Postgraduate Course: School Improvement - analysis of change process (EDUA11124)
|Moray House School of Education
|College of Humanities and Social Science
|Not available to visiting students
|Credit level (Normal year taken)
|SCQF Level 11 (Postgraduate)
|Home subject area
|Other subject area
|Taught in Gaelic?
|The length of the school based improvement project (18 months minimum) requires intervention and support from the tutor team at a point where formative assessment will be beneficial to the students. This course will focus on the process of school improvement to date as well as the student's own progress as project leader and manager, and is designed to:
a) Have an action research focus
b) Raise awareness of and provide skills in robust whole school evaluation strategies
c) Ensure that students are on track with their school-based project and are planning for evidence of making a difference for pupils and other stakeholders.
d) Ensure that students are reflecting on and learning from their experience to date of leading and managing a whole school improvement project
e) Ensure that students are on track with the outcomes of their self-evaluation and learning programme resulting from their Course 1 assignment.
Entry Requirements (not applicable to Visiting Students)
| Applicants are required to have the following:
a) A reference from their headteacher.
b) Local Authority funding.
c) A successful outcome from a Local Authority application and interview process.
d) Current GTCS registration.
e) 5 years minimum teaching experience.
Course Delivery Information
|Delivery period: 2013/14 Semester 2, Not available to visiting students (SS1)
|Learn enabled: No
|Course Start Date
|Breakdown of Learning and Teaching activities (Further Info)
|Please contact the School directly for a breakdown of Learning and Teaching Activities
|Breakdown of Assessment Methods (Further Info)
Please contact the School directly for a breakdown of Assessment Methods
|No Exam Information
Summary of Intended Learning Outcomes
|Students will understand:
a) The key role of rigorous school self evaluation in the improvement cycle
b) How to interpret and use data from school based evaluation
c) The context specific nature of school improvement strategies
d) The holistic nature of the Standard for Headship in practice
e) Their own development to date and the development still required in their professional actions and abilities as described in the Standard for headship
f) How to use critical incidents and dilemmas to develop their practice
Students will be able to:
a) Evaluate and critically reflect on their own performance as leaders and managers to date, especially in relation to emotional intelligence
b) Evaluate the progress of their improvement project to date, using effective strategies and information gathering, including quantitative and qualitative data where appropriate
c) Evaluate the progress made in ensuring effective CPD opportunities for all staff
d) Make links with and reflect on the outcomes of the Comparative Study in Course 3
e) Present their interim evaluation with confidence to peers and tutors.
f) Produce a detailed forward plan for monitoring and evaluating their work based learning project in the time remaining before submitting the final assignment.
g) Analyse the change process and propose further change strategies where required.
|Students must meet all assessment criteria for each course. All assignments must be related to leadership and management at a whole school level and demonstrate impact on staff practice and pupils' experience and achievement.
- Oral presentation to tutors and peers
- Written interim evaluation of school improvement project - 3500 words plus evaluative evidence, c.1000 words
- Critical incident interview with tutor
|Ms Deirdre Torrance
Tel: (0131 6)51 6441
|Ms Fiona Giles
Tel: (0131 6)51 6265
© Copyright 2013 The University of Edinburgh - 13 January 2014 3:58 am