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Masters Degrees (Headship)

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The MSc in Educational Leadership (with Specialist Qualification for Headship) is a work-based Master’s course designed to enable aspiring school leaders… Read more

The MSc in Educational Leadership (with Specialist Qualification for Headship) is a work-based Master’s course designed to enable aspiring school leaders and managers to gain a Master’s degree which contributes to the development of the knowledge, understanding and skills required to allow them to articulate and enact informed strategic vision, values and aims in relation to professional practice.

The MSc in Educational Leadership course has at its heart the Specialist Qualification for Headship (SQH) which is embedded in the Into Headship modules. This element of the programme will be accredited by the General Teaching Council for Scotland (GTCS) and so this work-based Master’s course incorporates both a professional and academic award.

The development of the Into Headship modules is the result of an ongoing formal collaboration with the Scottish College for Educational Leadership (SCEL), Local Authorities, the General Teaching Council for Scotland (GTCS), Education Scotland, four other Universities and the highly successful SQH Western Consortium (Universities of Glasgow, Stirling and Strathclyde). Building on the success and impact of previous programmes, including the MSc in Educational Leadership (with Scottish Qualification for Headship), this new programme is designed to take account of current policy and the professional standards framework (GTCS, 2012) to offer participants an opportunity to develop strategic leadership and management competencies.

The programme, which is introduced for the first time in 2015, offers an opportunity for participants to further develop their professional learning and strategic leadership and management practices in a supportive, flexible, creative and challenging learning environment.

Accreditation

The Into Headship modules EDUP021 (Into Headship 1) and EDUP022 (Into Headship 2) will be accredited by the General Teaching Council for Scotland (GTCS).

Structure and content

The MSc in Educational Leadership (with Specialist Qualification for Headship) programme will comprise three stages:

Middle Leadership

Into Headship

Extended Induction

Prior to 2018, candidates may undertake EDUP021 Into Headship 1 and EEDUP022 Into Headship 2 as a Postgraduate Certificate. After 2018 these modules will form the Diploma stage of this qualification.

Stage one: Middle Leadership

The aim of this stage is to develop an understanding of the principles underpinning middle leadership for those aspiring to lead and manage the improvement of educational practices which impact on outcomes for children and young people in their setting and/or wider educational community. During stage one students will undertake one of the core modules, either EDUP001 Engaging critically with professional practices (20 credits at SCQF level 11) or EDUP007 Examining Professional Practices: Work-Based Learning (20 credits at SCQF level 11), then complete the Postgraduate Certificate with EDUP003 Middle Leadership: principles and practices (40 credits at SCQF level 11).

Stage Two: Into Headship

The aim of this stage is to foster a future orientated strategic stance to initiate and lead change for improvement through engagement with the school community. This will be achieved through building and applying sound knowledge and understanding of strategic leadership and management theories and practices in the context of the role of the headteacher. The modules will enable participants to develop an understanding of the place of values in leading a school community and explore ways of addressing some of the challenges this poses as well as enhancing the interpersonal and personal skills, confidence and resilience for those preparing to move into headship. This stage will provide an opportunity to develop practice in the use of critical enquiry and reflection to enhance participants’ strategic leadership practices and to evaluate and strengthen the impact of these practices on the school community. This stage is designed to enable participants to develop the strategic leadership and management competences as specified by the by the appropriate professional standards provided by the GTCS in Scotland to facilitate their transition into headship.

Stage Three: Extended Induction

During stage three participants will complete the MSc in Educational Leadership (with Specialist Qualification for Headship) through undertaking the final two modules in the programme EDUP023 Extended Induction 1 (20 credits SCQF level 11) and EDUP024 Extended Induction 2 (40 credits SCQF level 11)

Delivery and assessment

This course is offered on a part-time basis only. The period of study is normally three years for the MSc, although this programme is unlikely to be taken over three consecutive years. Candidates must complete six modules for the MSc degree. The modules will be delivered through a blended learning format designed to facilitate both individual and collaborative work. The format is a mix of face-to-face seminar days, guided self-study, online and work-based learning.

Employability

The MSc in Educational Leadership (with SQH) develops knowledge, understanding and skills to enhance leadership and management practices and support career-long professional development.

http://www.stir.ac.uk/postgraduate/programme-information/prospectus/education/educationalleadershipwithsqh/#apply-proc



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This professional programme is designed for aspiring school principals and school leaders in Scotland to enable them to attain the Standard for Headship (GTCS, 2012). Read more
This professional programme is designed for aspiring school principals and school leaders in Scotland to enable them to attain the Standard for Headship (GTCS, 2012). Through professional pedagogies, it focuses specifically on enabling you to develop a strategic approach to educational change.

