Postgraduate Taught

The education team within the School supports critical and independent enquiry into leadership, management, learning and teaching that draws on social science perspectives and debates. It supports research that aims to improve the experiences of all participants in education and has a very successful track record of providing continuing professional development (CPD) opportunities for education professionals, whether practising teachers or educational managers. This MA has been designed to complement other education programmes run within the School. Specifically it addresses the issues in the National CPD Capacity Building Strategy being developed by the DfES and the Training and Development Agency, providing serving teachers with professional development and accreditation opportunities.

The modular programme allows flexibility in that participants may take single modules, or build modules into recognised awards (Postgraduate Certificate, Postgraduate Diploma and MA).

Delivery is through a combination of self-study materials and one day taught sessions for each module enabling sharing of ideas and good practice. In certain circumstances there are opportunities for school-based delivery on core modules that has proved successful in the past and is in line with current TDA thinking.

Special Features

• Part-time study
• Semi distance learning
• Optional exit points at certificate and diploma prior to full masters
• Comprehensive, high quality study materials
• Assessment through work related written assignments
• Strong emphasis on educational improvements

Who is the programme for?

The MA programme is aimed at education practitioners working in primary, secondary or further education who:

• are keen to enhance their own classroom management or practice
• wish to be at the forefront of curriculum improvements in their own subject
• lead, or aspire to lead, curriculum initiatives
• have, or aspire to have, curriculum, pastoral or other leadership and management responsibilities

The aims of the MA course are as follows:

• To support the development of a community of reflective practitioners based on scholarship, professionalism and ethical practice in learning and teaching
• To develop participants’ leadership and management skills and their understanding of the issues related to educational leadership
• To develop participants’ understanding of issues relating to teaching and learning
• To inform teaching practice on the basis of theory, research and practical experience
• To encourage the development of critical reflection on the relationship between theory and practice in educational leadership, management and learning
• To encourage critical and productive engagement with the professional contexts within which participants work, at local, regional and national level
• To provide a forum for support and regular discussion of teaching issues with peers
• To prepare course members for further academic study

The MA programme is primarily designed for those who are employed, either full-time or part-time in education and who have a broad range of teaching experience.  MA candidates will normally possess a good honours degree.  Applicants with appropriate professional experience would also be considered for direct entry.  Other applicants would be considered on an individual basis.

MA Education (Leadership, Management and Learning) is a 180 credit programme and consists of:

6 taught modules (15 credits each)

• The Reflexive Practitioner
• Leading Educational Improvement and Effectiveness
• Managing Teaching and Learning
• Managing Change and Conflict
• Curriculum Leadership
• Leading Groups and Team

Research Methodology Training / Guidance  (30 credits)

Research Project / Dissertation (60 credits)

All modules have been purposely designed to broaden participants' awareness of key issues and concepts in education. Participants are introduced to relevant educational modules and theories in order to have a better understanding of current professional practice in schools and colleges.

Taught Modules (15 credits each)

The Reflexive Practitioner

This module provides opportunities to undertake a critical examination of the concept of professional development and the pressures and influences currently affecting professionals.   Course members will examine the political, social and cultural context within which teachers operate and the processes by which professional identity is being (re)constructed.?

Leading Educational Improvement and Effectiveness

This module explores the development of thinking and research into the improvement of educational standards in recent years.  It takes a critical and evaluative approach to the concepts of improvement, effectiveness and quality in educational provision.  It aims to equip course members with the knowledge and understanding that will enable them to examine and critically evaluate the application of these and related concepts with their own educational environments.  The module considers definitions of improvement and effectiveness together with the impact that organisational culture exerts on them.  Development and planning, evaluation and the role of inspection in promoting improvement are also addressed.

Managing Teaching and Learning

The key focus within this module is on the process of learning and how this is managed by individual staff, departmental teams and whole institutions.   Models and theories are offered as templates for analysis of the pedagogic process and key pieces of research are discussed to explore the issue of best practice. Course members are encouraged to evaluate the impact of theory and research on teaching, learning and assessment and to consider the effects of recent developments in accountability, inspection and training.

Managing Change and Conflict

This module focuses on the skills required to successfully manage the process of innovation and transition within an educational context, so as to enhance and maximise the benefits of the teaching / learning process.  It reviews the leadership skills required within the context of appropriate management styles;  the development of decision making skills and looks at the management of conflict and resistance.  The module begins by examining theory and practice in managing change and explores different models in understanding organizations. It moves on to consider the strategic approach to initiating, implementing and evaluating change processes.  Collegiality and staff participation and ownership are explored, combined with an understanding of culture and effective leadership skills.  Possible causes of conflict are explored with an emphasis on understanding and managing micro political activities.

Curriculum Leadership

Within this module there is an initial examination of the concept of the curriculum and course members are encouraged to reflect how this is interpreted in their own institution.  This is then followed by an exploration of key issues such as curriculum content, delivery and control; internal and external drivers of curriculum change and curriculum evaluation.  The role of the curriculum manager is discussed and the skills and qualities required are considered.

Leading Groups and Teams

The key focus of this module is the issue of group management skills, with particular emphasis on the nature of team roles and team building within an educational context. It looks not only at the generic skills needed for managing teams, such as problem solving, negotiating and communication but also task specific skills such as those needed for chairing meetings.  The module begins by considering the difference between a group and a team; it then moves on to consider team building, team roles and team performance.  There is an emphasis on effective leadership and creative problem solving strategies in order to improve team motivation and performance.

Acknowledging the fact that participants will be attempting to study for this programme in addition to leading busy professional and home lives, the majority of the learning will be through the self-study packs provided for each module. 

Additional support will be provided through the use of multimedia technology and resource materials whenever possible. Participants will, however, be required to attend a one-day taught programme to introduce and support each module. These are considered to be a key part of the programme as they not only provide opportunities for participants to review, discuss and challenge ideas but also to share good practice with other professionals working in education.

Taught sessions are normally held at Keele. For anyone coming from a distance, overnight accommodation in hotel-standard ensuite rooms may be available at the Keele Management Centre.

Alternative arrangements e.g. the use of after school twilight hours, might be possible for some modules if a sufficient number of participants enrol from a local cluster of schools or colleges.

Participants must complete work-related written assignments for each module, plus a 15,000-20,000 word dissertation. The assignments will provide opportunities to investigate key aspects of their own practice, consider them in the light of theory and literature, and reflect on the implications of their findings. The assignments are designed to lead to individual, team or institutional improvement.