Educational Leadership PGDip

Program Overview

The MA in Educational Leadership program develops leaders in all areas of education, enhancing their critical thinking, research, and leadership skills. Through a flexible course structure, students can tailor their studies to their needs and interests, choosing from a wide range of modules covering topics such as leadership theory, coaching, and educational research. The program culminates in a CMI award in Strategic Leadership, providing graduates with a competitive edge in the job market.

Program Outline

Degree Overview:

Our MA in Educational Leadership is designed for leaders or aspiring leaders in all areas of education. The course will develop your professional knowledge in relation to your current context by building on the significant experience and expertise which you will bring with you to the course. Our philosophy of learning links to professional practice, with theories of leadership linking directly to leadership practice . Most importantly, it acknowledges work undertaken in the workplace. If you engage in the course you will:

• develop your critical thinking skills and become a reflective leader
• be able to articulate informed opinions with confidence
• become a confident researcher who will be aware of theoretical frameworks with the ability to apply them to real problems
• become a confident and effective leader.
You can enter the course by making a claim for previous learning through the Accreditation of Prior Experiential Learning (APEL) process and then undertake modules for the remainder of your course taking into account your setting and individual needs. On successful completion of your MA in Educational Leadership you will also gain a CMI award in Strategic Leadership.

Outline:

Year 1

You will complete a series of modules which you will be able to select in order to meet your needs and interests. The modules will develop your understanding of leadership and your ability to respond to the variety of leadership situations that you will find yourself in.

Modules (Optional):

• Professional Development Review: This module aims to engage teachers in reviewing and evaluating their own professional biography.
It requires them to take stock of where they are currently, to reflect on their professional learning journey and to make explicit what they have learned from their experience. To do this, the module enables participants to develop the capacity to reflect critically in ways that reveal the knowledge, skills, values and beliefs on which they draw in their daily professional practice. The module also facilitates participants being able to utilise this enhanced self-awareness to identify and plan appropriate future personal and professional development and learning.
• Coaching Principles, Processes and Skills: To enable teachers to improve the effectiveness of their coaching techniques through critical reflection and analysis of their practice and by interrelating theory with first-hand experience.
To offer an opportunity to reflect critically on their own experience of coaching /coaching practice and advance their capability, professional knowledge and skills in the field of coaching. To develop understanding of the purpose and benefits of taking a coaching approach to learning and development with individuals and in an organisational context. To investigate key strategies relating to coaching - using it to enable change and improve performance of individuals and organisations. To develop and apply their own coaching skills in order to enhance their professional effectiveness
• Approaches to Research: Analyse and critically evaluate theoretical, methodological and ethical issues in educational research.
Develop skills in research design. Locate a research question within a review of literature.
• Leading in Faith Schools: This module focuses on the distinctive nature of leadership and management within faith schools which make up approximately one-third of schools in England.
Participants will be encouraged to reflect critically on the distinctiveness, mission and ethos of the faith school and its role in integrating an authentic expression of faith in a context within which children are developing in their understanding and where learning is spiritually alive. Particular emphasis will be given to the relationship between spirituality, values, vision and leadership, including the concepts of servant leadership and the headteacher as spiritual leader and interpreter of faith for the school community. This will be set within a dialogue at the nexus of theology, spirituality and theoretical understandings of organisations and leadership. Critical consideration will also be given to evaluate the value of faith schools, the current and future issues they face and the impact of secular perspectives on faith schools and their leadership implications.
• Leadership Theory into Practice: Developing personal understanding of, and improving practice in, educational leadership by: Examining what it means to be a leader in educational settings Analysing research and literature associated with effective leadership Investigating leadership approaches and practice frameworks Critically applying leadership approaches/frameworks to personal practice.
• Power, Politics and Policy in Educational Leadership: The module focuses on three key and related dimensions of educational leadership, referencing particularly the experience of leaders in schools.
The module covers three key areas of personal and organisational challenge for leaders in the complex, and ambiguous settings of a school system undergoing continuous radical change:
• Creativity, Innovation and Leadership: This module challenges the idea that leaders implement change and innovate as a result of a logical, rational decision making process in which employees have a clear instrumental role e.g.
‘innovation is out there’ or ‘innovation is determined from above’ and a leaders job is to implement.
• The Psychology of Leadership: The specific content of the module will be negotiated and agreed with the individual schools and teachers participating in the MA Educational Leadership programme but the following topics in the psychology of leadership are indicative:
• Leading Change in Schools: The module is concerned with the ways in which leaders of education can make a difference – the relationship between the concepts of innovation and change, how change works and what drives and constrains change but also the knowledge, skills and understanding that leaders in schools use to bring about change.
• Leading Governance in Schools: Developing personal understanding of, and improving practice in, educational leadership by: Examining what school governance involves for lead governors, school staff with leadership responsibilities and other leaders in educational settings Analysing research and literature associated with governance, especially in relation to schools Investigating leadership approaches to improve the quality and effectiveness of school governance Critically applying leadership approaches to personal practice.
• Globalisation of Education: This module focuses on the relationship between globalisation and education.
It begins by exploring key theories of globalisation and how globalisation influences national education policy making.
• Systems Leadership: This module focuses on the relationship between theories of system leadership and outcomes for children and young people.
It begins by exploring key theories of systems leadership and how national education policy is predicated on systems leadership and multi-agency working.
• Leading Change in Faith Schools: The module is concerned with the ways in which leaders of faith schools can make a difference – the relationship between the concepts of innovation and change in faith settings, how change works and what drives and constrains change but also the knowledge, skills, faith and understanding that faith leaders in schools use to bring about change.
• Co-ordinating Mentoring and Coaching Programmes: Develop and support a mentoring/coaching culture within the professional context; Review models of critical reflection; Examine the potential of a coaching and mentoring programme; Investigate how to use effective communication skills to promote good coaching and mentoring skills in other coaches and mentors; Learn how to promote in others the ability to use effective questioning and listening skills to mentor or coach; Plan, prepare and support delivery of a short coaching or mentoring programme within an appropriate context; Understand how to evaluate mentoring/coaching programmes; Reflect upon the personal and professional impact of coaching and or mentoring and how this can contribute to the progression of individuals and organisations; Monitor and support the ability of other’s to build effective working relationships; Audit own and other’s training needs and develop action plans for further development of mentoring/coaching practice;
• Developing Knowledge, Skills and Expertise through Effective Dialogue: Undertaking a study of research evidence and literature associated with coaching and mentoring; Practising and Reflecting on methods of dialogue to facilitate development; Planning for and engaging in a shared and varied dialogical programme of strategies; Critically review the elements required for effective and integrated coaching and mentoring.
Exploring the current policy discourse around coaching and mentoring and its impact on the training curriculum.
• Coaching and Mentoring in Educational Leadership: Investigating the role of the mentor/coach; Analysing the difference between coaching and mentoring within the workplace to facilitate appropriate interventions; Effectively utilising coaching and mentoring practice to benefit the performance of individuals and organisations; Reflecting upon the personal and professional impact of coaching and mentoring.
• Effective SEND Leadership and Management: 1.
Working strategically with colleagues to deliver person-centred learning and inclusion. The use of evidence, for example, Ofsted reports, and the use of systems to collect, analyse and interpret data to inform policy and practice, raise expectations and set challenging targets. Attributes of assessment within a person-centred approach. Leading effective practice: identification, notifying colleagues, setting challenging targets and interventions, record keeping, reviewing progress, making effective use of data and reporting. Coaching and mentoring in a context of SEN. 6. Leading and managing staff, governors and teaching assistants.
• Negotiated Study 1: Module content will be negotiated with the module tutor.
• Negotiated Study 2: Module content will be negotiated with the module tutor.
• Research Methods & Design: This module supports students to develop a range of skills in designing, planning and conducting research in a range of educational contexts.
Topics covered include developing research questions, evaluating and selecting a methodological approach, the ethics of research, methods of collecting data and approaches to data analysis.