Why this programme

◾Accredited by the General Teaching Council Scotland, the programme aligns with the Framework for Educational Leadership and is part of the national programme for the specialist qualification for headship in Scotland.
◾The programme is designed to enable you to develop your personal capacity and capability to lead change for improvement and work with your school and its community to realise its strategic vision.
◾You will have opportunities to engage directly with policy makers through guest lectures by expert practitioners and leading researchers.
◾There is emphasis on the interrelationship between professional and academic perspectives, practice and theory, and between the different sites of learning/practice, in order that individual professional learning is interconnected with collective school improvement.

Programme Structure

You will take two courses which are delivered via blended learning combining face-to-face sessions (day schools, taking place on Wednesdays) with online sessions.

Core courses

◾Developing as a strategic leader (Three day schools)
◾Leading strategic change (Five day schools).

The model of learning embedded within the programme is the development of theory in practice. You will learn through:
◾Reflection on/in practice: through professional learning, becoming curious about and critically exploring professional practice.
◾Experiential learning: learning through structured activities to question, try out and enhance practice.
◾Cognitive development: developing ideas to challenge assumptions and deepen understanding of practice.
◾Collaborative learning: learning with and through others to enhance practice.

Career prospects

The programme aims to ensure aspirant head teachers are supported to develop and continue to build the necessary knowledge, skills and understanding required of senior leaders. The qualification is aimed at those teachers whose next post will be that of a head teacher, likely to be within two to three years.

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About. This qualification hould be attractive to those aspiring to school or college leadership. Study is complemented by participant reflection on real situations and is supported by an experienced tutor. Read more

About

This qualification hould be attractive to those aspiring to school or college leadership. Study is complemented by participant reflection on real situations and is supported by an experienced tutor. The overall theme is on the development of leadership and management skills and capabilities. There is a strong focus on improvement on classroom practice in particular contexts.

The course will comprise 4 modules each worth 30 credits:

Building Teams and Managing Resources EDU927

This module looks at personality interaction in relation to team theory; it then examines systems and their development

Leadership for Learning EDU867

This module considers the leadership challenge of focusing on improvement where it matters most, at the teacher student interface.

Strategic Development Planning EDU912

This considers the challenges around involving collegues in ownership of the vision and strategy for continuing system improvement.

Managing the Organisation EDU708

This module aims to build skills and competences in matters of legal and financial challenges along with building personal competences in communication and problem solving.

Attendance

Students are required to attend all the face to face seminars, 6 per module on a fortnightly basis, and are required to engage regularly with the online discussion boards, synchronous and non-synchronous.

Career options

In addition to improving the successful candidate's career portfolio, this course will allow development of higher level skills of argument and critical thinking as well as improving academic writing skills and research capability. Having a Diploma level qualification in Headship should enhance potential career advancement.

Past students who have completed these Leadership and Management modules have been successful in gaining Vice-Principal and Principal posts both in Northern Ireland and the Republic of Ireland. Other pathways have also led to enhanced professional practice and career advancement.



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The Educational Leadership PGCert is for practising educators in any educational sector, particularly those in leadership roles or aspiring leaders. Read more
The Educational Leadership PGCert is for practising educators in any educational sector, particularly those in leadership roles or aspiring leaders. You will develop both 'know how' and 'know why' in relation to educational leadership.

On completing the course you will have a good, critical understanding of:
-Current thinking and key issues of leadership and strategic management of educational institutions
-Relevant leadership theories and their significance for educational leadership

The course will help you to use approaches of practitioner enquiry as a means for professional practice, educational effectiveness and improvement of educational organisations.

At the beginning of the course, you will be asked to complete a formatively assessed written task to tailor the teaching and reading list to your development needs. This personalised approach has been identified by previous students as a particular strength of the course.

Through the educational leadership enquiry task you will acquire a critical understanding of research methodologies, methods and theory of research, and practical experience in approaches to encourage educational effectiveness and improvement.

Course tutors are active scholars, have had or hold leadership roles within the education sector and all teach and supervise across a range of courses. This provides them with a wide knowledge base and a genuine concern for the challenges of educational contexts. The PGCert in Educational Leadership is led by the director of the North Leadership Centre, René Koglbauer.

