolCarr Manor High School

SubjectMathematics

HEIUniversity of Manchester

Dissertation topicThe Lost Girls: A case study into the relationshipbetween behaviour and attainment of selectedfemale students with a low socio-economicbackground.


1. Consider the opportunity carefully

Although the Masters is a fantastic opportunity,there are key requirements expected of you to

complete the Masters. It is therefore advisable to useyour support network to consider the opportunitycarefully, alongside any other commitments youmay have.

2. Review your engagement with the LeadershipDevelopment Programme

Part of the conditions for the Masters opportunity isthat you complete the Leadership DevelopmentProgramme. It is therefore important you checkyour requirements for completion of your first yearof the Leadership Development Programme, andensure you have met these.

In addition, you should also familiarize yourself withthe requirements for the second year of theLeadership Development Programme. If you are noton track to complete your PGCE and otherrequirements within your first year, you need todiscuss the potential for you to do the Masters withyour Leadership Development Officer.

3. Register / Enrol

The registration/enrolment process is different foreach HEI. Although the opportunity is linked toTeach First, you are applying to do a Masters, with anHEI, and this will be solely delivered by the HEI.Therefore, the HEIs still have a right to refuse yourapplication, so please ensure you follow the

registration/enrolment steps carefully, and allowenough time to complete these. The process mayinclude some or all of the following:

• Completion of a detailed application form

• Providing proof of your PGCE and degreequalification

• Attendance at an induction.

Once you have fully registered/enrolled for theMasters you will be able to access both the HEI’s on-site facilities and online library.

4. Collect Evidence

The Independent Study Module is based on yourengagement and development on the LeadershipDevelopment Programme, therefore it is importantyou keep a copy of all materials provided on theprogramme, and complete the Reflection Sheetmade available to you at the events.

There will also be some suggested reading at someof the Leadership Development Programme events.It is therefore advisable to start reading some ofthese in preparation for your Independent Studyessay.

5. Questions

If you have further questions about enrolment andthe course itself, please do not hesitate to contactthe HEI (details given in this document). If yourquestion is about the Terms and Conditions, pleasecontact your Local Teach First office.

Next Steps


Please note that by accepting these Terms andConditions online, you are entering into a legallybinding contract and you must comply with theseTerms and Conditions for the duration of theMasters.

1. Definitions

(a) Confidential Information means anyinformation or matter which is not in thepublic domain, expect as a result of yourdisclosure of it, and which relates to TeachFirst. Examples of Confidential Informationinclude but are not limited to employeedetails, Teach First financial records,participant or pupil names and any otherpersonal or sensitive information relating toany university, school or partnerorganisations.

(b) HEI means Higher Education Institution,which in this document refers to CanterburyChrist Church University, the Institute ofEducation, The University of Manchester, TheUniversity of Bristol or The University ofWarwick.

(c) Leadership Development Programme meansTeach First’s two year programme whichtrains and supports committed individuals tobecome inspirational classroom leaders inlow-income communities across Englandand Wales.

(d) Masters means the Year One Masters and theYear Two Masters.

(e) Teach First means Teach First the charitablecompany with registered office 4 MoreLondon Riverside London SE1 2AU (companyregistration number 04478840; charityregistration number 1098294).

(f) Total Fee means £3,600 per participantundertaking the Masters for the 2013 cohort.

(g) Year One Masters means the first year of thebespoke Masters programme offered toTeach First participants during their secondyear of the Leadership DevelopmentProgramme.

(h) Year Two Masters means the second year ofthe bespoke Masters programme offered toTeach First participants during the

Leadership Development Programme.

2. Introduction

2.1 The Terms and Conditions (“Terms andConditions”) outlined in this document havebeen put into place to document therelationship between you, Teach First, yourschool and the HEIs for the Teach FirstMasters.

2.2 These Terms and Conditions will apply foreach year of the Masters for which you enrol.

2.3 These Terms and Conditions will be providedto you when you register for the Masters,and by registering for the Masters youconfirm your agreement to these Terms andConditions.

