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MEd Leadership and Learning

Awarding institution
Teaching institution
Programme accredited by
Final award
Programme title
UCAS code
Relevant QAA subject benchmarking group
Postholder with overall responsibility for QA
Date of production/revision
External summary
Education aims of programme

Programme Outcomes
Knowledge and understanding
Graduate attributes - Skills and abilities in research and enquiry
Graduate attributes - Skills and abilities in personal and intellectual autonomy
Graduate attributes - Skills and abilities in communication
Graduate attributes - Skills and abilities in personal effectiveness
Technical/practical skills

Programme structure and features
Teaching and learning methods and strategies
Assessment methods and strategies
Career opportunities
Other items

To give you an idea of what to expect from this programme, we publish the latest available information. This information is created when new programmes are established and is only updated periodically as programmes are formally reviewed. It is therefore only accurate on the date of last revision.

Awarding institution:	The University of Edinburgh
Teaching institution:	The University of Edinburgh
Programme accredited by:	University of Edinburgh (academic award) and General Teaching Council for Scotland (GTCS) (professional award)
Final award:	MEd
Programme title:	MEd Leadership and Learning
UCAS code:	N/A
Relevant QAA subject benchmarking group(s):	N/A
Postholder with overall responsibility for QA:	Gillian Robinson/Deirdre Torrance
Date of production/revision:	September 2015; revised January 2016; revised March 2016
Further Information:	View the prospectus entry for this programme

External summary

The School of Education has long standing experience of developing and delivering high quality, sector leading professional PGT programmes, balancing theory, research, policy and practice perspectives. For the past ten years, at least, this provision has consistently been highly commended by External Examiners. In the University’s Postgraduate Programme Review (2014), these professional PGT programmes were commended with ‘very good practice’ being highlighted.

Building on this recognised excellence, the MEd Leadership and Learning has been designed both to respond to the changing needs of educational professionals and to respond to recent changes in Scottish educational policy. Recent developments in Scottish education, including Teaching Scotland’s Future (Donaldson, 2010) and the revised professional Standards (GTCS, 2012), make explicit a number of enhanced expectations for teachers and school leaders. Enhanced understandings of and practice in leadership and learning have been identified as pivotal to all educational professionals through Career-Long Professional Learning (CLPL, previously CPD). CLPL now carries with it an expectation of being at Masters level. Accordingly, CLPL needs to be research informed and progressed through engagement in critical reflection on theory, policy and practice. An expectation has been placed on all teachers, regardless of role or remit, to contribute to school leadership and learning. This fits well with the University’s employability agenda in the practice relevance of the programme and its support of teachers seeking to enhance their professional practice, contribute to education and Scottish society, and in its support of teachers’ longer-term career enhancement.

The MEd Leadership and Learning offers a range of flexible postgraduate learning, career responsive pathways and provides choice, whilst ensuring coherence and progression. The design features of the programme enable participants to choose their entry pathway and related entry and exit point, dependent on personal and professional considerations such as career phase, specific interest areas and professional aspiration. The core processes that link the various programme components include a focus on practitioner enquiry and a focus on educational leadership. These are expressed in terms of impacting on the learning of the individual for the enhancement of own and school practice, for the ultimate benefit of pupils. Graduates will develop as accomplished and enquiring professionals, demonstrating a range of skills and qualities as adaptive experts, knowledge creators, curriculum developers, practitioner enquirers, critical thinkers, collaborative practitioners, leading learners. All this is reflective of the expectations articulated within the Standard for Career-long Professional Learning (GTCS, 2012). These design features make a wider civic contribution to Scottish education and its communities of practice, through practitioners and their schools.

Educational aims of programme

The MEd Leadership and Learning (MEd LL) is a professional Masters designed for practising teachers and educational leaders and managers. To allow choice whilst retaining coherence, continuity and progression in learning, the degree can be achieved by completing a minimum of 120 credits from the MEd LL programme and a maximum of 60 credits can be selected from another Edinburgh University masters programme.