Assessment:

This course is assessed by 100% coursework, and the structure of the course means that you are only working on one assignment at any one time.

• Essays
• Portfolios
• Academic posters
• Research-based projects

Teaching:

• Part-time students study solely online.
Modules are taught through two Saturdays sessions from 9 am until 4 pm per term, plus two twilight sessions. Each module equates to approximately 200 hours of study. You will study one module per term, and you should factor these hours into your existing work.
• Full-time (international) student - then you will be expected to study in Chester, and will have weekly lectures and seminars.
• You will benefit from experienced tutors with recent relevant experience in a range of education settings.
• You will also benefit from our optional dissertation Bootcamp and residential teaching sessions (Exton Park, Chester).

Careers:

Many of our graduates have secured senior or promoted roles as a result of achieving their MA in Educational Leadership. Their enhanced understanding of the leadership within education has informed their own practice as leaders, ensuring that they have a bigger impact on their own educational setting

Other:

• Online Learning IT specification
In order to maximise your learning experience, we recommend the following:PC/Mac with the following operating system:- Windows 8.1 or higher (Windows 10 recommended)- macOS 10.14 or higher (the latest version recommended) Internet connection:Your internet connection should be at least 2.0Mbps. Supported web browsers:- Windows: Edge RS2 or later, or Chromium-based version, Firefox 87+, Chrome 72+- macOS: Safari 14+, Firefox 87+, Chrome 72+ Cameras, microphones and headsets:To fully participate in lessons, you will require speakers or headphones, a microphone, and a webcam. These devices may be built-in to your device, or you may need to connect an external headset and camera.
• The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.
• Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.
• We are here to help you plan your future, make the most of your time at University and to enhance your employability.
We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and postgraduate study.

Tuition Fees and Payment Information:

Home Students

£9,360 per year (2024/25)

International/EU Students

£14,750 per year (2024/25) The tuition fees for international students studying Postgraduate programmes in 2024/25 are £14,750. The University of Chester offers generous international and merit-based scholarships for postgraduate study, providing a significant reduction to the published headline tuition fee. You will automatically be considered for these scholarships when your application is reviewed, and any award given will be stated on your offer letter. For more information, go to our International Fees, Scholarship and Finance section. Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes.

Additional Costs

Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees. If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills.

Bursaries and Funding

The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships. Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees & Finance section of our website.

Loans

Please visit our Postgraduate Finance pages for information regarding Postgraduate Loans.