Briefing Session:Postgraduate Certificates in

Core Processes for Leadership & LearningMiddle Leadership & Management

Caroline Bayne – City of Edinburgh Council

Zoè Robertson – University of Edinburgh

Gillian Robinson – University of Edinburgh

Graham Thomson – University of Edinburgh

@DrZoeRob @UoETEPartners

UoE Teacher Education Partnership

Local Authorities involved:

• City of Edinburgh Council (Caroline Bayne)

• Fife (Rosemary Delargy)

• Midlothian (Sharon Smith)

• Scottish Borders (Susanne Liddle/Christine Brown)

• East Lothian (Margo Cunningham)

• West Lothian (Ann McLean)

Context and background

• National policy developments, including:• Teaching Scotland's Future (2011) – aspiration to move to a masters

level profession• The National Improvement Framework and Improvement Plan 2018 –

Teacher Professionalism as a key driver and importance of high quality professional learning

• GTCS Professional Standards• HGIOS 4 – leadership of learning• Scottish Government commitment to promoting and supporting

Masters level professional learning and funding available for these courses

• Model of professional learning

GTCS Professional Standards

• An enquiry stance to practice and engaging in practitioner enquiry

• Educational leadership (for all)

• The Standard for Career-long Professional Learning

• The Standard for Middle Leadership and Management (for those in middle leadership positions)

• Masters level learning

National model of professional learning

Key features of masters level learning

• 5 characteristics comprising SCQF Level 11

• High quality professional dialogue

• Critical and informed reflection on practice

• Comprehensive introduction to different aspects of practitioner enquiry/teacher leadership

Two significantly funded PG Certificates:

• Designed in partnership between your local authority and the University of Edinburgh

• PG Certificate = 60 Masters level credits (SCQF Level 11)

• Participant contribution of £600 (current fees for PG Cert 2018-19 are £3370)

PG Certificate: Core Processes for Leadership & Learning

PG Certificate: Middle Leadership & Management

PG Cert: Core Processes for Leadership & Learning

• Course 1 Self Study Enquiry (20 credits)

September 2018 to December 2018

• Course 2 Practitioner Enquiry (20 credits)

January 2019 to September 2019

• Course 3 Developing as a Leader (20 credits)

October 2019 to April 2020 (TBC)

PG Cert: Middle Leadership & Management

• Course 1: Developing as a Middle Leader and Manager (20 credits) September 2018 to January 2019

• Course 2: Leading Change and School Improvement (40 credits) May 2019 to May 2020 [TBC]

PG Certificate

• successful completion of any 60 credit option from Column A, B or C

PG Diploma: Leadership & Learning*

• successful completion of any 60 credit option from Column A and Column B or C

MEd Leadership & Learning*

• successful completion of one 60 credit option from each Column A, B and C* Completion of PG Cert: Into Headship will include Specialist Qualification for Headship

* Completion of PG Cert: Middle Leadership & Management will include award of GTCS Standard for Middle Leadership and Management

Entry onto programme will normally be through Column A

MEd Leadership & LearningProposed changes to increase flexibility of pathways through the MEd Leadership & Learning

Column A

PG Cert: Core Processes

PG Cert: Middle Leadership &

Management*

PG Cert: Into Headship*

Column B

PG Cert: Core Processes

PG Cert: Middle Leadership &

Management*

PG Cert: Into Headship*

60 credits from any relevant UoE

masters

Column C

PG Cert Leadership & Learning:

Extended work based project

Includes option for 60 Credits APCL for PGDE

Level 11 credits

DRAFT Jan 2018

Cost & application

• The whole certificate will cost you £600 + purchase of course core texts + own travel and sustenance

• Please complete the application form that you have received from your LA contact and return it by 26th March 2018 to them as per guidance from your LA

Split into two groups:

Group A: PG Cert Core Processes – Room G21

Group B: PG Cert Middle leadership & Management – Room 1.18

PG Certificate: Core Processes

Course 1 – Self Study Enquiry

Personal Professional

Political People

Past experience Place and Time

• In what ways does my response to these shape and affect what I now do?

• Personal and professional reactions to influences

• ho am I as a teacher?• How have I become the practitioner I am?

• What have been, are currently are, the key influences?

