Graduate Taught (level 9 nfq, credits 90)
The MEd (Leadership) deploy a broad concept of leadership that can be applied to teachers at different stages of their career within schools as organizations. Include some face-to-face sessions (typically on Saturdays to accommodate travel and attendance from all corners of the country).
Our experience is that the combination of on campus days and online teaching and learning provide a dynamic and transformative learning experience for all students
We are committed to developing our students critical voice through reading, discussion, peer learning, presentations and critical review. Furthermore, these participative learning experiences will ensure that high quality learning outcomes are achieved.
Vision and Values Statement
The Masters in Education (Leadership) is a designated stream in the existing Master in Education programme aimed at those who have already successfully completed the online/ blended Professional Diploma in Education Studies (Leadership). Prospective students will forfeit the 30-credit diploma qualification and move onto the Masters Programme and complete the remaining 60 credits. The programme is aimed at those with some teaching experience who would like to either move into a leadership position or challenge the way they think about their work in a variety of ways. Both the PDES and the Masters (year 2) deploy a broad concept of leadership that can be applied to teachers at different stages of their career within schools as organizations. Each of the programmes will include some face-to- face sessions (typically on Saturdays to accommodate travel and attendance from all corners of the country). Our experience is that the combination of on campus days and online teaching and learning provide a dynamic and transformative learning experience for all students. We are committed to developing our students critical voice through reading, discussion, peer learning, presentations and critical review. Furthermore, these participative learning experiences will ensure that high quality learning outcomes are achieved. The programme encourages students to become autonomous learners and critical thinkers who will contibute to school and system leadership in education. The programme employs a wide variety of teaching and learning approaches, including lectures, tutorials, collaborative groupwork and problem-based learning activities delivered in a blended /online format using a jusdicious mix of on-campus weekend end seminars and syncronous online tasks and activities. A range of assessment strategies are used including individual and group class presentations, group assignments, case study and applied analytical studies.
Leadership and Development Theories: critically explore and interrogate prominent leadership theories and apply these theories in the course of addressing a variety of organisational issues and problems.
Critical Thinking and Analytical Approaches: review and evaluate a range of policy measures and initiatives and critique these in the context of the school improvement and effectiveness
reflect purposefully and critically upon their own skills and limitations as leaders, evidenced by their performance in working with groups and their overall learning outcomes on the programme.
demonstrate a thorough understanding of key theories of organisational behaviour and change and how to apply these theories in an organizational setting.
Research skills and competence: engage in exploring a range of research methods within both quantitative and qualitative paradigms and critically evaluate these in the context of the work of school leadership in the development of research/ evidence informed practice for school development.
complete a leadership-focused study that will provide an opportunity for graduates to demonstrate with the ability to engage in primary research and consolidate the learning outcomes achieved in the other modules on the programme.
Demonstrate a well-developed understanding of the limits, contradictions and emerging issues related to leadership.
Evidence an enhanced aptitude for continued self-directed learning as well as collaborative learning in professional settings.
Demonstrate the skills of interrogating practice using theoretical perspectives, thus generating new ideas and/ or reformulating existing ideas and practises in relation to professional roles.
Evidence the significance of reflection in the development of expertise and innovative practice thus providing leadership within schools and the wider education community.
Indicate a more in-depth knowledge and more critical engagement with the foundational disciplines of education to enhance and enrich the expertise acquired in undergraduate studies and subsequent professional experience.
Make explicit connections between module content, coursework and professional practice.