UNIVERSITY OF CHICHESTER

MA (Education) : 2011 - 2012

Leading and Managing Learning and Teaching

Summer Term 2012

Module Overview

This module takes as its core focus the leadership and management processes involved in establishing and monitoring an environment of high expectations for learning and teaching.

Its main elements will be:

creating and managing an environment for effective learning and

teaching;

setting appropriate expectations for and monitoring the quality of

learning and teaching;

Inclusion and student voice;

developing community and other partnership links for the benefit of

the curriculum and student learning.

Your professional responsibilities for ensuring effective learning and teaching for students within your school, department, or curriculum area, provide the module’s main setting. Thus we take a deliberately practical approach, and you will be encouraged wherever possible to reflect on and review your present and recent experience to facilitate your analysis of the central issues. To this end you will be given opportunities during and between sessions to reflect on, share and discuss your views with colleagues and to examine policies, articles and case studies relating to the module’s core focus.

The module’s assignment will also include a practical element in that you can choose a project or task for which you have, or have had, significant involvement and responsibility, and through which you can illustrate the module’s key elements. Naturally both the module and the assignment recognise and indeed value the varying individual professional circumstances of course members.

MA(Education) : 2011-12

Leading and Managing Learning and Teaching

Summer Term 2012

TUESDAYS AT BOGNOR REGIS CAMPUS, 5.30-8.30 pm

WEDNESDAYS AT HAZELWICK SCHOOL, CRAWLEY, 5.30-8.30pm

1 / 1st May/2nd May / Module Introduction
Values and Beliefs in Learning and Teaching
2 / 8th May/9th May / Theories of Learning (1)
Multiple Intelligences
3 / 15th May/16th May / Theories of Learning (2)
Using our brains
4 / 22nd May/23rd May / Personalised Learning
5 / 29th May/30th May / Creativity
HALF TERM
6 / 12th June/13th June / Individual Tutorials
7 / 19th June/20th June / Assessment for Learning
8 / 26th June/27th June / Learning-centred leadership
Monitoring Teacher performance
9 / 3rd July/4th July / Curriculum
Student Voice and Inclusion
10 / 10th July/11th July / Building Social Capital
System Leadership

Assignment due :

Friday 27 July 2012

N.B. The schedule outlined above is provisional and may be amended in content or sequence according to the tutor’s judgement or students’ needs, wishes or progress.

Intended Learning Outcomes

Participants will be enabled to:

Analyse and understand the leadership and management-focused processes involved in creating and monitoring an environment which promotes high expectations and standards of achievement for its learners and teachers;

Analyse a range of practices in and issues of evaluating the leadership and management of learning and teaching, in order to set targets for improvement;

Consider critically contemporary initiatives and trends and examine dimensions for improvement;

Familiarise themselves with and critically appraise relevant research literature;

Analyse their own context(s) through relating and comparing it/them with a wider one, through discussion and collaboration with course colleagues and tutor(s).

Tutor’s Contact Email:Hazel Beadle

01243 812054

Subject Librarian:01243 812082

If you would like information on the University’s Personal Development Planning programmeand the processes involved,please consult the tutor and visit the website:

IMPORTANT INFORMATION - NEW ASSIGNMENT HAND IN AND FEEDBACK PROCEDURES

Attendance only

Although the normal expectation is that students complete an assignment, you may if you wish ‘attend only’ with no penalty. This is received by the Board of Examiners as audit only. Of course if you decide to ‘audit only’ you will not receive any credits towards your MA(Ed).

Extension requests

For students intending to submit assignments, we understand that occasionally things go wrong and you may request anextension of up to two weeks. If you request an extension to your assignment, you are indicating your intention to submit this work and we would remind you that failure due to non-submission of the assignment, without mitigating circumstances, will result in a fail.(You will also incur an admin charge of £95 per module).

Requests for extensions must be emailed before the due date to , copied to and the relevant tutor. Please state the module you are studying.

Mitigating Circumstances

If you have a major problem which prevents you from submitting your assignment, you must claim mitigating circumstances. You are, strongly advised to submit your claim form with evidence to AQSU as soon as you know there is a problem and before the Board of Examiners. For information and a claim form go to: Portia; select tab for UniServices; select Academic Quality and Standards Unit.

