Courses 1-3 form the Certificate (15 months). Courses 4 and the double module Course 5 form the Diploma with the dual award of the SQH (27 months). The further completion of the masters dissertation forms the MEd (33 months).
In this Course participants are introduced to the Standard for Headship and the key principles underpinning the Scottish Qualification for Headship Programme. Major themes and issues concerning school leadership and management are also introduced.
There are two assessment tasks for Course 1: a Critical Self-Evaluation (CSE) against the Standard for Headship and linked to this, a Programme for Personal Learning (PLP) with a clear Rationale. In addition, participants complete a 360° formative assessment (there is a summative 360° assessment as part of Course 5) of their interpersonal abilities.
In this Course, links are made between the participant’s own school and the national perspective. Major themes and issues concerning school leadership and management, and school improvement are related to the participant’s own school.
There are three assessment tasks for Course 2: a detailed analysis of the school’s need for change and its improvement capability; a Rationale for the School Improvement Project (SIP); and a detailed Project Plan.
In this Course, participants are required to look beyond the immediate environment for ideas, inspirations and challenge in relation to school leadership. In Course 2, participants identify a leadership or management issue that needs to be further developed in their school setting in order to take forward overall school improvement.
In Course 3, participants are provided the opportunity to explore that issue within a contrasting setting, gaining a deeper understanding of the issue and of strategies that may help to address the issue.
This course requires participants to undertake a Comparative Study within a placement setting in business, industry, international context or other public or voluntary sector environment.
There is one assessment task for Course 3: a Comparative Study Report with appendix materials.
In this Course, participants are required to reflect on progress made to date with the SIP planned in Course 2, utilising leadership and management strategies identified in Course 3. Participants are also required to reflect on the progress they are making as project leader and manager with reference to the PLP constructed in Course 1, utilising strategies identified in Course 3.
This course is mainly formative in nature and facilitates Tutor intervention and support, at a key point in the 18 month SIP.
There are three Assessment tasks for Course 4: an oral presentation to and discussion with a Tutor and group of peers on progress to date; a Critical Incident discussion on a one-to-one basis with a Tutor; and an interim written evaluation of personal and project development.
In this joint double module, participants are required to continue and complete the 18 month SIP, exemplifying enhanced professional practice and competence. This double module requires participants to demonstrate a broad and in-depth picture of progress towards meeting the requirements of the Standard for Headship.
Participants are also required to demonstrate success in the development of identified aspects of the school’s need for change and capacity to improve, and the impact the SIP has had on the experience of all stakeholders with particular reference to improvements in learning and teaching.
The assessment for Course 5 consists of three components: a Portfolio of evidence from the SIP verified by a field visit; a reflective Commentary on leading and managing school improvement; and an Oral Presentation and Viva on the SIP to a panel of 3 people, drawn from the University Tutor team, LA representatives and experienced headteachers.
A masters dissertation which consists of two parts - a research proposal (1-2,000 words) and a research project.
The research proposal will be formative, but a satisfactory proposal must be produced before progressing to the dissertation.
The second stage, the dissertation proper, consists of a professionally relevant research study (of approximately 12,000). This will normally be carried out in or in relation to the work of the participant’s school.
This article was published on Mar 17, 2011