Educational Leadership and Post Graduate Teaching

The Centre offers a range of programmes leading to Post Graduate Certificates and Diplomas, Masters and Doctorates. The Centre is in the process of re validating its provision to provide a world-class opportunity for educational professionals to achieve qualifications that will enable them to have significant impact in wider education practice.

The principles of the awards through the ICEE are to bring the learning and research into the practice of the participants. The international links along with school, college and other educational providers, ensures there is a rich resource of practice to draw on and to provide comparative studies. In addition to existing courses from 2021 /22 the Centre expects to offer additional Master’s Pathways in Global Educational Leadership and the Leadership of Inclusive Education.

The Centre is also developing smaller modules and microcredits that can be accumulated to provide post graduate certificates and diplomas or can provide the basis for consultancy or enhanced CPD Programmes.

Programmes for 2020/2021 include:

Doctorate in Educational Leadership (EdD)

The programme is designed for senior educational professionals and leaders working in schools, colleges, and other educational organisations committed to high quality teaching and learning. If you are looking to strengthen your skills for leading groups in high-performing teaching and learning organisations, and connect relevant research with practice, this part-taught doctoral programme can support your career development. Stage one - the taught element - offers you the opportunity to complete ‘blocks’ of blended learning – combining online rich media-based interaction and collaborative work, seminars, online taught elements and tutorials with interactive collaborative coursework. You will be guided to explore topics such as revisiting learning and teaching, the impact of emerging educational models, transformative learning, managing political and policy influences, instructional leadership and organisational transformation, and mastering the ‘self’. Stage two involves a programme of directed and independent study leading to the development and submission of your research proposal, followed by the production and defence of your own critical commentary.
Masters in Educational Leadership (MA)

The principal aims of the programme are to:

• enable students to build on their professional practice and knowledge through a challenging and contemporary programme of study

• develop an enhanced and critical awareness of current key issues in educational leadership

• develop in-depth knowledge and understanding of the principles and theories which underpin educational leadership

• develop high levels of proficiency in key skills that meet their personal and professional development needs

• develop critical research approaches and apply them in the independent production of a Master’s level project

• provide opportunities for critical reflection on students’ own professional practice, and to apply this in formulating innovative solutions to complex problems of educational leadership

Masters in Professional Development in Education (MEd)

The course is particularly suited for teachers and leaders in academies or maintained Schools committed to high quality teaching, learning and leadership. The pathway can also be customised for schools either working individually or in networks in order to build a distinct school improvement programme. In this instance, the expectation is that most teachers and teaching assistants in participating schools will complete the first Module in Teaching and Learning and that many will then use this as a springboard to the completion of the Master’s degree.

The Pathway is based on the following principles:

• All teacher and leader development is focused on the professional behaviours that reliably enhance the progress of students.

• Every teacher and leader should be on a professional development pathway that leads to the development of professional practice and is amenable to accreditation.

• Each school has a clear narrative of development that relates articulated and agreed values to organisational conditions within the school, the teacher’s professional practice and its impact on student learning.

• Teacher and leader development is best achieved through the extension of individual professional skill within a collaborative setting. It is also dependant on the school regarding professional growth and development and accountability as the opposite sides of the same coin.