Submitting your assignment

Every assignment should be:

  • securely fixed in a floppy backed folder;
  • accompanied by:
  • a completed assignment/module submission sheet [available from your module tutor(s), the MA(Ed) Office or from the Student Downloads page of the website: ] ;and
  • an electronic version of your assignment on a disc or memory stick (returnable), securely fastened into the folder.
  • put into MA(Ed)pigeon hole in the Staff Club in St Michael’s House at BRC; or
  • brought in to the MA(Ed) office in room 7, Arran House at BRC; or
  • posted to MA(Ed) Office (Assignments),Room 7 Arran House, University of Chichester, Bognor Regis Campus, UpperBognor Road, BognorRegis, West Sussex, PO21 1HR, provided it:
  • is postmarked on or before the deadline date Posting an assignment after the last collection time on the day of submission will make it late;
  • is securely packaged; and
  • has the correct amount of postage.

If the assignment is late without an extension then it will sustain a FAIL grade

Assignments cannot be accepted by email. Please do note-mail,give or post your assignment directly to your module tutor; they are not in a position to record formally that it has been received.

Always put the word count (excluding the bibliography) at the end of the assignment.

Always keep a copy of your assignments.

New Assignment Submission sheet

Available on the MA(Ed) website, student downloads

This has been introduced across the University and should be used by all students. Please complete all sections of the form. When the assignments have been received by the MA(Ed) office, the forms will be folded to facilitate anonymous marking.

Signing in – the instruction to sign the hand-in sheet held in the office can obviously only apply to those of you bringing in your assignment. As stated above, it is still perfectly acceptable for you to post your assignment but it must include the new submission sheet.

New feedback method

From the January 2012 hand-in, feedback will no longer be given on hard copy comment sheets returned with the assignment. Feedback will be done with a system known as MAF on line - Module Assessment Feedback on line. The University sees key benefits for students including:

  • remote access to grades and comments
  • online storage of feedback
  • fewer stages in the process allow for improved turnaround time of feedback

Key benefits to the University are

  • collecting the assessment feedback and marks in this way will enable centralised electronic secure storage of module assessment feedback and marks
  • supporting the Green Campus initiative

Marks and feedback can be released on line before the Board of Examiners, although they will still be subject to Board of Examiners’ approval. Once the tutor has released the feedback, you will receive an email in your Chi email account informing you of this. You must have an active Chi email account – if you do not wish to use this email address then you can arrange to have it forwarded to an email address of your choice. Please contact for advice on this.

You will be able to see your feedback on line through your Portia SONAR account.

It is absolutely essential therefore that you keep your Portia account active

Assignment hand back

As previously, assignments will be handed back by the module tutor if you are undertaking a module; if not, they will be posted recorded delivery to your home address. The assignment will not, however, be accompanied by a comment sheet – this will only be available on line.

Resubmission information

Please note that if you are unsuccessful in a module:

1.Tutors are unable to contact you about a fail until after the INTERNAL Board of Examiners when normally you will be emailed and requested to contact the tutor.

2.A formal resubmission date for your assignment will be set by the EXTERNAL Board of Examiners for the Postgraduate Awards Scheme. You will be notified of this resubmission date by letter shortly after the Board of Examiners has taken place. Please note you may submit your assignment earlier if you wish.

3.You may continue with your current module and submit an assignment for it if you wish.

4.Please note that a failure in a module re-assessment is deemed to be an irrevocable fail, and you will be required to leave the programme.

5.Please note also that if you decide not to resubmit without appropriate mitigating circumstances, this will count as an irrevocable fail and you will be required to leave the programme.

ASSESSMENT

This consists of one assignment of 4,000 words.

The assignment should demonstrate your ability to relate theory to practice by analysing the processes taking place in your own workplace(s), with a particular focus on your own work.

Assessment Criteria

The assignment will need to demonstrate:

a critical appreciation of current debates, theory and research relating to leading and managing learning and teaching;

your understanding of the main theoretical perspectives underpinning the process of learning and managing learning and teaching;

your ability to analyse and evaluate the processes within your own organisation(s), with a special focus on your own leadership role.