• Who am I as a teacher?

• How have I become the practitioner I am?

• What have been, currently are, the key influences? am I as a teacher?

• How have I become the practitioner I am?

• What have been, are currently are, the key influences?

On completion of this course participants will be able to:

• articulate conceptions of and approaches to learning, teaching and assessment and/or leadership for learning, in relation to one aspect of their practice;

• design and conduct a self-study enquiry through which current theoretical, policy and research perspectives are examined in relation to the realities of practice;

• analyse key strengths and limitations of differing representations of learning, teaching and assessment or differing representations of leadership for learning;

• critically reflect upon and articulate personal and professional values, knowledge and actions identifying the potential and/or actual impact of these on practice.

Course assessment:

• Equivalent to 4000 words. Total mark for the course will be a weighted average of the two assessments:

• Task 1 (50 %) – written assignment (2000 words)

• Task 2 (50 %) – oral presentation with supporting documentation (equivalent to 2000 words)

• Formative assessment and feed-forward will be offered on two components: a review of the literature; a detailed plan for the self-study enquiry.

Samaras, A. (2011) Self Study

Teacher Research:

Improving your practice through

collaborative enquiry. Thousand

Oaks CA: Sage

PG Certificate: Core Processes

Course 2 – Practitioner Enquiry

On completion of this course participants will be able to:

•recognise the contested nature of knowledge, learning and ‘effective’ pedagogies

•construct a critically informed rationale for the pedagogical/leadership approach adopted within their enquiry

•critically consider and explore ways in which the nature and extent of learning that actually occurs in their own setting, might be ascertained and evidenced

•design, conduct and evaluate a small-scale practitioner enquiry

•demonstrate the ability to capture and make public the process and learning gained from their enquiry .

Course assessment:

Equivalent to 4000 words. Total mark for the course will be a weighted average of the two assessments:

•Task 1 (50 %) – written assignment (2000 words)

A written rationale for the pedagogical/leadership approach(es) adopted in the enquiry-related practice (2000 words)

•Task 2 (50 %) –Oral Presentation of enquiry and learning gained, to date, using research poster (or equivalent means of recording and conveying both the process and learning gained from the enquiry)

•Formative assessment and feed-forward will be offered and structured in two stages (peer, then tutor), on a)written rationale b) detailed plan for the enquiry

Cochran-Smith, M. and Lytle, S.

(2009) Inquiry as Stance.

New York: Teachers’ College

Press

PG Certificate: Core Processes

Course 3 – Developing as a Leader

• Understanding concepts of leadership• Taking a collaborative approach to the leadership of learning• Understanding learning-as-collaborative

On completion of this course participants will be able to:

• demonstrate knowledge and understanding of a range of different perspectives of educational leadership, critically reflecting upon policy, theory and practice within different contexts;

• articulate a critical awareness of the policy discourses seeking to link teachers’ vision and values to concepts of educational leadership;

• apply critical understanding of principle theories in educational leadership, particularly those pertaining to teacher leadership, to make informed judgments;

• generate and analyse evidence, including feedback, to inform critical reflection on leadership practices, identifying key strengths and priorities for further professional development and practice;

• communicate effectively with a range of colleagues for a range of purposes

Course assessment:

The summative assessment for Course 3 is 4000 word submission, structured in two parts with a grade given for the overall assignment.

PART A: POSTER (2000 WORD EQUIVALENT; 50%)

Create a poster or other multimodal artefact (e.g. video or digital artefact), in which you document the journey made throughout the development of the collaborative approach to the leadership of learning for change and improvement and provide critical and systematic, consideration of the processes and practices involved.

Part B: written assignment (2000 words; 50%)

To demonstrate that your own understanding and practice is well- informed, provide a criticaldiscussion to explore the nature, purpose and underpinning principles of taking a collaborative approach to the leadership of learning and change.

Sharratt, L. & Planche, B. (2016) Leading Collaborative Learning: Empowering Excellence. California: Corwin

Northouse, P.G. (2015) (3rd Ed.) An Introduction to Leadership: Concepts and Practice. Thousand Oaks, California: Sage Bush, T. (2011) (4th Ed.)

Theories of Educational Leadership and Management. London: Sage.

