This module aims to give participants an awareness of the complexities of leading and managing people within Education. The module includes a review of relevant theory and practice in relation to:
- Establishing and communicating a vision; participation of, and, tensions between stakeholders;
- Maintaining clear communication between staff and developing teamwork (including recognition of disposition towards styles of participation and contribution to groups; group norms and roles, deviation and cohesion, transmission of group culture, facilitating meetings);
- Constructive relationships between staff and pupils (including non-verbal communication, labelling, role conception, structural sources of power).
- Making effective, short, medium and long-term action plans for the development of the subject area: including cultural analysis and analysis of the external environment, and strategic drift; SWOT analyses including evaluation of current resources and resources required for implementation of a plan;
- Deployment, delegation and prioritisation (leadership styles, including organisational hierarchy and its impact on decision making, communication and motivation, autonomy and coherence, priority given to learners of different ability in the light of teacher skills and peer group effects);
- Sources of motivation (e.g. Comfort, structure, relationships, recognition and status, power, autonomy), theories of motivation (Maslow, Hertzberg, McGregor) and the role of extrinsic and intrinsic rewards;
- Collecting and analysing reliable information to support the contribution of the team to improvement (e.g. value added data, benchmarking);
- Evaluation of usefulness of alternative methods of collecting data.

The learning strategies will require participants to commit 300 learning hours of which 30 hours will consist of contact time.
Sessions will take the form of 5 x 6 hour sessions during the year.
Sessions will consist of
- lectures and presentations by the tutor;
- seminars and workshops to generate discussion, reflection and exchange of ideas;
- 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;
- 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;
- Information and Communication Technology, including word processing, data bases, internet communication, information retrieval and on-line searches. 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
- support from the peer group through collaborative learning activities
A further 270 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 as newly qualified teachers and relating all this to their own working context. This will form the basis of the assignment.

University teaching sessions
Tutorials
University library
Materials and links on MA Education Blackboard

Anderson, L and Bennett, N. (2003) (Eds) Developing Educational Leadership (London: Sage).
Brundrett, M., Burton, N. and Smith, R. (2003) (Eds) Leadership in Education. (London: Sage).
Fullan, M. (2003) Change Forces with a vengeance (London: Routledge Falmer).
Leithwood, K., Jantzi, D. and Steinbach, R. (2002) Changing Leadership for Changing Times, (Buckingham: Open University Press).
Preedy, M., Glatter, R. and Wise, C. (2002) Strategic leadership and Educational Improvement (London: Paul Chapman Publishing).
Wallace, M. and Poulson, L. (2003) Learning to Read Critically in Educational Leadership and Management (London: Paul Chapman Publishing).

A written assignment of 5000 words. Students can choose from;
Assignment A - Critically evaluate a `visionary framework' for an organisation. You will also be expected to suggest possible changes to the framework. Tests Learning outcome 1,2,3
Assignment B - Critically analyse the sources of motivation for members of a team and identify ways in which motivation towards the focus of the team can be maintained or improved. Tests learning outcome 1,2,3
Assignment C - Critically evaluate the effectiveness of team work within your organisation. Analyse how colleagues interact and make recommendations to enhance team work. Tests learning outcome 1,2,3