Durham University
Programme and Module Handbook

Postgraduate Programme and Module Handbook 2010-2011 (archived)

Module EDUC41320: Leading Learning in and Beyond the Classroom

Department: Education

EDUC41320: Leading Learning in and Beyond the Classroom

Type Tied Level 4 Credits 20 Availability Available in 2010/11 Module Cap None.
Tied to MTL Programme


  • Modules 1 and 2.


  • None.

Excluded Combination of Modules

  • None.


  • To broaden and embed teachers’ experiences of leadership
  • To broaden and embed teachers’ experiences of collaborative practice


  • This module relates to phase 2 of the MTL programme as one of the four 20 credit modules comprising phase 2 as described in the National Framework. The overall aim of this phase is ‘to broaden and progressively embed the participant’s professional attributes, knowledge, skills and understanding through expert input, enquiry and the use of evidence within their own context’ (National Framework).
  • The purpose of the module is to further develop teachers’ experiences of leadership and collaborative practice.
  • The module builds on achievements in phase 1. As well as core provision for all participants, phase 2 provides personalised learning opportunities in relation to each of the four content areas: teaching and learning, assessment for learning; subject knowledge for teaching, curriculum and curriculum development; inclusion, how children and young people develop and learn and the management of their behaviour; leadership and management working with others.
  • The content will be based on encouraging participants to reflect on their practice relating to leadership and management through constructive supportive dialogue with coaches. Opportunities will be sought to gather feedback on participants’ practice from colleagues, with a view to stimulating reflection on the impact generated or created for learners, particularly in relation to delivery of the Every Child Matters outcomes.

Learning Outcomes

Subject-specific Knowledge:
  • A systematic understanding of research, national frameworks / policies and practical knowledge in relation to leadership and management, drawn on appropriately to develop practice (LO3)
Subject-specific Skills:
  • An ability to critically reflect on and analyse the impact of understanding about how leadership and management may impact on outcomes for children and young people (LO4)
Key Skills:
  • An open and questioning mindset in developing professional practice (LO12)

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

  • There will be HEI input from tutors through lectures, seminars and workshops. Lectures will be used to launch the module and introduce the students to new material relevant to the module topic. They will provide input on leadership and management and how these may impact on outcomes for young people. The associated seminars and workshops will help students to reflect on and analyse the impact of their understanding of leadership and management on their own developing practice.
  • Students will also receive one-to-one in-school support from coaches. HEI tutors will visit schools to provide extra support in the work context. Participants will also engage in directed and independent study and school-based tasks.
  • Assessment is by written work of 3,500 words.
  • This assignment focuses on leadership issues. The annotated commentary of a dialogue transcript that reviews a leadership / collaborative practice issue will allow them to demonstrate knowledge of research, national frameworks and practical knowledge in relation to leadership (LO3) and an open mindset (LO12). The accompanying meta-analysis will demonstrate engagement with the literature (LO3) and the impact of their understanding on their professional roles (LO4).
  • Role of the coach
  • To engage in a constructive, supportive dialogue which promotes reflection on a teacher’s leadership and collaborative practice
  • To help gather feedback from colleagues which can inform the dialogue
  • To participate in a specific dialogue which can form the basis for the assignment
  • Role of the HEI tutor
  • To provide input on current leadership and management practice
  • To indicate how literature on leadership and management can and should be used to help inform the reflective process
  • Students will complete two assignments:-
  • 1. An annotated commentary of a dialogue transcript that reviews a leadership / collaborative practice issue
  • 2. Meta-analysis of the commentary showing critical engagement with literature

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Lectures 2 Conference 1 hour 2
Seminars/workshops 3 Conference 2 hours 6
HEI tutorial support 1 Visit to school 2 hours 2
Coach support 5 Weekly for 5 weeks* 2 hours 10
Preparation, Reading, School-based tasks. 180
Total 200

Summative Assessment

Component: Assignment Component Weighting: 100%
Element Length / duration Element Weighting Resit Opportunity
1. Dialogue commentary 1500 words 40% Yes
2 Commentary analysis 2000 words 60% Yes

Formative Assessment:

Students will be allocated tutorial support time and may use this to gain feedback on drafts of their assignments.

Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University