Criteria for selection

21 funded places shared across participating LAs. Limited places to be allocated according to the following criteria:

• Explicit commitment to complete Courses 1, 2 and 3

• Fully registered teachers who have direct access to enable them to conduct work based learning over academic years 2018-20

• The endorsement of a member of the school’s Senior Management Team. who is supportive of the programme’s intentions. Prospective applicants need to ensure that they have met with that member of the SMT before applying.

Administrative Officers of the University of Melbourne 1894.

L-R Rear Edward Bromby (Librarian), Frank Gladish (porter), John Steele Robertson (Medical

Librarian), Philip Marchman (Bellringer)

L-R Front John James (Assistant Registrar), Edward a’Beckett (Registrar), Frederick Dickson

(Accountant)]

University of Melbourne in 1894.

The management team

PG Certificate

Middle Leadership and Management

• Course 1: Developing as a Middle Leader

and Manager (20 credits)

September 2018 to January 2019

• Course 2: Leading Change and School

Improvement (40 credits) May 2019 to May 2020 [TBC]

The Key Purpose of

Middle Leadership & Management

Middle leaders, within their areas of responsibility, lead and

collaborate with team(s) to establish, enhance and ensure

high quality learning experiences and outcomes for all

learners.

In the context of middle leadership, “team” is used widely

and refers to colleagues that middle leaders have line

management responsibility for, as well as those who they

may work within and across departments or project teams.

• offer an enhanced professional development opportunity

with tailored support for middle leaders with a view to

improving outcomes for learners;

• develop participants’ confidence with key processes and

practices relating to middle leadership;

• encourage participants to engage in collaborative practices

working effectively to build leadership capacity within their

setting;

• encourage participants to engage with colleagues in their

establishment with the purpose of improving outcomes for

young people/learners.

AimsThe programme aims to:

Intended Participants

• Fully registered teachers who have regular

access to conduct work-based learning

• A minimum of three years’ teaching

experience

• working in professional roles commensurate

with middle leaders in order to fulfil the work

based components of the programme

Intended Structure

Delivery model = Blended learning

Start date: Saturday, 8th September

09:30 – 4:30

Expectations of Participants

• Completion of recommended activities to enable full

participation

• Attendance at and participation in all formal seminar

sessions

• Actively engaging in any LA network

• Completion of Course 1 and Course 2

• Completion of formative and summative assessment

components

The Pilot:

Expectations of Participants3 core texts which participants are expected to invest in:

• Brundrett, M. (ed.) (2013) Principles of School

Leadership (2nd Edition). London: Sage.

• Crawford, M. (2014) Developing as an Educational

Leader and Manager. London: Sage.

• Fleming, P. (2014) Successful Middle Leadership in

Secondary Schools: A practical guide to subject and

team effectiveness. Oxon: Routledge.

Criteria for Selection

20 funded places shared across participating Local

Authorities. Limited places to be allocated according to

the following criteria:

•Explicit commitment to complete Courses 1 and 2

•Fully registered teachers who have direct access to

enable them to conduct work based learning over

academic years 2016-18

•Minimum of 3 years teaching experience

•Working in professional roles commensurate with a

middle leadership remit

•The endorsement of a member of the school’s Senior

Management Team

Pre-Course Activities

With reference to the Standard for Middle

Leadership and Management (GTCS, 2012),

reflect on the distinctive aspects of the role of

the Middle Leader and Manager. Then, identify

your strengths and specific areas for further

professional learning. This will form the

baseline for on-going critical reflection and

analysis of your knowledge, understanding,

professional practice and development.

Pre-Course Reading

• Crawford, M. (2014) ‘Becoming and Staying an

Educational Leader’. Chapter 1 in Developing as

an Educational Leader and Manger. London:

Sage, pp3-14.

• Crawford, M. (2014) ‘Values’. Chapter 2 in

Developing as an Educational Leader and

Manger. London: Sage, pp15-24.

• Crawford, M. (2014) ‘Ways of Thinking About

Leadership’. Chapter 3 in Developing as an

Educational Leader and Manger. London: Sage,

pp24-37.

‘Privacy of practice produces isolation;

isolation is the enemy of improvement.’

Richard Elmore.

Harvard School of Education