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MA SEN LEADERSHIP

Year of entry

The current national agenda for Special Educational Needs and the Special Educational Needs and Disability Code of Practice: 0-25 Years (DfE/DoH, 2015) indicates a government commitment to supporting training which promotes positive quality services for children from 0 to 25 and their families. This requires developing the professional sector to work effectively in leadership roles in educational settings. The MA in SEN Leadership provides a route through to a Master’s degree for students holding a relevant Postgraduate Certificate.

This is a new programme which enables students to achieve specific professional qualifications as you study towards a full MA.

You will already be in a professional in an educational setting with current experience. You will normally have access to such a setting for practitioner research, particularly for the dissertation. 

Successful completion of the MA programme will support your professional development, as you will acquire knowledge and understanding as well as skills in critical analysis, enquiry, evaluation and innovation, which will contribute to strategic development in your educational settings. You will demonstrate skills of autonomy and independent enquiry in undertaking research, developing your understanding of the changing policy context and implications for practice. As a result of critical engagement with issues, you will be in a position to lead on change in your settings and improve on educational outcomes for learners with special educational needs.

You will study the following modules for Year 1 and Year 2 of the programme:

You can progress directly onto Year 2 through Advanced Standing if you have already successfully completed both the PG Cert Special Educational Needs Coordination and the PG Cert Specialist Assessor for SpLD (Dyslexia) within the past five years. 

YEAR 1

Issues in Mentoring, Coaching and Critical Friendship (4000 words or equivalent)
The aim of the module is to develop students’ understanding of the theoretical issues and practical challenges surrounding mentoring, coaching and critical friendship and how these are informed by research. Students will examine models of mentoring, coaching and critical friendship and critical issues that impact on professional development and their own and others’ professional practice.  The module aims to use research findings and educational theory to critically engage in debates regarding mentoring, coaching and critical friendship in learning environments.

Leading and Managing Change (4000 words or equivalent)
The aims of this module are to develop a critical understanding of issues and professional and organisational contexts for change in educational settings. This will enable students, whatever their professional role, to work more effectively and ethically in leading change in complex and unpredictable education environments. The module will help them to develop a systematic understanding of issues encountered, recognising the demands of accountability requirements, the conflicts arising from contestable purposes and outcomes and the unique circumstances of localities and organisations in the context of changing policy landscapes.

Negotiated Module (4000 words or equivalent)
This independent unit of study aims to offer students the opportunity to develop an individual project in negotiation with a supervising tutor. The project should be suitable insofar as the resulting written report or assignment may be assessed against the generic assessment criteria, as well as against learning outcomes that are intrinsic to the project itself. The learning outcomes of this project will depend upon the nature of the project but need to be manageable within the timescale available and appropriate for the credit rating of the module. The scope of the project will determine the nature of the learning outcomes but the generic learning outcomes will be as below.

 

YEAR 2

Evaluation and research methods and dissertation (15,000-18,000 words)
This module is designed to support the extended research project that completes the award of the MA in SEN Leadership. It introduces key aspects of research planning, data collection and analysis, with due consideration for ethical issues and reflexive positioning, and culminates in the writing of the dissertation, building and reflecting upon the learning that has taken place throughout the programme.

There are no external bodies involved in the programme. However, the following 20 credit modules are directly linked to the Teaching and Learning Academy which provides national professional recognition for Level 7 reflection, action research and professional learning:

  • Issues in Mentoring, Coaching and Critical Friendship
  • Leading and Managing Change
  • Negotiated Module

On completion of these named modules you will automatically gain Member status (MTLA) of the Teaching and Learning Academy. 60 credits recognised at TLA Level 7 gain Fellowship of the TLA (FTLA). When more than one teacher from your school has gained an MTLA award and the school has signed up to the TLA as an organisation then the school gains the use of the TLA logo that identifies the school as a research school. More opportunities with the TLA can found at

http://www.tla.ac.uk/Pages/Hello.aspx

and

http://www.canterbury.ac.uk/education/research-knowledge-exchange/teachingand-learning-academy/teaching-and-learning-academy.aspx

Completing the MA programme will support your professional development as you will acquire knowledge and understanding in relation to the key themes as well as skills in critical analysis, enquiry, evaluation and innovation which will contribute to strategic development in your educational settings. You will demonstrate skills of autonomy and independent enquiry in undertaking research, developing your understanding of the changing policy context and implications for practice. As a result of critical engagement with issues, you will be in a position to lead on change in your settings and improve on educational outcomes for learners with special educational needs.

You promotion prospects may be enhanced by holding Master’s qualification. Additionally, performance at interview is improved as a result of the valuable research conducted as well as demonstrating confidence in understanding contemporary issues in education. You may continue with postgraduate study on our popular EdD course or a PhD, contribute to Masters courses as associate staff and offer expert support to colleagues engaging in Masters study and school-based research. Furthermore, you may be involved in mentoring and coaching in professional settings and may progress into new senior leadership roles.

 

Fees

2018/19 tuition fees for this course

 UK/EUOverseas
Full-time  N/A N/A
Part-time  £2,215 N/A

 

Students may self-fund their course or a sponsor may fund or part-fund. Bursaries, scholarships and fee discounts may also be available.

Further information

Additional course costs

Although we aim to minimise any additional costs to students over and above the course tuition fee, there will be some additional costs which students are expected to meet.

Costs applicable to all students

CategoryDescription
Text books Own purchase text books
Travel to other sites Where travel to other sites is required, this will be payable by the student
Library Fees and Fines Where students fail to return loaned items within the required time they will be responsible for the cost of any library fees and fines applicable
Printing & Photocopying The cost of printing and photocopying undertaken by students to support their individual learning are payable by the student
Graduation ceremonies It is free for the student to attend the ceremony itself. Guest tickets and robe hire / photography are additional costs payable by the student
Any cover for teacher release would need to be met by students’ educational settings when they attend sessions and / or complete specified work based tasks.

