A written assignment Tests learning outcomes 1,2,3,4,5 (10,000-word equivalent)

A Report- to include:
- Aims and intentions of the Professional Practice Enquiry to be undertaken in Module 8
- Literature Review
- Methodological issues and considerations
- Ethical issues and considerations
Presentation of draft proposal to Coach/Tutor and response to issues/questions raised.

Associates will study this module in preparation for Module 8 (Professional Practice Enquiry 2 - Evaluating Practice).

A review of relevant theory in relation to:

Associates will consider the role of research, scholarly activity and evidence based practice as an important aspect of professional development, in extending understanding of pupil interaction and learning, teaching approaches, curriculum organisation, and professional interests. Associates will critically analyse current issues; initiatives and developments in education and educational practice in order to extend knowledge and understanding. Consideration will be given to the principles that underpin and inform school-based approaches to educational and evidence based research and practice. Associates will be encouraged to identify opportunities for evidence based enquiry, taking into account specialist interests, the school context, and external initiatives. A range of relevant research methodologies and ethical considerations will be examined in relation to appropriateness, effectiveness, and resource implications. The Associates will be enabled to develop skills and techniques in, and knowledge of, methods and approaches appropriate to their professional environment and enquiry. Associates will critically discuss their enquiry proposals and consider the implications of undertaking the enquiry in relation to professional development.

Cohen, L., Manion, L. and Morrison, K. (2007) Research methods in education. London: Routledge
Gillham, B. (2000) Case Study methods. London: Continuum Books.
Lowe, M. (2006) Beginning Research (Abingdon Routledge)
Silverman, D. (2000) Doing Qualitative Research, (London: Sage).

TWM MTL University libraries
TWM MTL VLE

The learning strategies will require participants to commit 300 learning hours of which 30 hours will consist of contact time.

Contact Time takes two forms:
Mandatory: 2 x 7hr (2 Day Residential School) - 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 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: 16 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 270 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.