This programme aims to introduce students to the main issues, theories and research methods in the field of educational leadership with a focus on leadership and learning at different levels of a school’s organisation.

MEd Leadership and Learning aims to:

enhance the professional knowledge, understanding, skill and actions of educational professionals, so that impact on learners and learning might be critically considered and evaluated.
support the development and practice of accomplished and enquiring professionals, who are able to demonstrate a range of skills and qualities as adaptive experts, knowledge creators, curriculum developers, practitioner enquirers, critical thinkers, collaborative practitioners, leading learners.
foster the development of independent learners with transferable intellectual and study skills who can make a socially responsible contribution within their chosen career path.

These programme aims are aligned with the common descriptors (outcomes) of the Scottish Framework for Masters in Education, which draw on SCQF Level 11 and recognise key features of practice-focused Masters-level learning. These are expressed as:

Knowledge and Understanding - Participants will be able to:

demonstrate a critical understanding of the principal theories, principles and concepts
demonstrate a critical awareness of current issues in a subject/ discipline and one or more specialisms

Practice: applied knowledge and understanding - Participants will be able to:

use a range of specialised skills, techniques, practice and/ or materials which are at the forefront of, or informed by forefront developments
demonstrate originality or creativity in the application of knowledge, understanding and/ or practices

Generic cognitive skills - Participants will be able to:

apply critical analysis, evaluation and synthesis to issues which are at the forefront of, or informed by developments in a subject/ discipline
demonstrate they deal with complex issues and make informed judgments in situations in the absence of complete or consistent data

Communication, ICT and numeracy skills - Participants will be able to:

communicate using appropriate methods, to a range of audiences with different levels of knowledge/expertise
communicate with peers, more senior colleagues and specialists

Autonomy, accountability and working with others - Participants will be able to:

demonstrate they take responsibility for own work and/ or significant responsibility for the work of others

Programme outcomes: Knowledge and understanding

Graduates of this programme will be able to:	When and where	Teaching & Learning	Assessment
critically assess existing claims to knowledge and recognise the need to regularly challenge all knowledge	Central to the whole the programme	Seminar contribution collaborative group work and debate tutor and peer support and formative feedback + feedforward to develop necessary academic literacies independent study	Coursework
critically consider the relationship(s) between leadership and learning	Throughout the programme but particularly in Course 3 of the Core Processes for L&L Certificate both courses for Middle Leadership & Management Cert both courses for Into Headship Certificate	workshops seminar contribution work-based projects, as integral to courses independent study	Coursework
demonstrate critically informed knowledge and understanding of a range of pedagogical and /or leadership approaches	Throughout the programme with more emphasis on pedagogical approaches in the Core Processes for Leadership and Learning Certificate with more emphasis on leadership approaches in the Middle Leadership & Management and Into Headship Certificates	workshops seminar contribution work-based projects, as integral to courses independent study	Coursework
critically consider the strengths and limitations of collaborative practice(s) in educational context(s)	Throughout the programme but particularly in Course 3 of the Core Processes for L&L Certificate both courses for Middle Leadership & Management Cert both courses for Into Headship Certificate	seminar contribution work-based projects, as integral to courses independent study	Coursework
demonstrate critically informed knowledge and understanding of the contested nature of leadership	Throughout the programme but particularly in Course 3 of the Core Processes for L&L Certificate both courses for Middle Leadership & Management Cert Course 1 of the Into Headship Certificate	workshops seminar contribution work-based projects, as integral to courses independent study	Coursework
critically consider the contested nature of professionalism and what it means to be a ‘good’ teacher and/or leader	Throughout the programme but particularly in Course 1 of the Core Processes for L&L Certificate Course 3 of the Core Processes for L&L Certificate both courses for Middle Leadership & Management Cert both courses for Into Headship Certificate	workshops seminar contribution work-based projects, as integral to courses independent study	Coursework
demonstrate understanding of the complexity of the change process in education	Throughout the programme but particularly in Course 1 of the Core Processes for L&L Certificate Course 3 of the Core Processes for L&L Certificate both courses for Middle Leadership & Management Cert Course 2 of the Into Headship Certificate	workshops seminar contribution work-based projects, as integral to courses independent study	Coursework

