Educational Leadership and School Improvement
Full time Master of Philosophy (MPhil)
Part time Master in Education (MEd)
This route provides a broad-based view of educational leadership and school improvement, both through the explicit and focused study of specific concepts and issues, and through their application in the conduct of individual research projects. The teaching team draw on their research to illustrate ideas, and we occasionally welcome visiting academics to enrich the route still further. Students are encouraged to share their experiences and perceptions, and to learn from each other while relating knowledge, principles and insights to their own contexts. Participants come with varied backgrounds, from the UK and overseas. Candidates applying for the route would normally be expected to have at least 3-4 years teaching experience preferably with leadership responsibilities at an organisational level within the school/community.
Aims
The overall aims of this specialist route are to enable participants to develop:
- an advanced knowledge and understanding of educational leadership and school improvement
- a set of skills for analysing educational leadership and school improvement issues and practices
- the ability to understand and contribute to the leadership of educational initiatives
- the ability to contribute to informed development of policy and practice in educational contexts
- familiarity with a range of frameworks for understanding pupil, professional and organisational learning
Themes
The content is covered through eight interrelated themes. In 2012-13, students will follow themes 5-8 only (described below). Part time students continuing in 2013-14 will study themes 1-4 in their second year:
1. Leadership for Learning is the bedrock of the ELSI MEd/MPhil and of 'Leadership for Learning: the Cambridge Network' www.educ.cam.ac.uk/centres/lfl/. We consider both leadership and learning to be shared, as much as individual, activities, and that agency, moral purpose and principles are key elements in their interrelationship.
2. In Policy, Structures and Change we consider the different ways policy is conceived, and explore the underlying assumptions. We examine various organising principles, and what we know about change in a school context, relating theory to practice.
3. School Effectiveness and School Improvement. In this theme we learn about and critique the school effectiveness movement. We also examine school improvement, asking what 'improvement' really means, and consider related issues including the kinds of support that might benefit a school.
4. We face Issues and Dilemmas every day, and leadership is becoming an increasingly contested and difficult arena. We look at frameworks for conceptualising and dealing with dilemmas, and tease out the complexity and contextual nature of dilemmas. We also consider some contemporary educational issues, such as pupil participation.
5. In Perspectives on Leadership we take an in-depth look at educational leadership, exploring a range of theoretical perspectives on leadership, and relate these to our experience and situations. Perspectives for consideration may include distributed leadership, teacher leadership and student leadership.
6. In Perspectives on Learning we explore some of the complex issues around learning. We examine different theories of learning and conceptions of ability, and discuss their implications. Conditions and approaches that support and frustrate learning are considered.
7. In Schools, Cultures and Communities we explore our understanding of 'a school', considering the different cultures that schools exhibit, and the community and wider societal influences on schools. The contributions of various 'stakeholders' - particularly pupils, parents and teachers are discussed.
8. Educational Evaluation. Whether we are evaluating the educational achievements of an individual pupil, a year group, a school or system, there are many issues to be understood and addressed. In this theme we consider a number of approaches to educational evaluation, their strengths, weaknesses and fitness for purpose.
The opportunities for learning on the ELSI route are designed to reflect our conceptions of learning and leadership and the principles and values of 'Leadership for Learning'. This means that whilst the Faculty lecturers take responsibility for the organisation of the route and for supporting you, there is an expectation that you take responsibility for your own learning, and both contribute to and learn from other members of the group. Students come from different backgrounds and with variety of experiences, which adds a real richness to the group: we aim to draw upon your own knowledge and experiences and encourage you to share these sensitively with others. As a community of learners we are interdependent.
During the timetabled sessions of the ELSI route you will experience a variety of face-to-face activities offering opportunities for learning. For example, there may be a lecture to the whole group, discussions, small group activities, and student presentations. You will also be expected to engage in self-directed work and study, sometimes with other students in small groups, and sometimes on your own. You will be encouraged to develop critical friendship groups with fellow students, and to both give and gain support through these groups. These will complement your one-to-one supervisions with a lecturer that focus upon your assessed assignments.
Comments from previous students
The strengths of the ELSI course lie in the high quality taught sessions (engaging, thought provoking and inspiring) and the quality of contribution from colleagues.
The support and advice which I received as a part time student surpassed all my expectations
A new sense of purpose and perspective on my profession: I feel as though I have been energised and enthused!
Really hard work but the most interesting, rewarding thing I have ever been part of ... truly fantastic!
The realisation that my opinion is welcomed and challenged, rather than paid lip service and ignored, has been an incredibly encouraging, and humbling experience.
I now find that I am far less likely to accept the ‘received wisdom’ of innovation and new policies.
An excellent course to finish with many more questions that you had at the beginning but an overall sense of achievement and personal and professional improvement.
The Faculty was a great place to study – the peace and beauty of the surroundings combined with the rigour of the academics is exactly what I was hoping for. It’s good to feel so supported.
Applying
Before applying, think about why you want to follow this particular route, and the specific issues related to educational leadership and school improvement that interest and excite you. It is helpful to give an indication in your application of your initial ideas about your research agenda, and how this relates to your professional experience, although we appreciate that your ideas will change and develop as you engage with study.
Preparatory reading: As a professional interested in ELSI you have probably already read a few of the huge number of books related to educational leadership, school improvement and learning. You should take the opportunity to continue building your familiarity with texts and authors, especially related to your particular area of interest.
A useful book that helps with the process of academic reading and writing, as well as providing examples of research in the field, is:
Wallace, M. and Poulson, L. (eds) (2003) Learning to read critically in Educational Leadership and Management (London: Sage).
The key text for Leadership for Learning is:
MacBeath, J. and Dempster, N. (eds) (2008) Connecting Leadership and Learning: Principles for Practice (London, Routledge).
As well as books, take every opportunity to explore journal articles, professional material (such as magazines and reports), as well as news items. The National College (formerly NCSL) (www.nationalcollege.org.uk) has an extensive leadership library.
Research Methods Strand
All Masters students on this route are required to attend a generic research methods strand, taught across thematic routes. Methods sessions are essential for a research-based Masters degree and constitute about one-third of the whole programme. Through this strand students will develop their understanding of different research strategies, foster skills in appraising and synthesising published research studies and acquire the understanding and skills necessary for designing, conducting, analysing, interpreting and reporting a small-scale research study for thesis presentation.
The research strand covers a broad range of social science research methods and is essential for Masters level understanding and critical engagement with the research literature in many specialist areas and in education more generally. It offers opportunities and encouragement to apply the knowledge gained to your thematic area, and vice versa. Details of the MPhil and MEd Research Methods courses are provided in separate handbooks.
Application process and Fees
For more information on the application process, fees and entry requirements please see the MPhil pages if you are interested in full-time study or the MEd pages if you are interested in part-time study.