Leadership is seen as essential for the achievement of educational reform across the globe. This explains how leaders, leading and leadership have moved from obscurity to centre stage over recent years. This course is an essential basis for school leaders who wish to understand what the academic field has to contribute to their understanding of leadership.
The purpose of the course is to develop a deep criticality of leadership as applied to educational settings. The course is designed to explore how we lead people and organisations from multiple perspectives such as Psychology, Sociology, Business Management and Organisational Dynamics – allowing you to consider and reflect on new ideas and critique your own practice in light of theory and research.
“I believe the amount of time actually spent in schools has ensured my successful and quick transition from PGCE student to a newly Qualified Teacher.
The subject pathway sessions were particularly good as the course leader not only had a many years of experience teaching my subject, but he also ensured we all knew and felt comfortable with all aspects of school life, from parents’ evenings and marking to using outside agencies.”
I chose to study at the University of Gloucestershire because it offered flexible ways of accrediting learning; I initially completed a module on School Self Evaluation before transferring on to the Masters course. Having completed NPQH (National Professional Qualification for Head Teachers) I felt that studying at masters level would provide another challenge to my professional practice. In addition, it was the university that was closest to my place of work and, as I was in full time employment, I appreciated the flexibility afforded by the course. I valued the opportunity to network and meet with colleagues from other educational establishments and share experiences. Working in a rural school on the edge of Gloucestershire, opportunities to meet with and share best practice were quite limited. The Self Evaluation module provided not only the opportunity to meet with colleagues but to learn together in a supportive environment. I also enjoyed being made to think very critically about my evidence base and reflect on appropriate methodology. As someone who was relatively new to school leadership at the time I started the course, completing further academic study gave me a better understanding of how to move my own professional practice forward. Also, I think the course gave me the opportunity to place my work in school in a broader national context. It gave me the chance to reflect on the latest educational research and made me stop and think about alternative approaches to my own work. It gave me a kind of benchmark by which to evaluate my own professional practice. As a result of this, I grew in confidence throughout the course. Undoubtedly, studying for my masters degree has supported my career development through Deputy Headship and into my current post as Director of Children and Young People for the Diocese of Gloucester.
Applicants must satisfy two of the following three requirements: 1. at least a 2.2 honours degree or equivalent 2. a relevant postgraduate or professional qualification in the sector 3. substantial experience in a relevant professional field If you possess an NPQH certificate you may claim 60 credits at masters level towards the postgraduate diploma or MEd qualification upon completion of an academic bridging assignment. International students need IELTS 6.5 overall (no less than 6.0 in writing and 5.5 in any other band) or equivalent.
10 August 2016
Recipient: University of Gloucestershire
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