Programme outcomes: Graduate attributes - Skills and abilities in research and enquiry

Graduates of this programme will be able to :	When and where	Teaching & Learning	Assessment
demonstrate a critical awareness of theory, policy and practice developments in education and research that currently influence leadership, pedagogy and curriculum	Central to the whole programme with more emphasis on those aspects that influence pedagogy and curriculum in the Core Processes Cert with more emphasis on those aspects that influence leadership in the Middle Leadership & Management and Into Headship Certificates	workshops seminar contribution work-based projects, as integral to courses independent study	Coursework
identify, define and analyse issues and challenges to identify or create processes to address them	Throughout the programme but particularly in Course 2 of the Core Processes for L&L Certificate Course 2 of the Middle Leadership & Management Cert both courses for the Into Headship Certificate Extended Work-Based Project Certificate	workshops seminar contribution work-based projects, as integral to courses independent study	Coursework
demonstrate a critical understanding of a range of research methods employed to identify, interrogate and inform professional values, identities, understanding and practices including:	Throughout the programme	workshops seminar contribution collaborative group work and debate work-based projects, as integral to courses tutorial consultations/ supervision independent study	Coursework
- plan, implement and evaluate small-scale practitioner enquiry research	Throughout the programme but particularly in Self Study Enquiry Course 2 of the Core Processes for L&L Certificate - Extended Work-Based Project Certificate		Coursework
- plan, implement and evaluate a systematic, situational analysis and use this to inform next steps in leading change	- Extended Work-Based Project Certificate - Course 2 of the Middle Leadership & Management Cert - Course 1 of the Into Headship Certificate		Coursework
- justify and systematically evaluate pedagogical/leadership approach(es) adopted	Throughout the programme but particularly in Course 2 of the Core Processes for L&L Certificate Course 2 of the Middle Leadership & Management Cert Course 2 of the Into Headship Certificate Extended Work-Based Project Certificate		Coursework
- provide, analyse and present evidence collected, to demonstrate the ways in which the nature and extent of impact achieved on learners and/or learning has been ascertained	Throughout the programme but particularly in Course 2 of the Core Processes for L&L Certificate Course 2 of the Middle Leadership & Management Cert Course 2 of the Into Headship Certificate Extended Work-Based Project Certificate		Coursework
demonstrate an advanced understanding of the criteria defining a critically informed literature review	Throughout the programme but particularly in - Extended Work-Based Project Certificate	workshops seminar contribution collaborative group work and debate independent study	Coursework

Programme outcomes: Graduate attributes - Skills and abilities in personal and intellectual autonomy

Graduates of this programme will:	When and where	Teaching & Learning	Assessment
be open to new ideas, methods and ways of thinking	Central to the whole the programme	seminar contribution collaborative group work and debate independent study	Coursework
be creative and imaginative thinkers	Throughout the programme but particularly in Course 2 of the Middle Leadership & Management Cert Course 1 of the Into Headship Certificate Extended Work-Based Project Certificate	seminar contribution collaborative group work and debate independent study	Coursework
be able to identify processes and strategies for learning	Throughout the programme but particularly in Course 2 of the Core Processes for L&L Certificate - Extended Work-Based Project Certificate	seminar contribution collaborative group work and debate independent study	Coursework
be independent learners who take responsibility for their own learning and who demonstrate commitment to continuous reflection, self evaluation and self improvement	Central to the whole the programme	seminar contribution collaborative group work and debate independent study	Coursework
be able to make decisions on the basis of rigorous and independent thought, taking into account ethical and professional issues	Central to the whole the programme	seminar contribution collaborative group work and debate independent study	Coursework
be able to use collaboration and debate effectively to test, modify and strengthen their own views	Central to the whole the programme	seminar contribution collaborative group work and debate independent study	Coursework
be intellectually curious and able to sustain intellectual interest	Central to the whole the programme	seminar contribution collaborative group work and debate independent study	Coursework
be able to respond effectively to unfamiliar problems in unfamiliar contexts	Throughout the programme but particularly in Course 2 of the Middle Leadership & Management Cert Course 2 of the Into Headship Certificate Extended Work-Based Project Certificate	seminar contribution collaborative group work and debate independent study	Coursework
have a personal vision and goals and be able to work towards these in a sustainable way	Throughout the programme but particularly in Course 1 of the Core Processes for L&L Certificate Course 2 of the Middle Leadership & Management Cert both courses for the Into Headship Certificate	seminar contribution collaborative group work and debate independent study	Coursework