3. Fees

3.1 Teach First has negotiated the Total Fee withthe HEIs, which is a reduced overall fee forTeach First participants on the LeadershipDevelopment Programme to complete theMasters.

3.2 The Total Fee will be paid as follows:

(a) The school that employs you while you are aparticipant on the Leadership DevelopmentProgramme will pay Teach First £1,000 peracademic year towards the cost of youcompleting the Masters up to a maximum of£2,000 (the “School’s Contribution”).

(b) Teach First will, in turn, pay this money tothe HEI where you register for the Mastersprogramme. There are certain conditionsattached to payment of the School’sContribution (as detailed at clause 4 below)and if you do not fulfil these conditions asset out in clause 4 you may be liable torefund all or a part of the School’sContribution (as further detailed below).

(c) You will be required to make a financialcontribution to your Masters of £800 foreach academic year of the Masters that youenrol, up to a maximum of £1,600 for thetwo year course (“Your Contribution”). YourContribution will be paid directly by you tothe HEI where you are enrolled. The HEI willinvoice you immediately and Teach First is

Terms and Conditions for theTeach First Masters, cohort 2013


not involved in this process. Please refer tothe HEI where you are enrolled for detailsand any additional terms and conditionsthat apply to this payment.

4. Your obligations

4.1 You shall comply with all obligationsimposed by the HEI, Teach First or the schoolin relation to your completion of theMasters, including with regards to anyrepayment of the School’s Contribution.

Repayment of Fees – Your Contribution4.2 These Terms and Conditions do not provide

for any refund that may be demanded bythe HEI of Your Contribution. You have aseparate contract with the HEI and thatcontract will cover the relationship you havewith the HEI.

Repayment of Fees – School’s Contribution 4.3 The following conditions are attached to the

payment of the School’s Contribution. If anyof these are not met at any time(determined by Teach First at its solediscretion), you will be liable to repay theSchool’s Contribution to Teach First upondemand by Teach First, who will in turnrepay your school.

Year 1 Masters4.4 If you enrol in the Year One Masters:

(a) you must work towards the Year One Mastersto the HEI’s reasonable satisfaction andcomplete the Year One Masters within threeyears of enrolment (your completion of theYear One Masters and any agreement to anextension, deferral or interruption is at theHEI’s sole discretion);

(b) you must remain a participant on theLeadership Development Programme whilstundertaking the Year One Masters; and

(c) there must be no other circumstances wherethe school could reasonably demand arefund of the School’s Contribution.

Year 2 Masters4.5 You may enrol in the Year Two Masters if it is

possible for you to complete the Year TwoMasters within three years of enrolling forthe Year One Masters. If you enrol in the YearTwo Masters:

(a) you must have completed the LeadershipDevelopment Programme;

(b) you must work towards the Year Two Masters

to the HEI’s reasonable satisfaction andcomplete the Year Two Masters within threeyears of first enrolling for the Year OneMasters (your completion of the Year TwoMasters and any agreement to an extension,deferral or interruption is at the HEI’s solediscretion); and

(c) there must be no other circumstances wherethe school could reasonably demand arefund of the School’s Contribution.

4.6 Notwithstanding clauses 4.3 to 4.5 above, ifat any time the school demands repaymentof the School’s Contribution for any reason,then you must repay the School’sContribution to Teach First, who will thenreimburse your school.

Leaving Teach First and continuing with theMasters

4.7 If you withdraw from the LeadershipDevelopment Programme and leave TeachFirst before you have completed the Masters,and you wish to continue with the Masters,this must be arranged by you with the HEIdirectly, and any decision to let youcontinue will be made by the HEI at its solediscretion. You will have responsibility forliaising with the HEI in this regard, andTeach First will have no obligation to provideany assistance or take any actions on yourbehalf.

4.8 In the event you continue with the Mastersin accordance with the terms of clause 4.7above, you will not qualify for the reducedTotal Fee and will be required to pay thenormal fees for the Masters at your HEI.

4.9 In accordance with the terms of clauses 4.3to 4.6 above, you will also have failed tomeet all of the conditions that apply to theSchool’s Contribution and you will then beliable to refund the School’s Contribution.

