A review of relevant theory and practice in relation to:

Leadership and management
- leadership and management strategies and how they impact on the performance of others, particularly on teaching and learning
- legislation, policy and national frameworks
- leadership and management skills, including collaboration, consultation, communication and challenge
- leadership and management structures in a school and how they integrate
- leading and managing teams
- leading and managing change
- leading and managing subject(s)/curriculum area(s)/other aspect(s) of the work of the school, including Special Educational Needs (SEN) and disability
Working with others
- roles and responsibilities of the professionals in the different agencies of the children's workforce
- understanding of workforce reform
- inter-agency collaborative practice in the school context to support and offer a personalised approach tailored to the needs of children/young people and families, including Common Assessment Framework, the Lead Professional role and the Team Around the Child
- inter-agency communication
- Every Child Matters (ECM): the five outcomes for children/young people
- child protection policy and practice
- communication with parents/carers, including those with children with the range of additional needs identified above
- roles of parental engagement in children's learning and development
- roles and responsibilities of the different professionals in the children's workforce - including those working on SEN and disability and in the Further Education (FE) sector
- employers, including employers contributing to work-related learning or assessment and teacher education

TWM MTL University libraries
TWM MTL VLE

Adair, J. (2006) Leadership and Motivation - How to get extraordinary results from everyone. Aldershot: Gower Publishing
Day,C., Stobart, G., Sammons, P.,Kington, A.,Gu, Q., Qing Gu , Smees, R. and Mujtaba, T (2006)Variations in Teachers' Work, Lives and Effectiveness. (DFES Research Report 743). London: DFES
Gunter, H. (2005) Leading Teachers. London: Continuum
West-Burnham, J. (2004) Building Leadership Capacity: Helping leaders learn. Nottingham: NCSL

The learning strategies will require participants to commit 200 learning hours of which 20 hours will consist of contact time.

Contact Time takes two forms:
Mandatory: 1 x 7hr (Input Day) - Sessions will `normally' comprise the following activity types;
- lectures and presentations by the tutor;
- seminars and workshops to generate discussion, reflection and exchange of ideas;
- practical workshops for the analysis and discussion of issues, documents and materials;
- case-study activities to establish connections between the workplace and issues raised by the programme;
- critical feedback from peers and tutors on presentations, workplace experiences and standpoints taken on issues raised in taught sessions;
- work Related Learning - the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies;
- work with others, which enables participants to develop interpersonal skills, the capacity to plan, to share goals and work as a member of a team, communicate and present oral and written arguments;
- support from the peer group through collaborative learning activities

Mandatory Personalised: 13 Hours of learning as determined by personalised action plan. This learning will `normally' comprise the following activity types;
- Guided reading, supported self-study and independent study to enable participants to engage with relevant and appropriate debates;
- Individual tutorials to support development of understanding;
- Case-study activities to establish connections between the workplace and issues raised by the programme;
- Work Related Learning - Both Inter and Intra School learning opportunities (e.g.; lesson observation, professional dialogue, attendance at network meetings, engagement with Training schools) which provide the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies;
- Information and Communication Technology, including word processing, data bases, internet communication, information retrieval and on-line searches and engagement with DcSF training materials.
- VLE (Blackboard) will be used to facilitate exchange of ideas and access to specific resources and activities. Participants will be required to use word processing, data bases, internet communication, information retrieval and on-line searches throughout their studies
- Engagement with HEI M level Modules, Private Provider Course, e.g.; National College for School Leadership or Local Authority Professional Development

An additional 180 Hours of Independent study are required: The hours of independent study will require participants to take responsibility for relating the issues addressed in this module to their personal experience, for reading and thinking about their work and relating all this to their own working context. This will form the basis of the assignment.

TWM Associate to choose one mode of assessment for each module utilising one form of data collection.

Each mode of assessment = 100% weighting.
Each mode of assessment = 4000 words equivalent
Each mode of assessment tests learning outcomes 1-4

The mode of assessment and the method of data collection chosen should be the most appropriate form of assessment and method as agreed between Associate, tutor and school based coach.

For each module in phase 2 (Modules 3,4,5 and 6) a different mode of assessment must be chosen.

For each module in phase 2 (Modules 3,4,5 and 6) a different data collection method must be chosen.

You cannot submit work more than once using each assessment mode and method of data collection.

Associates should plan carefully with the school based coach and tutor which modes of assessment and methods of data collection they will use for modules 3,4,5 and 6.

Assessment Modes

Written Report - A report based on the evaluation and analysis of elements of the module content, and the impact of these on learning and teaching.
Critical incident reflection - Evaluation and analysis of a critical incident in relation to an individual's or a group's progress and achievement.

Lead a staff development session - Presentation to staff in school, based on the implementation of specific strategies or module content and the impact of these (to include presenter notes, handouts, analysis of data and reflective commentary).
Presentation - Presentation to MTL peers and tutors based on the development and implementation of specific strategies in a subject, specialism or curriculum area in professional practice, and the impact of these.

Data Collection Methods

Diary (video or written) and Reflection - Video/record diary extracts based on the use of strategies or content development, and reflective analysis of the impact of these on learning and teaching.

Portfolio of workplace evidence and commentary - Portfolio of evidence based on the implementation of specific strategies or content and a commentary based on the analysis of these.

Lesson observation, plan, recording and reflective commentary - Lesson plan in a subject, specialism or curriculum area in professional practice, including teaching, learning and assessment strategies to be used, recording of evidence and evaluation and analysis of achievement.

Interviews and action points - Interviews with staff/students/other adults based on a focus content area, transcribed and action points developed.