The course draws on the expertise developed in the North Leadership Centre and the Research Centre for Learning and Teaching which are based in the School of Education, Communication and Language Sciences.

The North Leadership Centre is one of the seven founding partners of NETSP (North East Teaching Schools Partnership), which holds the license for the National Leadership Curriculum by the National College for Teaching and Leadership:
-National Professional Qualification for Middle Leadership (NPQML)
-National Professional Qualification for Senior Leadership (NPQSL)
-National Professional Qualification for Headship (NPQH)

Delivery

The course is made up of two modules. The first module is taught in evening sessions (from 4.30pm to 7pm) during the autumn term. The second module is taught in two full days and an evening session during the spring term. In addition, you will have the opportunity to attend tutorials with the module leaders.

Sessions are taught interactively. Weekly tasks are built into the course so that you actively contribute to each session. The learning from the modules extends into practical and reflective engagement with the workplace.

Modules can be combined with other Master's level credits (including the PGCE), to complete a full Master's with a dissertation.

Placements

You are expected to work or volunteer in a professional educational setting. This provides the context for much of your practitioner enquiry.

Facilities

You will be taught in the King George VI Building. You have access to the Education Resource Centre and associated borrowing rights.

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The programme has been designed to allow you to meet the Standards required for recommendation for Qualified Teacher Status. The PGCE. Read more
The programme has been designed to allow you to meet the Standards required for recommendation for Qualified Teacher Status.

The PGCE: Secondary French with Italian is a partnership programme and falls within "Secondary Modern Languages". The majority of your time will be spent in schools observing teaching and learning, considering how the theory of education and the practice link together and, of course, working with children in classroom settings.

You will be studying in a diverse community of trainees from a range of different subjects as well as studying alongside fellow Modern Languages trainees.


Many themes such as equal opportunities, bilingualism, meeting the needs for children with special educational needs etc. underpin the taught programme.

The subject studies elements of the programme focus on teaching Modern Foreign Languages as a curriculum subject. These sessions aim to:
• provide an introduction to MFL as a curriculum subject
• enable you to develop high levels of teaching skills and classroom management, as well as the capacity for reflection and further professional development
• offer theoretical perspectives on the principles of syllabus design and evaluation, and the assessment and recording of children’s progress in both classroom and workshop situations
• provide knowledge and understanding of the National Curriculum and the framework of statutory requirements.


Key Facts:
Modern languages 83% of UEL trainees in a teaching post (69% London providers).

Why Choose Us?
Successful completion of the PGCE enables you to apply for teaching posts and the vast majority of our students attain such posts. There is a clear teaching career structure in place, with several paths available. Some graduates take the management path through management in subject or pastoral issues on to senior management and/or headship.

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The PGCE. Secondary French with Spanish is a partnership programme and falls within "Secondary Modern Languages". Read more
The PGCE: Secondary French with Spanish is a partnership programme and falls within "Secondary Modern Languages". The majority of your time will be spent in schools observing teaching and learning, considering how the theory of education and the practice link together and, of course, working with children in classroom settings.

You will be studying in a diverse community of trainees from a range of different subjects as well as studying alongside fellow Modern Languages trainees.

Many themes such as equal opportunities, bilingualism, meeting the needs for children with special educational needs etc. underpin the taught programme.

The subject studies elements of the programme focus on teaching Modern Foreign Languages as a curriculum subject. These sessions aim to:
• provide an introduction to MFL as a curriculum subject
• enable you to develop high levels of teaching skills and classroom management, as well as the capacity for reflection and further professional development
• offer theoretical perspectives on the principles of syllabus design and evaluation, and the assessment and recording of children’s progress in both classroom and workshop situations
• provide knowledge and understanding of the National Curriculum and the framework of statutory requirements.


Key Facts
Modern languages 83% of UEL trainees in a teaching post (69% London providers).


Successful completion of the PGCE enables you to apply for teaching posts and the vast majority of our students attain such posts. There is a clear teaching career structure in place, with several paths available. Some graduates take the management path through management in subject or pastoral issues on to senior management and/or headship

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The PGCE. Secondary German with French is a partnership programme and falls within "Secondary Modern Languages". Read more
The PGCE: Secondary German with French is a partnership programme and falls within "Secondary Modern Languages". The majority of your time will be spent in schools observing teaching and learning, considering how the theory of education and the practice link together and, of course, working with children in classroom settings.

