ࡱ> vxu` bjbjss :(1j j j j j j j ~ """8""$~ Z*#*#4^#^#^#9$9$9$djlևlB$ihю~fj &9$9$&&fj j ^#^#{&(((&j ^#j ^#(&((Fs j j h{^## d/"!'wTnlwO'Oh{Oj h{ 9$v$T(%DG%@9$9$9$ffm(X9$9$9$&&&&~ $ f Jd ~ fJ~ ~ ~ j j j j j j   DEGREE OF MASTER OF EDUCATION 65X300G1 Qualifications for entry: Admission will be open to participants who have completed or are undertaking an associated PG Diploma in: Inclusive Practice Advanced Professional Studies Counselling Pastoral Care, Guidance Professional Development (School Management and Scottish Qualification for Headship) Or who have completed a Diploma from another institution (subject to scrutiny and the award of 120 SHEM specific credits against the award). Duration: 36 84 months by part-time study. Aims: The programme aims to meet the needs of experienced teachers and other educational professionals for whom a programme associated with a MEd degree is a suitable route to academic and professional growth (including those seeking Chartered Teacher status in Scotland). The aims of the programme are associated with different components of advanced professional practice and postgraduate study. These are identified as: critical evaluation and application of advanced professional knowledge and understanding; commitment to critical self-evaluation and development; enhanced and highly effective professional performance; personal and professional commitment to an extended professional role and wider professional vision; advocacy of change and professional action aimed at the development and improvement of practice; development of professional values and knowledge through reflective and evidence-based practice; working with others to bring about change and improvement to practice; bridging theory and practice and critically applying and challenging research findings. Content: After successful completion of a related Diploma programme, participants will complete a Dissertation/Work-based project. The Dissertation/Work-based Project allows participants to review their past and current professional development and following a review of relevant literature and practice, to identify an area for development, and to frame, specify, carry out, evaluate and report a sustained investigation or development. Assessment: Formative and summative assessments are designed to arise naturally from the work. Assessment focuses directly on workplace applications. PROFESSIONAL DEVELOPMENT (SCHOOL MANAGEMENT AND SCOTTISH QUALIFICATION FOR HEADSHIP) (PgDip) 65A244S9 Qualifications for entry: Applicants will normally be graduates or be able to provide evidence that they can work at postgraduate level. They must have at least five years teaching experience and be able to undertake projects in their workplace setting. This programme is only available to teachers who are recommended by their Education Authority for registration on the Standard Route towards the Scottish Qualification for Headship. Those registered on the Accelerated Route towards the Scottish Qualification for Headship are not eligible for registration for this diploma. Duration: 31 60 months by part-time study. Aims: The aims of the programme are to enable participants to develop: the competences required to meet the Standard for Headship in Scotland an holistic understanding of school management and leadership knowledge and understanding of schools and Scottish Education Content: The Standard specifies the key purpose of headship (To provide the leadership and management which enables a school to give every pupil high quality education and which promotes the highest possible standards of achievement) and defines three elements underpinning the professional practice of school management and leadership. These elements are: Professional values Management functions Professional abilities The professional values element is concerned with the individuals professional values and his or her commitment to learning and development. The management functions element comprises four key functions in managing and leading schools; managing learning and teaching; managing people; managing policy and practice; and managing resources and finance. The professional abilities element comprises the intellectual and interpersonal abilities school leaders draw upon in order to carry out the key functions effectively. Assessment: Assessment is based on project plans as well as on appropriate and authenticated portfolios of evidence of successful performance of key management functions. Analysis and critical commentaries on practical projects with reflection on learning and personal development are a prominent feature of the programme.     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