Run by School of Educational Sciences

30.000 Credits or 15.000 ECTS Credits

Organiser: Dr Susan Jones

To enable Headteachers to use data for informed decision making.

To empower Headteachers to develop a coaching culture that builds capacity of the workforce to effectively manage change.

• Explore the range of data available for educational leaders.

• Using appropriate data, the students will explore, measure and evaluate the impact of their leadership practice.

• An understanding and appreciation of coaching theories, skills and techniques which can be used as an effective tool for personal and professional learning and to manage change in the school.

• Reflection strategies, concepts and approaches.

good

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.

threshold

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.

excellent

85-100%, 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.

1. Critically evaluate and interpret data in order to draw conclusions for school improvement.

2. Characteristics of a confident and ambitious leader who is able to reflect on his/her own practice and engages effectively in collaborative working.

3. A comprehensive understanding of the effective use of data at both local and National level that informs ongoing development.

4. A detailed knowledge of the principles and practice of coaching techniques and strategies in order to facilitate both individual and organisational behavioural change.

Type	Name	Description	Weight
	Portfolio		75.00
	Reflective assignment		25.00

		Hours
Tutorial	Scheduled learning – lecture, group work, tutorial.	8
	Independent and distance learning	184
Work-based learning	Placement learning	108

• 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

• Critically evaluate and interpret data in order to draw conclusions for the school improvement project.

• Through coaching resolve complex organisational and practice issues within the context of the workplace, taking into consideration budgetary, political, strategic, ethical and social issues.

• Development of individuals’ capacity and motivation to contribute to system improvement.

Reading list

Essential OECD. 2017. The Welsh Education Reform Journey: A rapid policy assessment. [On-line]. Available at: http://www.oecd.org/education/The-Welsh-Education- Reform-Journey.pdf

Essential Whitmore, J. 2017. Coaching for Performance: The Principles and Practices of Coaching and Leadership (People Skills for Professionals). Nicholas Brealey publishing: London.

Essential Hawkins, P. 2012. The Welsh Coaching Programme – Overarching strategy of embedding a coaching culture in Welsh Education – National Leadership development group. [On-line]. Available at:https://www.nationalcollege.org.uk/transfer/open/mento ring-and-coaching-advanced-skills/mcadv-s07/mcadvs07-t03.html

Further Starr, J. 2016. The Coaching Manual: The Definitive Guide to The Process, Principles and Skills of Personal Coaching. Pearson business: London.

Further Goleman, D.2003. The New Leaders: Transforming the Art of Leadership. Time Warner Books: New York