Module 2 is designed to be delivered concurrently with Module 1. It therefore shares the same content.

A series of professional learning opportunities which focus on aspects of professional practice, addressing the teacher's individual needs and develops skills of enquiry and the use of evidence. An introduction to thinking critically about education:
- Reading critically in education
- Analyzing arguments
- Structuring and writing arguments
- Reflection and the reflective practitioner
- The place of critical incidents in developing professional practice
- Action planning
- Monitoring progress
- Measuring personal professional impact on associate and young people and children.

The learning strategies will require participants to commit 100 learning hours of which 10 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: 3 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 90 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 MTL University libraries
TWM MTL VLE

Burton. D. and Bartlett, S. (2009) Key Issues for Education Researchers. London; Sage.
Dymoke, S. and Harrison, J. (2008) Reflective Teaching and Learning - A Guide to Professional Issues for Beginning Secondary Teachers. London: Sage.
Wallace, M. and Wray, A. (2006) Critical Reading and Writing for Postgraduates. London: Sage.

Researching Impact - Mini Enquiry (2000 words equivalent) - linked to a need identified in the audit/action plan e.g. to develop differentiation skills. This should include:
- A rationale for selecting the topic which makes reference to literature (theory and practice.)
- An overview of the methods used.
- An account of findings from the enquiry
An analysis of the implications of the findings for future practice.