In addition the general assessment criteria of the MA(Ed) must be met:

Knowledge of the major concepts of the area of study without significant omissions, errors or irrelevancies;

Evidence that the relationship of these concepts to workplace practice is understood;

The ability to write coherently and concisely presenting a position or argument based on the outcomes of reading and/or enquiry;

The ability to analyse critically and reflect on professional practice using an identified framework and/or general theory;

The ability to evaluate critically the findings of published research and other literature;

The ability to synthesise and draw upon a range of appropriate material.

Assignment Task - Any one of the following five options may be chosen:

1)‘Some schools … make much more of a difference than others and … schools serving very similar intakes … give their pupils very different experiences and achieve very different outcomes for their pupils.’ (MacGilchrist et al., The Intelligent School, 2006).

In relation to your own experience of the leadership and management of learning and teaching, discuss the above statement together with the often cited Ofsted view that within-school variation engenders even greater differences in pupils’ learning and achievement outcomes.

2)‘The longest distance in the world is between a state curriculum policy and what goes on in a child’s mind.’ (MacBeath et al., Self-evaluation in European Schools, 2001).

Discuss this statement in light of leading and managing learning and teaching in a UK school today.

3)While more than ‘77% of students enlisted in FE colleges are over 21, …policy objectives have placed heavy emphasis on the colleges’ role in 14-19 education … which may be putting some of their equally important work with adults at risk.’ (NIACE, 2004)

Discuss this statement in light of the fundamental importance of the FE sector to the achievement of a learning society and the creation of a lifelong learning culture.

4)Personalised Learning – an innovative educational principle that is transforming schools in the 21st century, or a politicised buzz-phrase indicating what has long been obvious, namely schools should provide ‘an education appropriate to the abilities, aptitudes and needs of every pupil’’ (Education Act 1944)?

Discuss these contrasting views with regard to the leadership and management of learning and teaching.

5)A topic related to particular aspect(s) of the effective leadership and management of learning and teaching to be negotiated with the tutor.

SUBMISSION DATE :

Friday 27th July 2012

UNIVERSITY OF CHICHESTER

MA(Education) : 2011-2012

Leading and Managing Learning and Teaching

Summer Term 2012

Suggested Reading

BERWICK, G.
(2009) / Engaging Excellence / National College
for School Leadership
BUSH, T. & GLOVER, D.
(2003) / School Leadership: Concepts and Evidence / NCSL
DALTON, I., FAWCETT, R. & WEST-BURNHAM, J. (2001) / Schools for the 21st Century / Pearson Educ.
DAVIES, B., ELLISON, L. & BOWRING-CARR, C. (2005) / School Leadership in the 21st Century (2nd edition) / RoutledgeFalmer
DAVIES, B. & WEST-BURNHAM, J. (2003) / Handbook of Educational Leadership and Management / Pearson
FINK, D.
(2005) / Leadership for Mortals: Developing and sustaining leaders of learning / Paul Chapman
FLINT, C.
(2004) / Further Education and Adult Learning / NIACE
FULLAN, M. (2001) / Leading in a Culture of Change / Jossey-Bass
GELSTHORPE, T. &
WEST-BURNHAM, J. (2002) / Educational Leadership & the Community / Pearson Education
HARRIS, A. (2003) / Effective Leadership for School Improvement / RoutledgeFalmer
HILL, R.
(2006) / Leadership that lasts – Sustainable school leadership in the 21st Century / Harcourt
JARVIS, P.
(2001) / The Age of Learning; Education and the Knowledge Society / Kogan Page
KUGELMASS, J.
(2003) / Inclusive Leadership; Leadership for Inclusion / NCSL
MacGILCHRIST, B., MYERS, K. & REED, J. (2006) / The Intelligent School / Sage
NCSL (2004) / Learning-Centred Leadership / National College for School Leadership (NCSL)
NCSL (2005) / Learning-Centred Leadership II / NCSL
NCSL (2009) / Identify and grow your own leaders / NCSL
NCSL
(2009) / School Leadership in England: contemporary challenges, innovative responses and future trends / NCSL
NCSL (2009) / Turning Heads – Reflections on Leadership / NCSL
PIETERSEN, W.
(2002) / Reinventing Strategy: Using Strategic Learning to Create and Sustain Breakthrough Performance / John Wiley
SLATER, L.
(2005) / ‘Leadership for collaboration: An affective process’ / International Journal for Leadership in Education, 8.4
WEST-BURNHAM, J. &
BRADBURY, I. (2003) / Performance Management Manual / Pearson Education

