Introduction

This new flexible Masters programme has been specifically designed for education professionals from a wide range of settings and phases. It encourages and supports rigorous and critical professional development that can have significant impact on pupil outcomes, and organisational change. There are a range of specialist routes, thereby providing you with maximum choice and relevance to your professional context. The following themes run across all Pathways:

• the educator as enquirer 
• the reflective practitioner
• critical reading for self-critical writing
• critical engagement with the current education policy context
• critical engagement with theoretical perspectives
• ethical research

There is a thriving postgraduate community with opportunities to attend conferences, study days, lectures and seminars on campus and at other locations.

Within each of the pathways there are a range of modules. Part-time participants normally study six modules over two years, followed by a dissertation:

Year 1: 3 x 20 credit modules

Year 2: 3 x 20 credit modules

Year 3: Evaluation and Research module followed by dissertation

If you have successfully completed NPQH, ‘Leading from the Middle’ or Leadership Pathways, you may gain credits for these following a short assignment (details on application).
 

“The sessions are thought-provoking and challenging...”

“Fascinating discussions on practice in varying fields.”

“I feel more responsible and pro-active in my role as a class teacher...”

“I have been more experimental in my teaching.”

“I have been promoted to Head of Year in my school as a result of my work on the programme.”

Pathways offered include: 

Education Studies

Central to this pathway is the development of critical reading for self-critical writing and the exploration of professionalism in education. You will explore relationships between theory, policy and practice in relation to your own values, beliefs and professional identity. A wide range of modules is available in Stages 1 and 2, including mentoring and coaching; environment, identity and learning; creativity and thinking skills; curriculum design; culture and pedagogy; European and international dimensions; effective learning; diversity and participation. There is also a negotiated module with a choice of focus.

Enabling Learning, Inclusion and Institutional Development

Within this pathway you will explore relationships between theory and the practices of enabling learning, inclusion and institutional development. You will engage in enquiry and examine and apply evidence, in classrooms and through whole school and multi-agency approaches, drawing in different stakeholder perspectives. The pathway includes a wide range of specialist modules including autism; dyslexia; social, emotional and behavioural difficulties; speech, language and communication needs; leading on SEN and inclusion; cognition and learning; gifted and talented; physical difficulties; SENCO accreditation; complex needs. These foster critical perspectives about the problematic nature of education with reference to educating children and young people, including those with cognitive developmental difficulties or other learning disabilities. Critical and contemporary issues are considered in relation to institutional development that supports learning and participation for all.

Leadership and Management for Learning

This pathway offers opportunities to explore the relationships between policy, practice and research through reflection, enquiry, reading, discussion and writing. You will examine contemporary theories in leadership and management of change in relation to your own settings and leadership situations. Groups are often locally based. Modules focus on managing staff and other resources; inclusion for whole school development; community learning; Public Services; NGOs and Private Business and international comparisons. There is a thriving Erasmus Programme with opportunity to attend international conferences.

Literacy and Learning

This pathway fosters critical perspectives about the nature of literacy and learning in relation to cultural and political aims, explores potential literacy curricula and enables you to examine and reflect upon your own practice in relation to a range of literacy texts in the wider context of theory and research. You will examine issues and practice in the teaching of reading and writing, which will enable you to reassess your own approaches. This includes a consideration of the ways in which children’s literature is used in educational contexts and the research, scholarship, policy and practice which informs the teaching of reading, writing, speaking and listening.

School Development

This pathway enables you to develop a critical understanding of your current and potential role as an innovator, implementer, researcher and leader of school change. Personal professional values and priorities are examined in the context of changing organisational and wider education agendas, culminating in a focus for enquiry-based development projects in your own professional setting. Outcomes and impact are planned and evaluated in the light of contestable views of the meaning of ‘improvement’. Creative, practical and inclusive methodologies are introduced to underpin change. Groups are normally locally based and are supported through partnerships with schools and other organisations. 

Critical Friend (Stage 1 only)

This Postgraduate Certificate provides you with theoretical and practical insights into the role of the ‘critical friend’ as an agent of change in self-evaluation processes, with the aim of personalising the learning of every individual to raise aspirations and achievement. You will examine and develop your own understandings and professional practices and improve your effectiveness in the role of critical friend, involving enquiry and reflection in your professional setting and critical understanding and application of wider research. You may continue into other pathways to complete the full MA.

Other pathways offered, subject to demand, include:

• Artist as Teacher
• Mathematics
• Physical Education
• Religion in Education
• Science

NQT Accreditation

The NQT Accreditation Scheme is aimed at all NQTs beginning their induction year and continuing their early professional development. Linking closely to the core standards, the scheme enables active involvement and opportunities to continue professional knowledge and practice alongside critical reflective analysis. Participants attend four 3 hour sessions throughout their induction year. Successful completion leads to 20 M level credits. For participants who already have M level credits the scheme provides further opportunities to gain M level credits.

Teaching and Learning Methods

The programme is normally delivered through group seminars and lectures, one to one tutorials, workshops and activities, enquiry and guided independent study. Online resources and facilities are available through the virtual learning environment and blended learning is used where appropriate. Members of the thriving postgraduate community meet for conferences and study weekends at various times during the year and there is a strong element of peer support. Assessment includes oral presentations, written papers, portfolios and reflective learning journals, depending on the pathway and modules studies. All students complete a research dissertation at Stage 3 which includes tuition in research methods.

Entry Requirements 

The entry requirement for postgraduate study within the Department for Professional Development is evidence of successful completion of study at Higher Education Level 6 (this is equivalent to Year 3 of an undergraduate degree programme). Entry is by application form. If you do not meet the entry requirements, please contact us using the information below. Groups require a minimum of 15 participants.

In addition to the entry requirements and interest in the themes within the chosen pathway and modules, students benefit from current or recent experience of working in education settings and will normally have access to such a setting for practitioner research, particularly at Stage 3.

Tuition Fees 

Details of tuition fees are available on request from the Professional Development Office on 01227 782486.

Email: cpd@canterbury.ac.uk

Many employers fund or part-fund the programme.

For those paying individually, fees may be paid by cheque or credit card in full or by direct debit. Arrangements can be made to pay by either termly or monthly instalments. For further advice about methods of payment, contact the Student Fees Office on 01227 782443.

How to Apply 

For further information and an application form for any of our programmes you should contact the Department direct at:

Department of Professional Development
Faculty of Education
Canterbury Christ Church University
Hall Place Enterprise Centre
Harbledown
Canterbury
Kent
CT2 9AG

Telephone: 01227 782486

Email: cpd@canterbury.ac.uk

Please do not complete the University general application form.

Completed forms should be returned to the Department and you will be sent an acknowledgement of receipt. Early application is encouraged.

Department of Professional Development Website