Promote the critical analysis of leadership theory and practice to enhance practitioner agency within and across educational environments;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous**sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous**and asynchronous*learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously on a weekly basis.

Role plays – simulated learning will form an important part of the reflective process.

Case Studies – reflective and problem-based learning skills will be developed in support of learning leaders on the course.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:
- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;
as well as the general aims of the programme and specific module learning outcomes.

Reflect using theory informed and praxis development approaches to transformative leadership and the management of change;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous**sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous**and asynchronous*learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously on a weekly basis.

Role plays – simulated learning will form an important part of the reflective process.

Case Studies – reflective and problem-based learning skills will be developed in support of learning leaders on the course.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:
- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;
as well as the general aims of the programme and specific module learning outcomes.

Evaluate the epistemology of learning leadership in the context of school/college ethos and vision and organisational theory;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous**sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous**and asynchronous*learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously on a weekly basis.

Role plays – simulated learning will form an important part of the reflective process.

Case Studies – reflective and problem-based learning skills will be developed in support of learning leaders on the course.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:
- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;
as well as the general aims of the programme and specific module learning outcomes.

Demonstrate reflective leadership in context while applying an evidence-based approach to practice improvement;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous**sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous**and asynchronous*learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously on a weekly basis.

Role plays – simulated learning will form an important part of the reflective process.

Case Studies – reflective and problem-based learning skills will be developed in support of learning leaders on the course.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:
- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;
as well as the general aims of the programme and specific module learning outcomes.

Develop a coaching and mentoring strategy for team leadership and strategic planning;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous**sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous**and asynchronous*learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously on a weekly basis.

Role plays – simulated learning will form an important part of the reflective process.

Case Studies – reflective and problem-based learning skills will be developed in support of learning leaders on the course.

Methods of Assessment

Summative assessment is measured against the following six major features of coursework:
- Criticality and Reflection;
- Coherence of Argument;
- Use of Literature/Research;
- Application of Professional Experience;
- Quality of Citation;
- Structure/Presentation and any other comments;
as well as the general aims of the programme and specific module learning outcomes.

Communicate effectively in written, oral and other means;

Teaching/Learning Methods and Strategies

All modules will offer opportunities to support the whole-professional learner. Developing their metacognitive and communication skills will be the focus of both modules. Seminar work and the development of group learning opportunities will be highlighted as a key part of the learning journey.

Methods of Assessment

Both formative and summative assessments will involve the development of effective to excellent academic presentation and writing skills for both professional and research audiences.

Use higher level ICT skills (analysis and design) competently in their study and other appropriate situations;

Teaching/Learning Methods and Strategies

Digital competence will be a key part of the PG Certificate allowing for the development of new and emerging practices. Teaching and learning tasks will involve online activities that support practice and the utilisation of advanced ICT competence including analytical and presentation skills.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during active learning. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis. Project based learning allows for the development of these skills in practice.

Improve their own learning and performance, including the development of principled values and ideas while demonstrating a capacity to plan and manage learning, and to reflect on their own learning;

Teaching/Learning Methods and Strategies

In the teaching methods employed in various modules students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis. The carrying out and the reporting of the study in the dissertation element will help develop communication, ICT and analytical skills. It will develop the ability to plan and manage their own learning, to process and synthesise data and to justify positions and conclusions.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during active learning. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis, and projects allow for a range of transferable skills to be assessed.

Process and synthesise empirical and theoretical data, to create new syntheses and to present and justify a chosen position having drawn on relevant theoretical perspectives;

Teaching/Learning Methods and Strategies

In the teaching methods employed in both modules where students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Course work involves the use of transferable skills such as communication, ICT skills, analysis and synthesis. The carrying out and the reporting of project elements will help develop communication, ICT and analytical skills. It will develop the ability to plan and manage their own learning, to process and synthesise data and to justify positions and conclusions.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during active learning. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis, while project-based learning allows a range of transferable skills to be assessed.

Evaluate and justify new theories and ideas using appropriate research evidence in support of improving practices.

