Developing a shared, inclusive vision for the school
Run by School of Educational Sciences
30.000 Credits or 15.000 ECTS Credits
Organiser: Mr Jeremy Griffiths
Overall aims and purpose
To allow the headteachers to plan, develop and critically evaluate a shared and inclusive vision for their school and strategic plan, with reference to the latest developments in education (both nationally in Wales and internationally) and current thinking in effective leadership theory and practice.
• The students will explore current thinking and research in relation to the reform of national education systems
• The students will critically reflect on their own leadership development needs in the context of effecting transformational change
• Students will identify priority areas for change in their own context and make a commitment to act to address these
• Student will identity an area of practice that they will commit to share with their networks areas of strength to share/use in collaborative networks
60-69%, Merit: Shows significant insight, offers sustained and relevant analysis, well researched and referenced and written with a clear structure and style.
50-59%, Pass: Clear evidence of planning leading to a good structure, sound understanding of theories and analysis, and good use of research supported by appropriate evidence.
40-49%, Fail: Some consideration given to planning and structure, limited in depth of analysis and use of research, but demonstrating some understanding of the subject matter.
30-39%, Fail: Below the threshold level for Masters’, despite showing a little evidence of relevant study and knowledge.
0-30%, Fail: Seriously deficient, lacking any real evidence of subject knowledge or understanding.
70-100%, Distinction: Outstanding work which demonstrates exceptional scholarship and is worthy of publication, or instrumental in developing professional practice.
70-84%, Distinction: Demonstrates excellence in power of analysis, argument, originality, range of research, organisation and stylistic quality.
A comprehensive and critical understanding of the education change agenda in Wales and school leaders’ role in effecting that transformational change
A critically reflective understanding of participants’ own leadership journey in relation to the five standards and next steps for development (pre-task)
An in-depth and critically analytical research-based understanding of the role of effective collaborative leadership and responsibilities beyond school
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Teaching and Learning Strategy
Independent and distance learning
Scheduled learning – lecture, group work, tutorial.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Essential Welsh Government. 2017. Education in Wales: Our National Mission (Action Plan 2017-21). [On-line]. Available at:https://beta.gov.wales/sites/default/files/publications/201803/education-in-wales-our-national-mission.pdf
Essential OECD. 2016. What makes a schools a learning organisation? A guide for policy makers, school leaders and teachers (OECD). [On-line]. Available at: http://www.oecd.org/education/school/school-learningorganisation.pdf
Essential Welsh Government. 2018. Schools in Wales as learning organisations. [On-line]. Available: https://gov.wales/topics/educationandskills/schoolshome/curric uluminwales/curriculum-for-wales-curriculum-for-life/schoolsin-wales-as-learning-organisations/?lang=en
Essential Welsh Government. 2017 New professional standards for teaching and leadership. [On-line]. Available at: http://learning.gov.wales/docs/learningwales/publications/1709 01-professional-standards-for-teaching-and-leadership-en.pdf
Further Munby, S. 2008. Building the perfect team: leadership in the 21st century. Education Review. 21(1). p 31.
Further Kotter, J. 2016. Our Iceberg is melting: Changing and succeeding under any conditions. Portfolio/Penguin: New York.