Programme outcomes: Graduate attributes - Skills and abilities in communication

Graduates of this programme will:	When and where	Teaching & Learning	Assessment
be open to new ideas, methods and ways of thinking	Central to the whole the programme	seminar contribution collaborative group work and debate independent study	Coursework
be creative and imaginative thinkers	Throughout the programme but particularly in Course 2 of the Middle Leadership & Management Cert Course 1 of the Into Headship Certificate Extended Work-Based Project Certificate	seminar contribution collaborative group work and debate independent study	Coursework
be able to identify processes and strategies for learning	Throughout the programme but particularly in Course 2 of the Core Processes for L&L Certificate - Extended Work-Based Project Certificate	seminar contribution collaborative group work and debate independent study	Coursework
be independent learners who take responsibility for their own learning and who demonstrate commitment to continuous reflection, self evaluation and self improvement	Central to the whole the programme	seminar contribution collaborative group work and debate independent study	Coursework
be able to make decisions on the basis of rigorous and independent thought, taking into account ethical and professional issues	Central to the whole the programme	seminar contribution collaborative group work and debate independent study	Coursework
be able to use collaboration and debate effectively to test, modify and strengthen their own views	Central to the whole the programme	seminar contribution collaborative group work and debate independent study	Coursework
be intellectually curious and able to sustain intellectual interest	Central to the whole the programme	seminar contribution collaborative group work and debate independent study	Coursework
be able to respond effectively to unfamiliar problems in unfamiliar contexts	Throughout the programme but particularly in Course 2 of the Middle Leadership & Management Cert Course 2 of the Into Headship Certificate Extended Work-Based Project Certificate	seminar contribution collaborative group work and debate independent study	Coursework
have a personal vision and goals and be able to work towards these in a sustainable way	Throughout the programme but particularly in Course 1 of the Core Processes for L&L Certificate Course 2 of the Middle Leadership & Management Cert both courses for the Into Headship Certificate	seminar contribution collaborative group work and debate independent study	Coursework

Programme outcomes: Graduate attributes - Skills and abilities in personal effectiveness

Graduates of this programme will:	When and where	Teaching & Learning	Assessment
be able to create and harness available opportunities	Throughout the programme but particularly in Course 2 of the Core Processes for L&L Certificate Course 2 of the Middle Leadership & Management Cert Course 2 of the Into Headship Certificate	tutorials work-based projects, as integral to courses independent study	Coursework
be able to manage risk while initiating and managing change	Throughout the programme but particularly in Course 2 of the Middle Leadership & Management Cert Course 2 of the Into Headship Certificate	tutorials seminar contribution work-based projects, as integral to courses independent study	Coursework
be responsive to their changing surroundings, being both flexible and proactive	Throughout the programme but particularly in Course 2 of the Core Processes for L&L Certificate Course 2 of the Middle Leadership & Management Cert Course 2 of the Into Headship Certificate	seminar contribution collaborative group work work-based projects, as integral to courses independent study	Coursework
have the confidence to make decisions based on their understandings and personal and intellectual autonomy	Central to the whole the programme	seminar contribution work-based projects, as integral to courses independent study	Coursework
be able to transfer their knowledge, learning skills and abilities from one context to another	Throughout the programme but particularly in Course 3 of the Core Processes for L&L Certificate Course 2 of the Middle Leadership & Management Cert Course 2 of the Into Headship Certificate	seminar contribution work-based projects, as integral to courses independent study	Coursework
be able to work effectively with others, capitalising on their critically informed thinking, and different experience and skills	Throughout the programme but particularly in Course 3 of the Core Processes for L&L Certificate Course 2 of the Middle Leadership & Management Cert Course 2 of the Into Headship Certificate	seminar contribution collaborative group work work-based projects, as integral to courses independent study	Coursework
work with, manage, and lead others in ways that value their diversity and equality and that encourage their contribution to the organisation and the wider community	Throughout the programme but particularly in Course 3 of the Core Processes for L&L Certificate Course 2 of the Middle Leadership & Management Cert Course 2 of the Into Headship Certificate	workshops seminar contribution work-based projects, as integral to courses independent study	Coursework