Teaching/Learning Methods and Strategies

In the teaching methods employed in modules students will be involved in the processes of communication, co-operation, analysis and task management, enhancing their professional effectiveness. Assignments will be applied in nature as well as critically reflective of new theoretical ideas allowing for the development of professional practice, learning and dissemination.

Methods of Assessment

Formative assessment of transferable skills will be principally through tutor observation during active learning. Course work assignments will require the use of transferable skills such as communication, ICT skills, analysis and synthesis, while projects allow for a range of transferable skills to be assessed.

Research and articulate their ideas for leadership praxis at ease for both a research/academic and professional audience;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous**sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous**and asynchronous*learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously on a weekly basis.

Role plays – simulated learning will form an important part of the reflective process.

Case Studies – reflective and problem-based learning skills will be developed in support of learning leaders on the course.

Methods of Assessment

Assessment of learning takes the form of reflective essays, reports, auditing and preparating evaluations of leadership strategies. Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from a position of research-authority appropriately, and to reflect critically on the electures, the reading, and their own experiences.
Assessed coursework tests their ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon professional practice
Some self and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

Enhance teacher professional learning as a learning leader, demonstrating learning across a range of key concepts and modes of enquiry in educational studies;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous**sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous**and asynchronous*learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously on a weekly basis.

Role plays – simulated learning will form an important part of the reflective process.

Case Studies – reflective and problem-based learning skills will be developed in support of learning leaders on the course.

Methods of Assessment

Assessment of learning takes the form of reflective essays, reports, auditing and preparating evaluations of leadership strategies. Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from a position of research-authority appropriately, and to reflect critically on the electures, the reading, and their own experiences.
Assessed coursework tests their ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon professional practice
Some self and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

Explore some of the strategic and operational challenges and associated issues and developments in education and training from a regional, national and international perspective;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous**sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous**and asynchronous*learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously on a weekly basis.

Role plays – simulated learning will form an important part of the reflective process.

Case Studies – reflective and problem-based learning skills will be developed in support of learning leaders on the course.

Methods of Assessment

Assessment of learning takes the form of reflective essays, reports, auditing and preparating evaluations of leadership strategies. Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from a position of research-authority appropriately, and to reflect critically on the electures, the reading, and their own experiences.
Assessed coursework tests their ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon professional practice
Some self and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

Compare and critically contrast appropriate theoretical foundations and contemporary literature on which to base practice;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous**sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous**and asynchronous*learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously on a weekly basis.

Role plays – simulated learning will form an important part of the reflective process.

Case Studies – reflective and problem-based learning skills will be developed in support of learning leaders on the course

Methods of Assessment

Assessment of learning takes the form of reflective essays, reports, auditing and preparating evaluations of leadership strategies. Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from a position of research-authority appropriately, and to reflect critically on the electures, the reading, and their own experiences.
Assessed coursework tests their ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon professional practice
Some self and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

Develop their professional and research voice as learning leaders, highlighting an in-depth understanding of the relationship between theory and practice in their professional working context.

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous**sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous**and asynchronous*learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously on a weekly basis.

Role plays – simulated learning will form an important part of the reflective process.

Case Studies – reflective and problem-based learning skills will be developed in support of learning leaders on the course.

Methods of Assessment

Assessment of learning takes the form of reflective essays, reports, auditing and preparating evaluations of leadership strategies. Assessed work tests the students’ ability to present ideas cogently, to demonstrate an appropriate level of skill and analysis, to argue from a position of research-authority appropriately, and to reflect critically on the electures, the reading, and their own experiences.
Assessed coursework tests their ability to gather and present relevant information and data to demonstrate knowledge and understanding in relevant areas. This involves reflection upon professional practice
Some self and peer assessment for formative purposes is practised although this does not contribute to the formal examination of modules.

Contribute to the learning leadership developments in their profession in a critical, analytical and innovative manner;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous**sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous**and asynchronous*learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously on a weekly basis.

Role plays – simulated learning will form an important part of the reflective process.

Case Studies – reflective and problem-based learning skills will be developed in support of learning leaders on the course.

Methods of Assessment

Leadership projects will involve opportunities for both formative and summative assessment and learning. A research informed approach to professional project-based learning will be employed including opportunities to disseminate learning.

