Last modified: 23 Jul 2024 11:10
This is the second module in the Into Headship PG certificate programme. The aim of this course is to enable participants to gain the knowledge and understanding needed to manage a collaborative change process with members of the wider school community. The module will also map sets of strategies to address the educational issue identified in Module 1 of the PG Certificate.
| Study Type | Postgraduate | Level | 5 |
|---|---|---|---|
| Term | Second Term | Credit Points | 30 credits (15 ECTS credits) |
| Campus | Aberdeen | Sustained Study | No |
| Co-ordinators |
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Course content will cover:
The course is based upon the model of professional learning which comprises four interdependent components: critical reflection, knowledge building, experiential learning and social learning processes and will cover the following areas:
Information on contact teaching time is available from the course guide.
| Assessment Type | Summative | Weighting | 100 | |
|---|---|---|---|---|
| Assessment Weeks | 39 | Feedback Weeks | 42 | |
| Feedback | Word Count | 6000 | ||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Create | Demonstrate the ability to construct a comprehensive proposal that recognises the complexity of leading strategic change and building collaborative capacity for longer-term school improvement |
| Conceptual | Evaluate | Access, evaluate, interpret and present relevant data and academic literature to inform critical analyses in both parts of the assignment. |
| Conceptual | Evaluate | Critically evaluate progress with the strategic change initiative by collecting, analysing, and responding effectively to ongoing feedback from a variety of sources to determine future action |
| Procedural | Apply | Demonstrate a standard of academic writing appropriate to an SCQF Level 11 course, including consistent, appropriate use of an accepted convention for citations and referencing. |
| Reflection | Create | Demonstrate the ability to identify priorities for leadership development and construct a proposal for ongoing professional learning. |
| Reflection | Evaluate | Construct a critical self-evaluation of strategic leadership and management competences as specified by the Standard for Headship with an emphasis on improving teaching and learning |
| Assessment Type | Formative | Weighting | ||
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback | ||||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
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| Assessment Type | Summative | Weighting | 100 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback | Word Count | 6000 | ||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
|
|
||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Create | Demonstrate the ability to construct a comprehensive proposal that recognises the complexity of leading strategic change and building collaborative capacity for longer-term school improvement |
| Reflection | Evaluate | Construct a critical self-evaluation of strategic leadership and management competences as specified by the Standard for Headship with an emphasis on improving teaching and learning |
| Procedural | Apply | Demonstrate a standard of academic writing appropriate to an SCQF Level 11 course, including consistent, appropriate use of an accepted convention for citations and referencing. |
| Conceptual | Evaluate | Access, evaluate, interpret and present relevant data and academic literature to inform critical analyses in both parts of the assignment. |
| Reflection | Create | Demonstrate the ability to identify priorities for leadership development and construct a proposal for ongoing professional learning. |
| Conceptual | Evaluate | Critically evaluate progress with the strategic change initiative by collecting, analysing, and responding effectively to ongoing feedback from a variety of sources to determine future action |
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