This course will prepare you as an effective leader of health and social care education whilst at the same time provide you with an opportunity to become an NMC Stage 3 Practice Teacher.
This postgraduate certificate is the vehicle to achieve successful entry onto the UK Nursing and Midwifery Council (NMC) Practice Teacher register.
This course is different to others as it combines developing yourself in the role as NMC Stage 3 Practice Teacher whilst at the same time developing your skills, knowledge, qualities and behaviours of an effective leader of health and social care education. Within the context of your organisation, you will develop the skills to lead practice based learning that is based on sound education and leadership practices that are research and evidence based. You will develop the skills to take into consideration the complexity of the different levels of practice and student experience. You will critically apply the NMC Practice Teacher Standard, thus facilitate learning within a professional and inter-professional learning and working environment and in collaboration with the range of teaching personnel. You will be provided with opportunities to design and undertake assessment of educational knowledge, attitudes and skills in the practice context and identify a clear theory and/or research and evidence base in the design of learning, teaching and assessment.
There are opportunities for you to work flexibly full or part-time with options to use credits from this course towards the MSc Leading Education for Health and Social Care Reform.
The range of knowledge, skills and attitudes required of an effective practice teacher and educational leader have been carefully developed into two specialist modules.
Teaching and learning strategies reflect the real world recognising that you as Practice Teacher and educational leader have to present, report, justify, reflect, defend and write critically. Therefore you will be given opportunities to develop these skills throughout the course. These strategies will also prepare you to work in the range of health and social care practice setting that are often in a state of flux and transformation.
The teaching and learning strategies are dependent on sound group dynamics, trust and cohesion. The course commences with an induction day which explores students’ expectations, hopes and fears, work based learning opportunities, along with confidentiality and other issues. Specific teaching and learning strategies include: seminars, master classes, teaching experience, and shadowing experienced health and social care educational leaders. These are interactive, discursive, participatory, collaborative and practice based and employ a variety of teaching and learning methods including group activities, sharing of work based and learning experiences and personal and group reflections on educational leadership and practice Teacher ‘real life’ scenarios , utilising best-evidence generated from models, theoretical concepts, the workplace and their own experiences.
A variety of teaching approaches will be employed to provide a rich and diverse immersive and experiential learning environment. All sessions will target specific NMC Practice Teacher domains and will focus on your role as an educational leader. Specific teaching and learning strategies include:
The course allows for a variety of assessments, depending on the module you will undertake, and include:
Following completion of the course you will have developed the expertise to lead education in health and social care contexts. There are opportunities for you to use credits from any existing postgraduate educational studies (NMC Stage 3 Practice Teacher and Stage 4 Teacher Award) towards this Master’s programme. This provides you with a flexible and dynamic educational leadership career pathway. Indeed this is a real strength of attending the programme.
This course supports you to develop a teaching career in education within the field of health and social care and Higher Education.
This programme for professionals already involved in, or interested in learning about TESOL teacher education, introduces you to current thinking about what language teachers need to know and how they can be helped to learn it.
You’ll explore how people learn languages and discover the strategies language teachers use to develop the key skills of reading, writing, listening and speaking. You’ll build on this foundation through specialist modules, and examine the goals and processes of teacher education and how to support TESOL teachers’ learning.
You’ll also choose from a wide range of optional modules such as the use of technology in language learning, materials development and issues surrounding assessment.
Taught by leading researchers and experienced practitioners in TESOL, you’ll benefit from a wide range of resources and support. You’ll gain valuable skills to support and empower TESOL professionals in their own practice.
The Language Education team in the School of Education is one of the largest such teams in the UK.
Our members have experience of teaching, teacher education and consultancy work in TESOL, ELT, EFL, ESOL, EAL, Modern Foreign Languages, and Applied Linguistics in many contexts in the UK and around the world, and are nationally and internationally recognised as researchers.
You’ll deepen your understanding of TESOL in semester one. You’ll focus on how people learn languages, how to describe and explain language to learners and the approaches you can take to teaching reading, writing, speaking and listening skills.
You’ll then focus on aspects of teacher education in semester two. You will consider the goals and processes of teacher education, ideas about training, development and mentoring, the role of the teacher as a researcher, and the principles underpinning the design and implementation of training programmes for TESOL teachers.
In addition, you’ll choose from a range of optional modules on topics such as the use of technology in language learning, grammar and vocabulary teaching, and issues surrounding the assessment of language learning.
You’ll use the knowledge and skills you develop to carry out a small-scale piece of research related to your own interests within teacher education. To help you develop the necessary research skills for this module, you’ll also take the module Research Methods for TESOL, but this will not be assessed as part of the course.
If you choose to study part-time, you’ll study over a longer period and take fewer modules in each year.
You’ll generally have around eight to ten hours of classes per week including seminars, tutorials and lectures. However, independent study is an important aspect of this programme, either alone or in a group, as it allows you to develop key research, analysis and communication skills and develop your own ideas.
Most of our modules are assessed through written assignments, from which you’ll often be able to choose from a range of topics. To help you prepare, you’ll be able to submit a draft to your tutor for comment beforehand.
MA TESOL Teacher Education graduates have gone on to take up positions as pre and in-service English language teacher educators within universities or local educational administrations in various parts of the world.