Analyse the needs of the school/college and key stakeholders in order to improve educational environments, identifying trends and common characteristics in important educational processes;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous**sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous**and asynchronous*learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously on a weekly basis.

Role plays – simulated learning will form an important part of the reflective process.

Case Studies – reflective and problem-based learning skills will be developed in support of learning leaders on the course.

Methods of Assessment

Leadership projects will involve opportunities for both formative and summative assessment and learning. A research informed approach to professional project-based learning will be employed including opportunities to disseminate learning.

Develop leadership skills within the team and promote shared and co-agency leadership models for performance improvement;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous**sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous**and asynchronous*learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously on a weekly basis.

Role plays – simulated learning will form an important part of the reflective process.

Case Studies – reflective and problem-based learning skills will be developed in support of learning leaders on the course.

Methods of Assessment

Leadership projects will involve opportunities for both formative and summative assessment and learning. A research informed approach to professional project-based learning will be employed including opportunities to disseminate learning.

Critically reflect on the needs of the leading and learning school/college in line with regional, national and international best practices;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous**sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous**and asynchronous*learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously on a weekly basis.

Role plays – simulated learning will form an important part of the reflective process.

Case Studies – reflective and problem-based learning skills will be developed in support of learning leaders on the course.

Methods of Assessment

Application of learning skills will be an important aspect of the professional learning journey on both modules. The development of criticality will be important as the academic research skills advance on the modules. This will involve working in groups to expose leaders to distributed leadership experiences and opportunities for self and peer critique. This will be facilitated by tutors on the course and inform reflective learning assignments.

Demonstrate reflective leadership skills in the field of education and/or allied professions;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous**sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous**and asynchronous*learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously on a weekly basis.

Role plays – simulated learning will form an important part of the reflective process.

Case Studies – reflective and problem-based learning skills will be developed in support of learning leaders on the course.

Methods of Assessment

Reflective learning is an integral part of the course as is reflective leadership and evidence-based education. Both sets of coursework will challenge the professional learner to development themselves using the Nolan principles and research informed practices. Seminars will be hosted in support of this metacognitive development and opportunities for whole-school/college outcomes will form the basis of leadership projects and professional learning.

Present future plans using reflective and critical inquiry methods and models;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous**sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous**and asynchronous*learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously on a weekly basis.

Role plays – simulated learning will form an important part of the reflective process.

Case Studies – reflective and problem-based learning skills will be developed in support of learning leaders on the course.

Methods of Assessment

Leadership projects will involve opportunities for both formative and summative assessment and learning. A research informed approach to professional project-based learning will be employed including opportunities to disseminate learning.

Develop their critical research voice and contribute to the professional leadership debate on topics and issues relevant to learning leaders;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous**sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous**and asynchronous*learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously on a weekly basis.

Role plays – simulated learning will form an important part of the reflective process.

Case Studies – reflective and problem-based learning skills will be developed in support of learning leaders on the course.

Methods of Assessment

Criticality will form the basis of the leadership modules in particular assisting learners during seminars to advance their evaluative skills and providing formative opportunities to develop and articulate learning in an evidence-based manner. This will inform the summative assessment later where the student is expected to offer strong narrative views on the basis of their learning on the modules and application to practice.

Evaluate professional praxis as a futuristic learning leader using appropriate research scholarship;

Teaching/Learning Methods and Strategies

eLectures – pre-recorded lectures will be offered as well as synchronous**sessions. These will aid the leader’s reflective practice on the course. eLectures will be aligned to eseminars following a weekly programme of learning.

Group work – online forums and groups (synchronous**and asynchronous*learning) will form a key part of the learning.

eSeminars and Webinars – teaching will be supported synchronously on a weekly basis.

Role plays – simulated learning will form an important part of the reflective process.

Case Studies – reflective and problem-based learning skills will be developed in support of learning leaders on the course.

Methods of Assessment

Reflective journaling will be an important part of the leadership journey on modules, where learning leaders are encouraged to engage in praxis research and development. Both assignments will encourage research inquiry and all leaders will be expected through their studies to engage in scholarship and research while demonstrating impact on practice.