Programme outcomes: Technical/practical skills

Not Completed

Programme structure and features

The MEd Leadership and Learning Programme has been designed for practising teachers and educational leaders and managers. To allow flexibility and choice whilst retaining coherence, continuity and progression in learning, the degree can be achieved by completing a minimum of 120 credits selected from the MEd LL Programme and a maximum of 60 SCQF Level 11 credits from another Edinburgh University Programme.

12.1 Recognition of Prior Learning (RPL)
In accordance with The University of Edinburgh Taught Assessment Regulations Academic, recognition of prior learning is recorded on admission or during study, with credit awarded at exit.

To exit with a PG Certificate Leadership and Learning, a maximum of 20 credits can be recognised as RPL
To exit with a PG Diploma Leadership and Learning, a maximum of 40 credits can be recognised as RPL
To exit with the full masters degree; MEd Leadership and Learning , a maximum of 60 credits can be recognised as RPL

Programme structure for MEd Leadership and Learning

For the first 60 credits of the MED LL Programme, participants can select from the following:

Course Title	Level	Credit Points
Self Study Enquiry	11	20
AND
Practitioner Enquiry	11	20
AND
Developing as a Leader	11	20
NOTES: To achieve the MEd LL, these 3 courses are compulsory but they can be taken as either the first 60 credits or as the second 60 credits.

Course Title	Level	Credit Points
Developing as a Middle Leader and Manager (Standard for Middle Leadership and Management)	11	20
AND
Leading Change and School Improvement	11	40

Course Title	Level	Credit Points
Developing as a Strategic Educational Leader	11	20
AND
Leading Strategic Educational Change (Specialist for Headship)	11	40

With 60 credits, participants can PROGRESS to Diploma or EXIT with a PG Certificate in Leadership and Learning

To achieve 120 Credits participants can select a further 60 credits from

Self Study Enquiry	11	20
and
Practitioner Enquiry	11	20
and
Developing as a Leader	11	20
OR
Developing as a Middle Leader and Manager	11	20
Leading Change and School Improvement (Standard for Middle Leadership and Management)	11	40
OR
Developing as a Strategic Educational Leader	11	20
Leading Strategic Educational Change (Specialist Qualification for Headship)	11	40
OR
60 credits from Level 11 courses in Schedules A-Q,T and W	11	60
NOTES: Choice of courses subject to approval by Programme Director

With 120 credits, participants can PROGRESS to Extended Work Based Project or EXIT with a PG Diploma in Leadership and Learning

Course Title	Level	Credit Points
Project Proposal and Extended Work-Based Project	11	60

Exit awards MEd Leadership and Learning

Programme credits achieved
60	PG Certificate Leadership and Learning: Core Process for Leadership and Learning or PG Certificate Leadership and Learning: Middle Leadership and Management (Standard for Leadership and Management) or PG Certificate Leadership and Learning: Into Headship (Specialist Qualification for Headship)
120	PG Diploma Leadership and Learning
180	MEd Leadership and Learning

Teaching and learning methods and strategies

Teaching and Learning strategies employed at the University of Edinburgh consist of a variety of different methods appropriate to the programme aims. The graduate attributes listed above are met through a teaching and learning framework (as detailed in Graduate Attribute Tables on pages 4-8 of this document), which is appropriate to the level and content of the course. Within this programme, teaching and learning activities will include: workshops, seminars, problem based learning activities, peer group learning, and one to one meetings with personal tutors and supervisors. The development of on-line distance learning resources will be considered for future development of the programme.

