Educational Leadership and School Improvement
Full time Master of Philosophy (MPhil)
Part time Master in Education (MEd)
The overall aims of this specialist course 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 bring together theoretical perspectives on educational leadership and school improvement and apply an informed critique of their inter-relationship
- 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
The course content is covered through eight interrelated themes.
Leadership for Learning is the bedrock of the ELSI MEd/MPhil and of 'Leadership for Learning: the Cambridge Network'. 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.
In Policy, Structures and Change we consider the different ways policy is conceived, and explore the underlying assumptions. We examine various political organising principles, and at what we know about change in a school context, relating theory to practice.
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.
In schools 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, for example pupil participation.
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. Distributed leadership, teacher leadership and student leadership all come under consideration.
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.
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.
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 course 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 course 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 course you will experience a variety of face-to-face activities offering opportunities for learning. For example, there may be input by a lecturer 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. Whilst we encourage a social and collegial approach to learning, it is of course essential that the essays and thesis you submit for assessment are clearly and unambiguously your own work.