You will be studying in a diverse community of trainees from a range of different subjects as well as studying alongside fellow Modern Languages trainees.

Many themes such as equal opportunities, bilingualism, meeting the needs for children with special educational needs etc. underpin the taught programme.

The subject studies elements of the programme focus on teaching Modern Foreign Languages as a curriculum subject. These sessions aim to:
• provide an introduction to MFL as a curriculum subject
• enable you to develop high levels of teaching skills and classroom management, as well as the capacity for reflection and further professional development
• offer theoretical perspectives on the principles of syllabus design and evaluation, and the assessment and recording of children’s progress in both classroom and workshop situations
• provide knowledge and understanding of the National Curriculum and the framework of statutory requirements.

Key Facts
Modern languages 83% of UEL trainees in a teaching post (69% London providers).

Successful completion of the PGCE enables you to apply for teaching posts and the vast majority of our students attain such posts. There is a clear teaching career structure in place, with several paths available. Some graduates take the management path through management in subject or pastoral issues on to senior management and/or headship.

Read less
The PGCE. Secondary Spanish with French is a partnership programme and falls within "Secondary Modern Languages". Read more
The PGCE: Secondary Spanish with French is a partnership programme and falls within "Secondary Modern Languages". The majority of your time will be spent in schools observing teaching and learning, considering how the theory of education and the practice link together and, of course, working with children in classroom settings.

You will be studying in a diverse community of trainees from a range of different subjects as well as studying alongside fellow Modern Languages trainees.

Many themes such as equal opportunities, bilingualism, meeting the needs for children with special educational needs etc. underpin the taught programme.

The subject studies elements of the programme focus on teaching Modern Foreign Languages as a curriculum subject. These sessions aim to:
• provide an introduction to MFL as a curriculum subject
• enable you to develop high levels of teaching skills and classroom management, as well as the capacity for reflection and further professional development
• offer theoretical perspectives on the principles of syllabus design and evaluation, and the assessment and recording of children’s progress in both classroom and workshop situations
• provide knowledge and understanding of the National Curriculum and the framework of statutory requirements.


Key Facts
Modern languages 83% of UEL trainees in a teaching post (69% London providers).


Successful completion of the PGCE enables you to apply for teaching posts and the vast majority of our students attain such posts. There is a clear teaching career structure in place, with several paths available. Some graduates take the management path through management in subject or pastoral issues on to senior management and/or headship.

Read less
The PGCE. Secondary French with German is a partnership programme and falls within "Secondary Modern Languages". Read more
The PGCE: Secondary French with German is a partnership programme and falls within "Secondary Modern Languages". The majority of your time will be spent in schools observing teaching and learning, considering how the theory of education and the practice link together and, of course, working with children in classroom settings.

You will be studying in a diverse community of trainees from a range of different subjects as well as studying alongside fellow Modern Languages trainees.

Many themes such as equal opportunities, bilingualism, meeting the needs for children with special educational needs etc. underpin the taught programme.

The subject studies elements of the programme focus on teaching Modern Foreign Languages as a curriculum subject. These sessions aim to:
• provide an introduction to MFL as a curriculum subject
• enable you to develop high levels of teaching skills and classroom management, as well as the capacity for reflection and further professional development
• offer theoretical perspectives on the principles of syllabus design and evaluation, and the assessment and recording of children’s progress in both classroom and workshop situations
• provide knowledge and understanding of the National Curriculum and the framework of statutory requirements.

Key Facts
Modern languages 83% of UEL trainees in a teaching post (69% London providers).


Successful completion of the PGCE enables you to apply for teaching posts and the vast majority of our students attain such posts. There is a clear teaching career structure in place, with several paths available. Some graduates take the management path through management in subject or pastoral issues on to senior management and/or headship.

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This programme meets the needs of teachers and related professionals who aspire to, or hold, management posts in educational establishments. Read more

Why this course?

This programme meets the needs of teachers and related professionals who aspire to, or hold, management posts in educational establishments.

It’s suitable as preparation for those interested in the National Qualification for Headteachers. The course outcomes can be aligned with the nationally published Framework for Educational Leaders at four levels:
- project leadership
- team leadership
- school leadership
- strategic leadership

The programme offers you the opportunity for self-development by:
- building on existing knowledge and skills
- expanding on the range of leadership and management skills, techniques and competences
- extending understanding of leadership management issues
- enhancing confidence in dealing with management situations

The Management & Leadership in Education Course is part of the MEd programme.