Assessment methods and strategies

The PG common marking scheme will be used to award grades and percentages. Given the professional nature of this Masters programme, the dual professional award of the Standard for Headship (conferred by the GTCS) and the anticipated dual professional award of the Standard for Middle Leadership and Management (to be conferred by the GTCS), it is proposed that on this Masters programme it would not be possible for participants to progress through each certificate without having passed the previous course(s) (at a 50% pass mark) i.e. that they are not able to ‘carry’ a failed course. Should a course be failed, on first submission: participants would have one opportunity to resubmit, following feedback from and the opportunity for a tutorial with their tutor.

For details of assessment methods please see Appendix 1.

Career opportunities

Potential career paths, exit routes and employers include: middle and senior leadership and management positions in schools and other educational establishments; local authority offices; teaching in further and higher education institutions.

Other items

Fees for Home and EU students £8,500, unless a future reduction in fees is negotiated for some elements, beyond the first two funded years of the programme.
Fees for the PG Certificate Leadership and Learning: Into Headship (Specialist Qualification for Headship): the Scottish Government has identified a capped fee of £1,000 per 20 credits.

Student support:
The students will join a large vibrant postgraduate community of over 600 students in Moray House School of Education Graduate School. The students will have access to generic support for taught postgraduate students including an induction website (http://www.blendedlearning.me/induction/) and Handbook. Students will also attend an induction session prior to the start of the programme. The Graduate School organises social events throughout the year, which are open to part time, as well as full time PG students.

The students will be integrated into an active research culture and will be offered the opportunity to attend School and Institute seminars. Where appropriate, opportunities may be available to be involved in ongoing research projects within the Institute. The students will also benefit from the world class library facilities available at the University and be able to access on-line and print journals and up to date text books. All courses will be supported with an on-line learning environment.

Students with disabilities can receive additional support from the Student Disability Service and the Programme will incorporate Accessible Learning guidelines into the design and delivery of courses.

For pastoral care and student support, all participants will be allocated to a Personal Tutor and take part in personal tutoring activities on a voluntary basis. Participants will be e-mailed to advise them of who their Personal Tutor is, and offered the opportunity to meet with that person on a one-to-one basis, either face-to-face or on-line. The onus rests with the participant to decide if and when s/he wants to participate in this aspect of available programme support. The intention is to develop a personal tutoring system that offers high quality academic and pastoral support, and that is flexible and responsive to participants’ needs. This deviates from standard University practice because the programme is atypical. It also recognises that participants’ needs are different from those of more conventional postgraduate students. The Personal tutor’s function is to monitor progress, provide advice on course choices and offer a first line of pastoral support for any scholarly or personal issues that may arise. Participants will be encouraged to reflect on their progress at regular intervals during the programme. The Personal Tutor will be available to discuss appropriate pathway and course choices.

Further information

View the prospectus entry for this programme

Appendix 1 Assessment Matrix - Proposed Programme: MEd Leadership and Learning

PG Certificate Leadership and Learning: Core Processes for Leadership and Learning * Compulsory but can be taken as either the first 60 credits or the second 60 credits of the MEd LL degree programme
Course Code	Course Title	Credits	Sem	Comp/ Elective*	Essay	Presentation	Reflective Report	Project
	Self Study Enquiry	20		Compulsory	Critical Review of Literature 2000 words 50%	Oral presentation of self –study learning journey, to date 2000 word equivalent 50%
	Practitioner Enquiry	20		Compulsory	A written rationale for the pedagogical/leadership approach(es) adopted in the enquiry-related practice 2000 words 50%	Research Poster + Oral presentation on Enquiry conducted 2000 word equivalent 50%		Participants will conduct a Practitioner Enquiry - See presentation column for assessment
	Developing as a Leader	20		Compulsory	Critically informed discussion of leadership approaches + issues 2000 words 50%		Reflective Report on own leadership development + Personal Action Plan 2000 words 50%