We encourage you to prepare for your career from day one. That’s one of the reasons Leeds graduates are so sought after by employers.
The Careers Centre and staff in your faculty provide a range of help and advice to help you plan your career and make well-informed decisions along the way, even after you graduate. Find out more at the Careers website.
This dynamic and exciting programme offers a fantastic opportunity to enhance your critical thinking an analytical skills whilst developing an enquiring, reflective and innovative approach to contemporary educational and professional practice.
It is suitable for a wide range of individuals from health and social care settings who wish to gain qualified teacher status.
The programme will enable you to pass on to your students the values required in modern healthcare, and within the NHS Constitution, including: compassion, kindness, empathy, advocacy, good communication and teamwork skills, and respect for patients’ privacy, dignity and individuality.
All students are initially registered for five years. The programme is part-time. On successful completion of the Postgraduate Certificate Education for Professional Practice programme NMC registered practitioners may apply to the Nursing and Midwifery Council for recognition of their Qualified Teacher Status and be recorded on their Registration record.
The programme is in line with the NMC Standards for Learning and Teaching in Practice (2008).
Example module listing
This pathway is open to individuals from health care environments who wish to extend their knowledge, skills and develop their understanding through critical thinking and analysis.
For nurses and midwives, this forms part of the NMC standards for Supporting Learning and Assessing in Practice (Stage 4 - Teacher).
On completion of the three core modules, plus the requisite 360 teaching hours, the nurse or midwife can record this study as meeting the standards for the qualified teacher and therefore register the qualification with the NMC.
The ethos of the programme is based on an individual’s developmental learning journey and, as such, commences at the initial applicant enquiry.
It is at this stage that an informal discussion will take place possibly with the administrator, module leader and/or the Director of Studies (DOS) to offer information regarding the modules/programmes whether it is Mentorship, Practice Teacher or Qualified Teacher.
Through this enquiry, a general discussion takes place that will assist the individual to make an informed decision as to the right journey of learning based on their learning needs, taking into account previous study and the requirements for their professional role in learning and teaching.
A nurse or midwife could apply for AP(E)L for up to 100 per cent against the Mentorship programme and the Practice Teacher qualification if appropriate study has been successfully completed.
This process takes place rarely but the mechanism is still in place. Each application for AP(E)L is considered on an individual basis by the AP(E)L committee using the University’s standard AP(E)L procedures.
The Mentorship module can be accessed by a variety of health care professionals who have a responsibility to support learning in practice and forms part of the NMC standards for Supporting Learning and Assessment in Practice (Mentor).
A nurse or midwife wishing to undertake this module will be required to have one year’s post-qualification experience prior to attending. In preparation for this module, you would be encouraged to engage in the Associate Mentor preparation provision, which will be offered within NHS Trusts, led by Trust personnel with educational responsibilities.
The Mentorship module is a generic module (offered at FHEQ Level 6 and FHEQ Level 7) and forms part of the NMC standards to support learning and assessment in practice (stage 2 – Mentor).
It assists participants to develop their knowledge, understanding and skills through exploration, enquiry and reflexivity, aiming to develop and enhance effective assessment and facilitation skills.
Students will have an opportunity to explore learning and teaching strategies relevant to practice; assessment and evaluation in the context of giving feedback, measuring achievements, competence and quality.
The exciting challenge is to contextualise these areas for each student to ensure that the learning experience is meaningful.
Those who show an aptitude for learning, teaching and supporting learners or a keen interest in this area will be actively encouraged to progress on to further study.
The Practice Teacher NMC qualification can be accessed by individuals on the NMC register. This pathway includes Supporting Education in Practice, and the Practice Module for the Practice Teacher.
Both modules are offered at FHEQ level 7. Pre-requisite study for this qualification is Mentorship FHEQ Level 6 or FHEQ Level 7.
This qualification forms part of the NMC standards for Supporting Learning and Assessment in Practice (Stage 3 – Practice Teacher), which offers preparation for Primary Care nurses who are supporting learners undertaking Specialist Community Public Health nursing qualifications and Specialist Practice qualifications.
Throughout the Practice Teacher programme, Practice Teacher students are supported by a qualified Practice Teacher to assist in developing skills associated with supporting specialist practice students.
Undertaking the Supporting Education in Practice module gives the opportunity for the student Practice Teachers to consider and critically evaluate links between theory and practice, and to explore strategies relevant for the facilitation and support of learning within the workplace.
The Practice Module for the Practice Teacher is an effective strategy to test and extend your skills in supporting specialist practice students throughout their specialist practice programme.
Opportunities are given to actively be involved in formative and summative assessments whilst being supported by a qualified Practice Teacher.
On successful completion of the Supporting Education in Practice module and the Practice Module for the Practice Teacher, the nurse can record this study as meeting the NMC standards for the Practice Teacher Qualification and be annotated on the local register of Practice Teachers which is held and maintained within their Trust.
Education Leads within the Trusts are sent information as to who has been successful in achieving this qualification.
Once the Practice Teacher qualification has been completed individuals are actively encouraged to continue with their postgraduate studies by undertaking the remaining modules associated with the Postgraduate Certificate.