Study mode and duration:
- MEd: 24-30 months part-time
- PgDip: 24 months part-time
- PgCert: 12 months part-time

See the website https://www.strath.ac.uk/courses/postgraduatetaught/managementleadershipineducation/

You’ll study

You'll take a number of core and optional taught modules.

The MEd also requires successful completion of a dissertation in the field of leadership and management in education. MEd students are supported by an individual tutor.

Elements of the programme may be achieved through the completion of appropriate independent study modules.

The course is delivered by a quality team of people who've experienced leadership at a senior level within Scottish local authorities and combine this with current research theory.

Advanced standing

It’s possible to enter the programme with advanced standing through the Accreditation of Prior Formal Learning (APFL). If you hold equivalent and relevant qualifications or have successfully completed modules from an equivalent and relevant programme within the last five years then it may be possible for you to claim exemption from any part of the programme except for the compulsory core elements.

Advanced standing can also be claimed through the Accreditation of Prior Experiential Learning (APEL). If you can demonstrate equivalent and relevant learning gained from previous recent work experience then it may be possible for you to claim exemption from any part of the programme except the compulsory core elements.

Pre-Masters Preparation Course

The Pre-Masters Programme is a preparation course for international students (non EU/UK) who do not meet the entry requirements for a Masters degree at the University of Strathclyde. The Pre-Masters programme provides progression to a number of degree options.

To find out more about the courses and opportunities on offer visit isc.strath.ac.uk or call today on +44 (0) 1273 339333 and discuss your education future. You can also complete the online application form, or to ask a question please fill in the enquiry form and talk to one of our multi-lingual Student Enrolment Advisers today.

Learning & teaching

The course is delivered through lectures and teaching seminars. This programme provides structured support through study, work-based projects and development tasks.
Most modules are offered both within and outside normal working hours to suit individual circumstances.

Assessment

The course is assessed through written assignments. These require critical analysis and evaluation and an appropriate balance demonstrating an understanding of principles and evidence of relevant knowledge.

Careers

This programme meets the needs of teachers and related professionals who aspire to, or hold, management posts in educational establishments.
Many students on this course progress to study the Scottish Qualification for Headship and become Head Teachers.

Where are they now?

88.9% of our PgCert graduates are in work or further study.*

Job titles include:
- Deputy Head Teacher
- Head Teacher
- Primary Teacher
- Principal Teacher
- Secondary Teacher

Employers include:
- Local authorities

*Based on the results of the National Destinations of Leavers from Higher Education Survey (2010/11 and 2011/12).

Find information on Scholarships here http://www.strath.ac.uk/search/scholarships/

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This highly regarded postgraduate degree will be of interest to all who hold or are aiming for leadership positions in Catholic schools and colleges. Read more
This highly regarded postgraduate degree will be of interest to all who hold or are aiming for leadership positions in Catholic schools and colleges.

About one-third of the 150-plus students are senior leaders - headteachers and college principals; deputies and assistant heads. The other two-thirds are subject or pastoral leaders, primary curriculum coordinators, classroom leaders or aspiring school leaders.

All are welcome and will enjoy participating. Securing quality leaders committed to modelling leadership on Christ constitutes one of the key challenges for Catholic and indeed all Christian schools.

This course aims to promote a vision that sees the maintenance of a balance between school improvement and Catholic distinctiveness as a feature of the mission of schools and colleges.

Why St Mary's?

Several students have cited the flexibility of this degree as a particular advantage since it is possible to complete the programme within one to five years.

The variety of modes of delivery, including blended and full-distance, also makes the programme especially attractive. The combination of personalised learning and tutorial support - together with the excellent reading materials and online resources - is noted by students as distinctive.

The course helps students understand the core aims and values of a Catholic school while encouraging them to reflect upon the reality of practice within their schools.

Course Content

The aim is to provide a vocationally oriented programme of academic rigour, which enables students to integrate a Catholic philosophy of education with the principles and practice of school leadership. Students should, as a result of following the course, demonstrate greater confidence and competence in articulating and implementing the principal features of Catholic education in their work, and it will provide students with the theological literacy welcomed by appointing bodies.

The modules for the Catholic School Leadership: Principles and Practice have been constructed to ensure that they are relevant to school and college leaders at all levels and in all phases of Catholic education.

The modular course allows students to build credits towards the 60 required for a Postgraduate Certificate, the 120 required for a Postgraduate Diploma or the 180 required for the full MA.