PG Certificate Leadership and Learning: Middle Leadership and Management (Standard for Middle Leadership and Management) Elective: can be taken as either the first 60 credits or the second 60 credits of the MEd LL degree programme
Course Code	Course Title	Credits	Sem	Comp/ Elective*	Essay	Presentation	Reflective Report	Project
	Developing as a Middle Leader and Manager	20		C to achieve the Cert.	Critical review of the specific nature of middle leadership 2000 words 50%		Reflective Report on own collaborative leadership development, as a middle-leader to date + Personal Action Plan 2000 words 50%
	Leading Change and School Improvement	40		C to achieve the Cert.			Part 3 – A written evaluation of professional development to date in relation to the SfML&M identifying next steps for further development, with reference to the initial self-evaluation conducted in Course 1 and supported by reflection on critical incidents and/or dilemmas encountered in the process of leading change and improvement (2000 words). 2000 words 25%	Part 1A – A detailed analysis of the faculty’s/school’s need for change and capacity to improve (1500 words); Part 1B – A rationale for a faculty/school improvement project (1000 words) with an updated detailed project plan included in the appendix (indicative 500 words); 3000 words 38% Part 2 – A written evaluation of project development to date identifying next steps for faculty/school improvement, supported by evaluative evidence included in the appendix (3000 words); 3000 words 38%

PG Certificate Leadership and Learning: Into Headship (Specialist Qualification for Headship) Elective: can be taken as either the first 60 credits or the second 60 credits of the MEd LL degree programme
Course Code	Course Title	Credits	Sem	Comp/ Elective*	Essay	Presentation/Other	Reflective Report	Project
	Developing as a Strategic Educational Leader	20		C to achieve the Cert.	Critical analysis of the current policy context which leads to the identification and justification of a strategic change issue to be addressed on the basis of evidence and educational argument. 2,500 words 55%		Critical reflection on their self-evaluation leading to identification of key priorities for their professional learning in leading and managing strategic change. 1,500 words 45%
	Leading Strategic Educational Change	40		C to achieve the Cert.			Part 2 – Critical reflection on the participant’s leadership of strategic change processes by evaluating their practice against the Standard for Headship and identifying next steps for professional learning. 3000 words 37%	Part 1: Critical evaluation of interim progress against the short-term targets for the strategic change issue identified in Course 1, drawing on evidence to support their analysis. Presentation of a reasoned argument to underpin a proposal designed to bring about sustained and embedded long term strategic change. 5000 words 63%

Extended Work - Based Project *This is compulsory and constitutes the Final 60 credits of the MEd LL
Course Code	Course Title	Credits	Sem	Comp/ Elective*	Essay	Presentation	Reflective Report	Project
	Extended Work-Based project Proposal			Compulsory				A written proposal and timeline for extended work-based learning project 2000 words equivalent 13%
	Extended Work-Based Project	60		Compulsory	Research Report 10,000 - 13,000 words or equivalent Participants will plan, conduct and evaluate an extended work-based project then produce a research report. With an explicit aim that the knowledge created in each work-based project can be made public to achieve wider impact (especially in participants’ professional field), a range of ways of producing the research report for summative assessment will be offered. Participants will select the form of research report that allows them to: demonstrate that all learning outcomes have been met make public the knowledge created in a way that is fittest for their professional purpose, in terms of maximising potential impact. Normally, participants will be able to select from the following options: article written for publication in a refereed journal research poster + oral presentation to professional audience, accompanied by a handout which includes a précis of the literature review conducted ; a summary overview of the research design and critical reflection on research design, in terms of fitness for purpose multi-media research report written research report 10,000 -13,000 words or equivalent 87%