Electronic Databases for MA(Ed) students:

1.Professional Development Collection - Most comprehensive collection in world, with over 800 full text education journals, dating back as far as 1965 to present day, plus indexing and abstracts for 900+ journals

2.Ebrary – More than 30,00 full-text books, covering a wide range of academic subjects, including Education

3.E-journals – Full-text journals in various subjects

4.ERIC/BEI (British Education Index) – Bibliographic details only

5.Oxford Reference Online – Over 1 million entries across a wide range of subjects; offers both quick reference information and in-depth articles etc

6.JSTOR – Provides full-text (high resolution, scanned images of journal pages) access to an archive of scholarly activity, covering a wide range of subjects. NB. Not a current issues database; typically 1-5 year gap between issues available and most recently published journals.

7.UK Reference Centre – full-text newspapers, magazines, reference books, biographies

8.Television & Radio Index for Learning and Teaching (TRILT) – UK television and radio data – listings for 300+ channels with data from 1995

9.Zetoc – Access to British Library’s Electronic Table of Contents for 20 million plus journal and conference records covering all subjects from 1993 to present day

10.International Bibliography of the Social Sciences (IBSS) – Social sciences and interdisciplinary research, with 2 million plus references to articles and books, including education

To access any of the above from off-campus, log onto Portia homepage and:

  • click on library tab
  • then on electronic sources of information
  • choose your database
  • enter your Portia account details again
  • choose the advance search box
  • put in your keywords

If you experience difficulty, please contact a librarian on 01243 812099 in office hours.

Leading and Managing Learning and Teaching

Spring term, 2011

This course was run at two venues, Bognor Regis Campus on Tuesday evenings (6-9pm) and Hazelwick School, Crawley on Wednesday evenings (5.30-8.30pm).

The course evaluation sheet was issued at the end of week 9 (w/c 14th March 2011) with the intention that the content should be considered and the completed sheets be returned in week 10 (w/c 21st March 2011). In total 20 students attended the week 10 sessions and 18 evaluations were returned, 9 (82%) from Bognor Regis (explained in part as one student left the session early) and 9 (100%) from Crawley.

67% (6/9) of the Bognor-based students felt the Module Objectives to be ‘very well met’, with the remaining 33% (3/9) considering them to be ‘well met’. 89% (8/9) of the Crawley-based students considered the Module Objectives to be ‘very well met’ with the one remaining student (11%) considering them to be ‘well met’.

100% of students overall considered the level of topic treatment to be ‘about right’ with all Bognor-based students and 89% (8/9) of the Crawley-based students considering the subject material to be ‘very relevant’. The one student who considered the subject material to be ‘relevant in part only’ did not explain their reasoning.

100% of students considered the course length to be ‘about right’ and that the pace of the course was ‘about right’ although 4 students overall (1 Bognor-based and 3 Crawley-based) highlighted issues with the assignment deadline.

Crawley-based students identified the strengths of the course to be the:

  • Debates and discussions (3 students)
  • Range of resources and activities (5 students)
  • Variety of topics and depth of subject matter
  • ‘Friendly and approachable lecturer’

Bognor-based students identified the strengths of the course to be the:

  • Debates and discussions (6 students)
  • Encouragement of criticality and reflection (2 students)
  • Relevance
  • Moodle resources
  • Tutor’s knowledge

Asked to reflect on how the module has or will influence practice the following areas were highlighted:

a)Pupils

  • Use of developed knowledge to positively impact the learning experience (2 students);
  • To be more proactive;
  • To be more reflective (2 students);
  • To question whether what is planned is what is received (2 students);
  • To make lessons more ‘student orientated’;
  • To make lessons more ‘creative’;
  • Greater awareness of different approaches (2 students);
  • Revisit approach taken to Student Voice (2 students);
  • Awareness of societal impact.

b)Colleagues