ࡱ> NPMa bjbj:K:K 4X!H\X!H\ RRRRRfffffTJqqqnTpTpTpTpTpTpT$9WYXTRqqqqqTRRT   qRRnT qnT  N.Sp"O6ZTT0T(PGZdGZl.SGZR.S,qq qqqqqTT qqqTqqqqGZqqqqqqqqq> : Into Headship (PgCert) 65X9HEVZ (In association with the Scottish College for Educational Leadership, participants must apply through their Local Authority) Duration: 12 months Aims: For aspiring leaders in school settings, the programme will provide a framework for leadership development which takes account of the circumstances generated by changes in social and economic conditions, and by government and local authority policies. Participants will: extend their knowledge and understanding of strategic leadership and management theory in the context of the role of a head teacher engage in critical reflection on their own practice by analysing critically evidence and arguments to support professional judgements in complex and sometimes ambiguous situations enhance their skills and abilities to lead change and initiate improvement through engagement with the whole school community frame enquiries into practice to make an informed contribution to current professional debates practice and demonstrate competence against current professional standards in leadership and management develop an understanding of the place of values and the associated challenges in leading a school community In addition, the programme modules will: show how research generates different perspectives on professional knowledge enable participants to gain a deeper understanding of a range of theoretical approaches and how these can be applied to improve professional practice facilitate the understanding and evaluation of change solutions in a variety of practical settings. All participants will study: ED504D Developing as a Strategic Leader (20 credits) ED554E Leading Strategic Change (40 credits) Students who successfully complete the two modules to a value of 60 credits points will have fulfilled the requirements for this Into Headship, PG certificate course. Assessment: Formative and summative assessment is a feature of both courses. Assessments are designed to arise naturally from course content and learning. Assessment arrangements support the principle that assessment in the Into Headship programme is an integral part of the continuing professional learning process of experienced senior professionals. Assessment in both courses is seen as a developmental participant focused activity, enabling individuals to critically reflect on their practice and learning. l    & F Q q h v } 0 8 \ c z     Ķڨxkkkkkkkk^kh(Lh@GCJOJQJhCh@GCJOJQJhCh@G6CJOJQJh@GCJOJQJh>󰪳䴳ϴ󰪳6Cϴ>󰪳6Cϴ<5CJOJQJhr5CJOJQJh<5CJOJQJhCh@G5CJOJQJh@G5CJOJQJh@G5;CJOJQJ$lm      S 0   . / | vwx & Fgd@G & Fgd@Ggd@G D%gd@G gd@G !.Jiktux!N|<󛌀pcch@G6CJOJQJ^JhGh@G6CJOJQJ^Jh@GCJOJQJ^Jh<5^h@GCJOJQJ^JhCh@G6CJOJQJh%h@G6CJOJQJhCh@G5CJOJQJ^JhQCJOJQJhCh@G5CJOJQJh<CJOJQJh@GCJOJQJhCh@GCJOJQJ!xgd@G Sn1$gdH S1$gdH1$gd@G  h@GhxQhGh@GCJh@GCJOJQJ^JhGh@GCJOJQJ^J21h:pxQ. 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