The five modules studied are as follows:
1. Catholic Education
2. Leadership and Management
3. Spiritual and Theological Foundations
4. Leadership and Learning
5. Research Methods and Dissertation

Each of the first four 30 credit modules contains two strands to ensure that principles and practice are addressed in each module.

Please note: All information is correct at the time of publication. However, course content is regularly updated and this may result in some changes, which will be communicated to students before their programme begins.

Career Prospects

The MA in Catholic School Leadership: Principles and Practice is the only postgraduate course of study available in the UK that specifically supports the distinctive leadership development needs of leaders and aspiring leaders at all levels and within all phases of Catholic education. NPQH is no longer a requirement for headship, so aspiring headteachers will find that this course offers the ideal alternative qualification.

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The Leadership MA will explore and critique educational leadership and management theory, research and practice and encourage students to reflect on and challenge their own practice as educational leaders or managers. Read more
The Leadership MA will explore and critique educational leadership and management theory, research and practice and encourage students to reflect on and challenge their own practice as educational leaders or managers. Students investigate how the intersection of policy and practice influences leaders and managers of schools, institutions and systems, and examine how leaders and managers can improve the quality of teaching and learning.

Degree information

This programme provides students with the opportunity to develop their understanding of how leaders and managers can nurture relationships with their communities, investigating how leaders and managers can address issues of race, gender and class within educational organisations to improve student outcomes. Students will be able to join a professional network with other participants from London and around the world.

Students undertake modules to the value of 180 credits. The programme consists of one core module (60 credits), three optional modules (60 credits), and a dissertation (60 credits).

Core modules
-Leading and Managing Change and Improvement

Optional modules - students choose a maximum of three optional modules. Other elective modules offered within the IOE may also be taken, subject to approval, including the recommended distance learning module, Evaluation and Inspection for Educational Improvement.
-Coaching and Mentoring Principles, Theory and Application to Practice
-Leadership for the Learning Community
-Leading in Diverse Cultures and Communities
-Developing Personal Leadership Skills*
-Exploring Educational Policy*
-Finance and Resource Management*
-Values, Vision and Moral Purpose*

*Modules available from the University of London International Programme (subject to confirmation)

Dissertation/report
Students undertake a dissertation of 20,000 words.

Teaching and learning
Teaching is delivered through face-to-face teaching, facilitation, multimedia presentations and activity-based learning. Each module is supported by materials on our virtual learning environment. The programme is assessed through coursework and the dissertation.

Careers

The Leadership MA is a proven programme which our students have found to be invaluable in enhancing their current roles. A significant number have used both the skills and the qualification as a platform for career advancement. Typically they move into senior leadership positions within their selected phase of working. Subsequently many move on to headship or principalship. A smaller number elect to continue their exploration of education through doctoral studies.

Graduates of this programme are currently working across a broad range of areas. Some are working as principals/head teachers, while others have jobs as university academics.

Top career destinations for this degree:
-Head of Psychology / Quality Adviser for Academic Sciences, Unspecified Sixth Form College
-Head of Secondary, Unspecified Secondary School
-Nursery Schools Head Teacher, Unspecified Children's Centre
-Head of Mathematics, Unspecified Secondary School

Employability
Though academic in focus the programme is practical in terms of application. Students develop skills in leading staff, working with teams, professional issues of supporting and challenging motivation, leading change, assessing research claims and developing research-engaged institutions. Wider philosophical and value stances are explored and these are particularly pertinent in working in a truly global context.

Why study this degree at UCL?

The quality and range of the Department of Learning and Leadership's research and development work derives from its excellent reputation, not least for promoting new knowledge for and about leadership, in London, nationally, and internationally.

The department supports educational and public sector leadership for improving the life chances of individuals and communities, working in partnership with practitioners and policymakers at the critical edge of research and practice.

The department is at the forefront of developing research, new knowledge and publications for and about leadership and learning.

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This programme aims to meet the standards required to be recommended to the General Teaching Council for England (GTCE) for Qualified Teacher Status (QTS) in one of the following secondary school subjects. Read more
This programme aims to meet the standards required to be recommended to the General Teaching Council for England (GTCE) for Qualified Teacher Status (QTS) in one of the following secondary school subjects: design & technology (food and textiles); English; information & communication technology; mathematics; modern languages; music; physical education; religious education; science. Paramount within the programme are the skills required to educate young people in a multicultural and multilingual urban environment.

