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.
Alternatively if you hold either the PG Cert Special Educational Needs Coordination or the PG Cert Specialist Assessor for SpLD (Dyslexia) you can study the following modules for Year 1 and Year 2 of the programme.
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.
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.