‘Power, Policy, and Politics in Educational Leadership’: new MA module

The drive for educators, particularly those in schools and Academies serving areas of disadvantage, to critically reflect on school-based practice seeks to enhance educational outcomes for disadvantaged pupils and marginalised groups, both within a school and across a group of schools, and to secure career development for the individual teacher, in particular into leadership roles or through enhancing current leadership practice.

Our new module that supports this development, ‘Power, Politics, and Policy in Educational Leadership’, forms part of the MA Leading for Educational Advantage.

The MA has been designed, developed and written through collaboration between Hope University School of Teacher Education, CEPA, and Multi Academy Trusts in the North West of England as part of a Continuing Professional Development (CPD) Partnership initiative to offer professional masters qualifications that are:

  • current and relevant
  • bespoke to context
  • informed by current research and evidence

This new programme is designed primarily for serving professionals working in schools in Local Authorities (LAs), Multi Academy Trusts (MATs) and other educational settings serving disadvantaged communities who, already have a responsibility for leading or, are aspiring to a leadership role and who wish to study at Postgraduate Level.

Current and former students have said:

“It has changed my outlook and focused my thinking within my own practise. This has had a particular impact of my understanding of Pupil Premium from a SLT point of view. I have had impact on the school and therefore children in our school, by sharing the attachment theories and suggesting ways to support our disadvantaged LAC and PLAC through whole school training. It is my intention to also share the research and ideas behind PP funding and how we spend it in school, therefore helping other staff to gain the understanding that I have during this recent unit.”

“So far, the impact of the MA has been profound with regards to benefiting my overall professional practice. The first module gave me such a crucial understanding of ‘Attachment Theory’ and as a result I am now able to understand behaviours in relation to previous experiences that children may have. This has been incredibly beneficial for the pupil premium programme I lead at my school which has informed my daily practice and the way I approach each student. The second module based around ‘Policy’ has provided me with a valuable understanding of how policy is created and enacted. It is crucial to understand the wider aspect of policy and the challenges that may arise in order to fundamentally implement policy as successful as possible. I believe this has been imperative to my understanding and will be vital for my progress as a leader.”

For more details about the programme, please contact:
Dr Lynn Sampson Chappell, Head of Professional Partnership Development, School of Education, Liverpool Hope University.
Follow the link above to email or call 0151 291 3207.

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