University of the West of England

MODULE SPECIFICATION

(Revised November 2002)

Code:	UTLGB8-30-M
Title:	Leadership and Management Development
Version:	3
Level:	M
UWE Credit Rating:	30
ECTS Credit Rating:	15
Module Type:	Project
Owning Faculty	Social Sciences and Humanities
Field:	Secondary Education and Lifelong Learning
Valid From:	1st September 2008
Discontinued From:
Contributes Towards:	PG Cert Education PG Cert Education (Raising Achievement in City Schools) PG Cert Education (Special Educational Needs) PG Cert Education (Further Education)(GLOSCAT) PG Dip Education PG Dip Education (Careers Guidance) PG Dip Education (Raising Achievement in City Schools) PG Dip Education (Special Educational Needs) MA Education MA Education (Raising Achievement in City Schools) MA Education (Special Educational Needs) MA Education (Careers Guidance)
Pre-requisites:	None
Co-requisites:	None
Excluded Combinations:	UTCGB7-30-M, Subject leadership/middle management in the Primary School UTCGBB-30-M, Effective Leadership and Management Skills for Teachers and Lecturers.

Learning outcomes:

On successful completion of the module participants will:

• have an understanding of the role of middle managers / subject leaders in schools in the context of the National Standards (Component A);

• be able to critically analyse the contribution of middle managers / subject leaders to school improvement (Component A);

• understand key aspects of their role as agents of change within institutions (Component A);

• have reflected on and critically reviewed their own leadership style and their roles as middle managers/ subject leaders (Component A);

• have developed and critically evaluated a range of strategies for working with colleagues (Component A);

• have had opportunities to react effectively as a team member, supporting, leading, clarifying tasks, making appropriate use of the capabilities of group members, negotiating and handling conflict with confidence;

• be able to organise and present ideas and information coherently

Syllabus outline:

The nature of leadership and management in school contexts; the National context and Standards, such as those for Subject Leaders; communication; time management; team working; conflict and negotiation; problem solving; delegation; monitoring teaching and learning; leading and managing change.

Teaching and learning methods:

Lectures, workshops, directed readings, seminars, group presentations, group discussions

Indicative sources:

BELL, D. & RITCHIE, R. (1999) Towards Effective Subject Leadership in the Primary School. Buckingham: Open University Press.

BRIGHOUSE, T. & WOODS, D. (1999) How to improve your school. London: Routledge.

BUSH, T. & COLEMAN, M. (2000) Leadership and Strategic Management in Education. London: Paul Chapman Publishing Ltd.

FIELD, K. HOLDEN, P. & LAWLOR, H. (2000) Effective Subject Leadership.

London: Routledge.

FLEMING, P. & AMESBURY, M. (2001) The Art of Middle Management in Primary Schools: A Guide to Effective Subject, Year and Team Leadership. London: David Fulton Publishers Ltd.

GUNTER, H. M. (2001) Leaders and Leadership in Education. London: Paul Chapman Publishing.

LAW, S. & GLOVER, D. (2000) Educational Leadership and Learning: Practice, Policy and Research. Buckingham: Open University Press.

Assessment

Weighting between components A and B (standard modules only) A: 100% B: N/A

ATTEMPT 1

First Assessment Opportunity

Component A

An assignment of 5000 words on a topic, identified from the content of the module and negotiated with the module tutor, that addresses the participant’s role as a middle manager in the context of school improvement.

Criteria: A LM + 2 further criteria chosen and negotiated from the list of assessment domains (see below).

Second Assessment Opportunity (further attendance at taught classes is not required)

Component A

An assignment of 5000 words on a topic, identified from the content of the module and negotiated with the module tutor, that addresses the participant’s role as a middle manager in the context of school improvement.

Criteria: A LM + 2 further criteria chosen and negotiated from the list of assessment domains (see below).

SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes is not required.

Assessment Domains

A: Conceptual Domain (Core)

LM: The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument.

B: Literature Domain

LM: The assignment demonstrates that the student can reference an extensive range of relevant literature and utilise it in the development of analysis and discussion of ideas, including critical engagement with that literature.

C: Contextual Domain

LM: The assignment demonstrates that the student has an awareness of the significance of relevant contextual factors (eg personal, locational, historical, political etc) influencing the area of study and is able to critically engage with the contextual significance.

D: Research Domain

LM: The assignment demonstrates that the student can plan for and execute a small scale enquiry in a systematic and reflexive manner, identifying and explaining methodological and epistemological issues around the research process and critically analysing and evaluating research outcomes.

E: Ethical Domain

LM: The assignment demonstrates that the student has an awareness of ethical issues arising in or associated with the area of study, showing sensitive engagement with an appropriate ethical framework for interpretation of ideas or for practice. In addition, there is exploration of some of the problematics arising in relation to ethical dilemmas or decisions.

F: Values Domain

LM: The assignment demonstrates that the student can clearly identify and analyse the basis of their own value position and where relevant, the value position of others in relation to the area of study, and critically evaluate associated claims to knowledge.

G: Action Domain

LM: The assignment demonstrates that the student can explore the relationship between theory and practice in the workplace, and use reflection to develop personal theory and refine professional practice, with due regard to issues of equity and social justice, critically evaluating professional development needs and/or outcomes.

H: Negotiated Domain

In addition to criteria specified under domains A-F, we accept the possibility of tutor and student negotiating an appropriate assessment criterion, to encompass specific elements of significance not addressed through the existing criteria. With tutors new to the programme it is important that such negotiated criteria are approved by the relevant Award Leader.

Specification confirmed by ……………………………………………Date ………………………

(Associate Dean/Programme Director)