Masters Dissertations4.10 You are required to share your dissertation

title and abstract with Teach First aftercompleting the dissertation and graduatingfrom the Masters. Teach First will not publishthis information without your approval.

Data protection and confidentiality4.11 If you require access to data owned or stored

by Teach First or wish to access the TeachFirst community for research purposesconnected with your dissertation, you mustrequest access by following the agreed


process which is outlined in your MastersInformation Document, 2013 cohort. TeachFirst reserves the right to decline yourrequest.

4.12 You accept and acknowledge that you mayhave access to Confidential Informationabout Teach First during the Masters,including if you access data or the Teach Firstcommunity in accordance with clause 4.11above. You will comply with any instructionsfrom Teach First regarding ConfidentialInformation, take all reasonable steps tosafeguard Confidential Information fromdisclosure, and will return to Teach First allmaterials, documents, records and any othermedia containing Confidential Informationimmediately at the end of the Masters.

5. Teach First’s obligations

To the extent permitted by law, Teach First’s liabilityunder these Terms and Conditions is limited topaying the School’s Contribution to the HEI andpaying any refund received from you to the school.

6. Changes to Terms and Conditions

6.1 Teach First may revise these Terms andConditions from time to time as a result of changesin relevant laws and regulatory requirements or as itmay reasonably require. These changes may bemade unilaterally by Teach First; however you willnotified of any changes by Teach First.

7. Events Outside Our Control

7.1 Teach First will not be liable or responsiblefor any failure to perform, or delay inperformance of any of its obligations underthese Terms and Conditions that is causedby an Event Outside Our Control (as definedbelow).

7.2 An “Event Outside Our Control” means anyact or event beyond Teach First’s reasonablecontrol including without limitation strikes,lock-outs or other industrial action by thirdparties, civil commotion, riot, invasion,terrorist attack or threat of terrorist attack,war (whether declared or not) or threat orpreparation for war, fire, explosion, storm,flood, earthquake, subsidence, epidemic orother natural disaster, or failure of public orprivate telecommunications networks.

7.3 If an Event Outside Our Control takes placethat affects the performance of Teach First’sobligations under these Terms and

Conditions, then our obligations will besuspended and the time for performance ofour obligations will be extended for theduration of the Event Outside Our Control.

8. Dispute Resolution

8.1 If a dispute arises out of or in connectionwith these Terms and Conditions or theperformance, validity or enforceability of it(the “Dispute”) Teach First will seek toresolve the Dispute with you by negotiation.

8.2 If Teach First and you are for any reasonunable to resolve the Dispute by negotiation,either party may take such further steps asit considers appropriate to resolve theDispute, including the initiation of courtproceedings.

9. General Terms

9.1 This contract is between you and Teach First.No other person shall have any rights toenforce any of its terms.

9.2 Each of the paragraphs of these termsoperates separately. If any court or anyrelevant authority decides that any of themare unlawful, the remaining paragraphs willremain in full force and effect.

9.3 If Teach First fail to insist that you performany of your obligations under these Termsand Conditions or if Teach First does notenforce its rights against you or if TeachFirst delays in doing so, that will not meanthat Teach First has waived its rights againstyou and will not mean that you do not haveto comply with those obligations. If TeachFirst does waive a default by you, Teach Firstwill only do so in writing and that will notmean that Teach First will automaticallywaive any later default by you.

9.4 These terms are governed by English law.Both parties agree to submit the non-exclusive jurisdiction of the English courts.

9.5 You may not, without our prior writtenconsent, transfer or assign, sub-contract orin any other way make over to any thirdparty the benefit and/or the burden of thisagreement.

9.6 These conditions shall not create anypartnership or joint venture between us norany relationship of any principal and agentnor authorise any party to make or enterinto any commitments for or on behalf ofthe other party.

4 More London Riverside, London, SE1 2AUTelephone: 0844 880 1800

Website: www.teachfirst.org.uk

Teach First is a registered Charity, no. 1098294

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