Professional qualifications
After successful completion of the programme home students will be recommended to the General Teaching Council for England (GTCE) for Qualified Teacher Status.

Programme structure
The programme normally runs over 36 weeks from September to July. Twenty-four weeks will be spent in partner schools – generally split into two separate and contrasting placements. The remaining time will be taken up in seminars, tutorials and assignment activities designed to support your professional development. The UEL Secondary Team also offers additional subject knowledge development courses in Food and Textiles which are designed to give our trainees the basic knowledge of the two areas and of health and safety skills in order to embark on their school experience with confidence. The subject knowledge development courses start before the full PGCE programme in early September.

Career opportunities
Successful completion of the PGCE enables you to apply for teaching posts and the vast majority of our students attain such posts. There is a clear teaching career structure in place, with several paths available. Some graduates take the management path through management in subject or pastoral issues on to senior management and/or headship. Others concentrate on teaching and may become Advanced Skills Teachers.


Support
You receive mentor support within schools supplemented by visits from your UEL tutor. Tutorial support is also available and this will be negotiated around your individual development needs. The programme is designed to support you in meeting the Professional Standards for QTS through focused seminars, lectures and assignments.

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The Master of Education is a suite of postgraduate modules in professional development for teachers and professionals who work, or have experience of working, in an educational setting. Read more
The Master of Education is a suite of postgraduate modules in professional development for teachers and professionals who work, or have experience of working, in an educational setting.

Why study for Master of Education at Dundee?

The Master of Education programme is essential for all professionals who work in an educational setting and wish to enhance their professional learning and improve career progression prospects. Students can tailor the educational experience to suit their individual experience, needs and interests. The programme can be accessed entirely at a distance via the University virtual learning environment. There are both workplace based and non-workplace based routes through the programme.

The programme is the first in Scotland to be accredited by the International Baccalaureate Organisation and by successfully completing the programme participants can register for an IB advanced certificate in teaching and learning research affording the opportunity of pursuing a career in public, private or international schools across the world.

Professional Accreditation

The course is fully recognised and accredited by the General Teaching Council for Scotland (GTCS).

Flexible Degrees

Most students study part-time completing one module per semester. In certain circumstances students can undertake more than one module per semester.

MEd 1800 hours of part-time study (6x 30M modules in total)
PGDiploma 1200 hours of part-time study (4x30M modules in total)
PGCertificate 600 hours of part-time study (2 x 30M modules in total)

Degree Combinations

Education (including IB Certificate) MEd
Education (Leading Learning and Teaching) MEd
Education (Inclusion and Learner Support) MEd
Education (Nursery/Early Education) MEd
Education (Pupil Care and Support) MEd
Education (Childhood Practice) MEd
Education (International Education) MEd
Education (Developing Mathematical Thinking) MEd
Education (Into Headship) MEd

Who should study this course?

Entry to the programme is open to teachers and professionals with experience of working in educational settings who have a degree or equivalent and relevant experience. Applicants do not have to be currently employed in an educational setting. There is option for a non-workplace based route through the MEd programme as some modules do not require students to be in a workplace-based setting.

What are the aims of the programme?

The programme is designed to develop the knowledge and understanding, skills, attributes and professional values necessary to enhance international professional practice and builds upon competences developed through experience.

The MEd is inquiry-based and provides flexible routes in:
- Leading Learning and Teaching
- Inclusion and Learning
- Nursery/Early Education
- Pupil Care and Support
- International Education
- Developing Mathematical Thinking
- Adult Literacies

How you will be taught

The start date for this course is either September or March each year.

The Programme can take 2 to 3 years depending on a student's circumstances with modules being delivered by blended and distance learning and are supported by the use of the University's virtual learning environment. Study support is offered through our growing network of learning and study centres. Currently these are based at the University of Dundee but shortly will also be available through our collaboration with the Hellenic Association for Education in Athens, Greece.

Recognition for prior learning (RPL) is available for the MEd Programme. Claims for RPL must match to existing modules o the programme with equivalent content and be at the required SCQF level and SCOTCAT credits. Claims can be made, in exceptional circumstances, for up to 50% of the programme. If you have any questions about RPL

What you will study

Participants undertake two core and two optional modules, and either 1 x 60 credit, or 2 x 30 credit workplace projects at the final stage of the programme. There are modules available by distance learning or mixed mode delivery. The Master of Education is characterised by progression through Certificate, Diploma to Masters with exit points at each level.