General principle policy

The University’s general principles policy for additional course fees are set out here

CategoryIncluded in the tuition feeAdditional cost to student
Field trips (including trips abroad and trips to museums, theatres, workshops etc) No, if the trip contributes to the course as an optional module. Yes if the trip is optional.
Travel and accommodation costs for placements  No

Travel and accommodation costs for professional placements within the Education and Health & Wellbeing Faculties.

Travel and accommodation costs for other work placements. 
Text books No Own purchase text books.
DBS / Health checks No Yes
Professional Body registration No Yes
Travel to other sites (e.g. travel to swimming pool for lessons) No Yes
Clothing / Kit Yes, where the clothing / kit is essential for Health & Safety reasons. Yes, where the clothing is kept by the student and not essential for health and safety reasons.
Learning materials Essential learning materials (excluding text books) in connection with the course. Additional materials beyond the standard provision essential for the course or where the costs are determined by the student’s area of interest and the outputs are retained by the student.
Library fees and fines No Yes
Printing and photocopying No Yes
Social events No, unless the event forms an essential part of the course. Yes, unless the event forms an essential part of the course.
Graduation ceremonies It is free for the student to attend the ceremony itself. Guest tickets and robe hire/ photography are additional costs payable by the student.

 

CategoryIncluded in the tuition feeAdditional cost to student
Field trips (including trips abroad and trips to museums, theatres, workshops etc) No, if the trip contributes to the course as an optional module. Yes if the trip is optional.
Travel and accommodation costs for placements  No

Travel and accommodation costs for professional placements within the Education and Health & Wellbeing Faculties.

Travel and accommodation costs for other work placements. 
Text books No Own purchase text books.
DBS / Health checks No Yes
Professional Body registration No Yes
Travel to other sites (e.g. travel to swimming pool for lessons) No Yes
Clothing / Kit Yes, where the clothing / kit is essential for Health & Safety reasons. Yes, where the clothing is kept by the student and not essential for health and safety reasons.
Learning materials Essential learning materials (excluding text books) in connection with the course. Additional materials beyond the standard provision essential for the course or where the costs are determined by the student’s area of interest and the outputs are retained by the student.
Library fees and fines No Yes
Printing and photocopying No Yes
Social events No, unless the event forms an essential part of the course. Yes, unless the event forms an essential part of the course.
Graduation ceremonies It is free for the student to attend the ceremony itself. Guest tickets and robe hire/ photography are additional costs payable by the student.

Teaching delivery will include tutor input, pre-module activities, discussions and seminars and other group activities, critical friendship conversations and pre- and post-session online learning using readings, materials and tools recommended and provided. Individual tutorial support will be provided both face to face and by email and other means where appropriate. The programme’s approach to teaching and learning provides information and a range of blended learning activities.

The programme will run part-time over the course of one or two years depending upon your stage of study and entry point on the programme. If you chose not to study the PG Cert in SEN Coordination or the PG Cert in Specilisat Assessment for Specific Learning Difficulties: Dyslexia, you will typically study three 20-credit modules over the period of a year. Each module consists of 6 sessions and is taught in the evening from 6 – 9 pm in Canterbury.

In the final dissertation stage you will attend 3 taught sessions. Students will then be allocated a supervisor who will oversee the dissertation research.

Your learning is assessed by written papers, portfolios and reflective learning journals, depending on the modules studied, and the final dissertation. These are submitted and marked online. Each 20 credit module assignment is 4,000 words or equivalent. The dissertation is 15-18,000 words.

Please note: Entry to this MA programme requires students to hold a PG Cert in SEN Co-ordination or a PG Cert in Specialist Assessment for Specific Learning Difficulties: Dyslexia, which must have been awarded by Canterbury Christ Church University within the last five years. Alternatively, you may be allowed Advanced Standing into the final stage of this programme if you have achieved both the PG Cert Special Educational Needs Coordination and the PG Cert Specialist Assessment for Specific Learning Difficulties: Dyslexia with Canterbury Christ Church University.

Applications for this course can be completed online.

For further information, please  read our guidance on how to apply online .

For all queries about the course, please email: 
masters.education@canterbury.ac.uk

or the Programme Director: lorna.hughes@canterbury.ac.uk

 

NASEN approved training provider for this coursenasco-0817

 

Fact file

UCAS institution code

  • C10

Length

  • Between 1-2 years, part-time, depending on qualification route.
  • Taking into account the PG Cert in SEN Co-ordination and the PG Cert in Specialist Assessment for Specific Learning Difficulties: Dyslexia, the MA SEN leadership is delivered over three years part time. Minimum and maximum limitations on the duration of the part time programme are in accordance with the University's regulations.

Starts

  • Sept 2019

Entry requirements

  • Entry to the programme requires students to hold a PG Cert in SEN Co-ordination or a PG Cert in Specialist Assessment for Specific Learning Difficulties: Dyslexia, which must have been awarded by Canterbury Christ Church University within the last five years.
  • If you have achieved both the PG Cert Special Educational Needs Coordination and the PG Cert Specialist Assessment for Specific Learning Difficulties: Dyslexia with Canterbury Christ Church University, you may be permitted Advanced Standing into the final dissertation stage of this programme.
  • The programme is designed for professionals in educational settings and requires students to undertake practice based tasks in relation to learning and teaching and assessment so it is necessary for you to be in an appropriate position to facilitate this in your setting.

Location

School

Last edited 29/11/2018 13:49:00

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Last edited: 29/11/2018 13:49:00