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Leading Learning - EDU00107M

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  • Department: Education
  • Module co-ordinator: Prof. Paula Mountford
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2021-22

Module summary

In this module we will critically reflect upon key issues in education and the role of leadership in addressing them.  These will include issues at national and regional levels, such as teacher recruitment and retention, assessment and examinations, mental health and well-being, behaviour, curriculum design and subject knowledge, as well as specific local issues pertinent to your school setting.  The second strand of this module focuses on  Leadership in schools at  different levels: classroom, department, whole school and across groups of schools.    The third strand looks at how leaders can engage with educational research to improve practice, with a particular focus on more recent grass roots movements emerging from within the profession.

Module will run

Occurrence Teaching cycle
A Autumn Term 2021-22

Module aims

This module will explore some of the key issues surrounding education in schools, and will focus on the role of leadership, change management processes and research rich practice in addressing such issues.

In doing so, you will develop your skills in the curation and analysis of sources of evidence, including their triangulation to reach conclusions. Forms of evidence will include research literature, policy and other 'grey' literature, secondary and primary data. 

 

Module learning outcomes

  • Critically reflect upon a range of key educational issues (such as teacher recruitment and retention, assessment, curriculum design) and assess implications for your own practice.
  • Critically engage with theories and models of leadership and change management in schools and reflexively apply these to your own developing practice.
  • Explain critically how educational research, especially recent grass roots movements, can enhance professional practice. 
  • Curate, analyse and triangulate sources of evidence to support reflexive leadership.

Module content

This module provides you with a range of opportunities to reflect upon leadership within their own professional setting, and is structured so that it incrementally builds up students’ knowledge and skills.  You will engage with a range of learning activities via the VLE and attend three Saturday workshops. The three strands of the module are as follows: Key Issues in Education; Leadership in Education and Change Management; Research rich practice.  

 

Indicative content of the three Saturdays:

Saturday 1

Introduction and overview of MA support and requirements.

Overview of key issues in education

Introduction to concepts of leadership and change management in schools

Introduction to the formative and summative assessments

 

Saturday 2

Leadership in schools

Engaging with educational research to improve practice - research rich grass roots movements

Support for formative and summative assessment

 

Saturday 3

Leadership in Schools

Presentation of Part 1 of summative assessment

Feedback on formative assessment and support for written summative assessment

 

 

 

 

 

Assessment

Task Length % of module mark
Essay/coursework
3000 word essay
N/A 80
Oral presentation/seminar/exam
Presentation to staff & peers
N/A 20

Special assessment rules

None

Additional assessment information

Reassessment by component.

Reassessment

Task Length % of module mark
Essay/coursework
3000 word essay
N/A 80
Oral presentation/seminar/exam
Presentation to staff & peers
N/A 20

Module feedback

You will receive feedback in a range of ways throughout this module.  This will include oral feedback in class, responses to posts on the VLE discussion board and Wiki, and written comments on your work.  You will have the chance to obtain feedback on your writing during the module.

Written feedback on assignment report sheet will be delivered in line with departmental policy and face-to-face feedback in supervision sessions.

Indicative reading

Arthur, J., & Davies, I. (2009). The Routledge Education Studies Textbook. London. Routledge.

Bartlett, S., & Burton, D. (2007). Introduction to Education Studies. London. Sage Publications.

Brundrett, M. (2012). Principles of School Leadership. London. Sage 

Day, C., & Gu, Qing. (2010). The new lives of teachers (Teacher quality and school development series). London. Routledge.

Gorard, S. et al (2006). Teacher supply: the key issues. London. Continuum.

Jones, G. (2018). Evidence-based School Leadership and Management:  A Practical Guide. London. Sage.

MacBeath, J. (2008). Connecting Leadership and Learning: Principles for Practice. London. Routledge.

MacBeath, J., Dempster, N., Frost, D., Johnson, G. (2018). Strengthening the Connection between Leadership and Learning. London. Routledge.

 

 



The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.