These awards aim to build on professionals’ initial training and professionalism which has developed throughout their work experience. Because of the considerable distance learning element in the programme, significant individual support is offered through:
- On-line
- Study guides
- Telephone or video conference tutorials
- Face to face tutorials
- E-mail
- Written feedback (electronic)
- Virtual learning environments

Core modules
Reflecting upon Practice
Research Methods for Professional Inquiry
Optional Modules

International Education
Working Supportively with Learners
Working Towards Inclusion
Continuity of Children’s Development : Birth To Eight
Developing Mathematical Thinking
Innovation in the Curriculum
Leadership, Change and Organisational Development
Enquiry into Collaborative Teaching and Learning
Negotiated Study
Leadership and Management of Childhood Practice
Leading Effective Transitions
Leading Learning through Play
Meeting the Needs of Children with Autistic Spectrum Disorder / Complex Social Communication Needs
Employability

How you will be assessed

Individual modules have assessment tailored to aims and content of each module. Most module culminate with a written assignment based around content covered, or research completed, during the module.

Formative and summative assessments are designed to arise naturally from study and work. Major assessments focus directly on application in the workplace. Students are assessed on 4 x 30 credit modules plus a Workplace Based Project (60 credits).

Careers

A majority of students studying for Masters in Education at the University of Dundee are already in full time employment. In addition a number of students either already hold senior management positions or have moved into senior management positions during their time studying on the programme. By engaging with the MEd Programme students are able to influence their own Professional Learning journeys and take control of their own CPD.

As the Master of Education programme is for professionals with some teaching or educational experience the programme will not qualify you to teach in Scotland.

Flexible Degrees

Most students study part-time completing one module per semester. In certain circumstances students can undertake more than one module per semester.

Degree Length of study
Distance learning (2 optional contact days per module)
MEd 1800 hours of part-time study ( 6 x 30M modules in total)
PGDiploma 1200 hours of part-time study (4 x 30M modules in total)
PGCertificate 600 hours of part-time study (2 x 30M modules in total)

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Aimed at teachers employed in primary/secondary/FE as well as graduates looking for teaching careers, this course focuses on. contemporary issues such as learners and learning, and managing educational change. Read more
Aimed at teachers employed in primary/secondary/FE as well as graduates looking for teaching careers, this course focuses on
contemporary issues such as learners and learning, and managing educational change. You will be encouraged to use your own workplace and experience as the basis for your assignments.

It enables those already working in education, and those interested in doing so, to reflect upon the latest trends and developments in the field and, where appropriate, to consider how these apply to their own place of work. The course is designed to be of practical use to you, your institution and your students/pupils.

You will be required to complete the Researching Education module, the dissertation and choose from a range of other modules.

Course modules:

Core:
•Researching Education (30 credits)
•Major project/dissertation (60 credits)

You will select from the following 30 credit optional modules:

•Assessment and the Curriculum
•Current and Emergent Issues
•Technology Enhanced Learning
•Inclusion in Practice
•Learners and Learning
•Managing Educational Change

Teaching and Assessment:

This course uses a variety of teaching methods including lectures, tutorials, and group work during evening teaching sessions. You will also be expected to undertake selfdirected study at your convenience. If you study full-time, you will attend taught sessions for two evenings per week and complete the course in one academic year. If you study part-time, you will attend taught
sessions for one evening per week and complete the course in two academic years.

Expertise:

The course team are all experienced and qualified teachers and lecturers, and have been recognised by university awards for excellent teaching and for Curriculum Design and Innovation.

Members of the team are currently active researchers undertaking research projects in the following areas:

•Race and equality in education
•In technology, policy implementation and change management
•Leadership
•Assessment
•Excellence and good practice

Graduate Careers:

This course is ideal if you wish to further your career. It fits with the latest demands of the Training and Development Agency for teaching staff to be educated to master’s level and will help prepare and build on the demands of National Professional Qualification for Headship. The course is also an ideal vehicle for those wishing to work and research in the academic
discipline of Education Studies.
PG Certificate Education Practice:

This course is run locally in schools as a short course to enable staff to continue their professional development and enhance existing skills and knoweldge.

Fees for this course will be different to our standard postgraduate fees. Contact us for further information.


"The course has opened up my mind to new theories and pedagogical practices. In comparison to other masters’ in education, this course offered more choice than the others. It allowed me to make the masters my own, furthering my knowledge in areas that interested me and, most importantly, applied to my vocation as a teacher."
Leanne Holmes, Graduate

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