Catholic School Leadership: Principles & Practice
MA, PGDip, PGCert

Modules

• Catholic Education Core for PGCert, PGDip & MA

Catholic Education (Core for PGCert, PGDip & MA)

This module lays the foundations for the programme and ideally should be studied first. It is important for Catholic school leaders to have an understanding of the tradition upon which Catholic education is built. This is explored by studying the work of the leaders of religious orders, such as John Baptist De La Salle, up to an evaluation of key Vatican documents such as The Catholic School on the Threshold of the Third Millennium (1998). Are we building upon the tradition of a commitment to the poor and disadvantaged or have we been drawn into chasing league table status at the expense of this?

One thread running through Catholic education since its inception has been an understanding of the importance of community. Are the schools in which we work truly Christ-centred learning communities?

Strand A - Key Elements in Catholic Education

Aims:

To ensure familiarity with and confidence in articulating a distinctively Catholic approach to education in the context of the UK school system.

Learning Outcomes:

On completion of the course students should be able to:

• Demonstrate familiarity with, and a capacity to comment critically on the relevance of, the essential guidance provided by the principal documents, at both national and international level, relating to Catholic education, in particular, that issued since the Second Vatican Council and up to the present day;

• Identify the essential component principles and beliefs that underpin the Catholic approach to education and critically relate these to one or more alternative educational philosophies;

• Take into account how contemporary Catholic schools/colleges in the UK are influenced by their historical and socio-cultural context, and demonstrate a capacity to interpret and respond to the challenges to and opportunities for their mission arising for Catholic educational leaders and teachers;

• Situate Catholic schools/colleges within the national system and structure for educational policy and practice, with a clear understanding of the perspectives and roles of the major agencies and stakeholders with whom Catholic educators and leaders must work;

• Demonstrate familiarity with recent studies critically evaluating Catholic schools/colleges and a capacity to apply these critiques to their own professional context;

• Engage in dialogue with proponents and opponents of Catholic education.

Strand B - School and Community

Aims:

To develop in students an awareness of the multi-dimensional nature of community building within a Catholic school and a capacity to foster effective partnerships with governors, pupils, parents, parishes, people of other faiths and the wider community.

Learning Outcomes:

On completion of this strand students should be able to:

• Identify the roles and responsibilities of governors in Catholic schools;

• Demonstrate familiarity with and confidence in promoting systems of pastoral care;

• Demonstrate awareness of the Catholic emphasis on parents as primary educators and a capacity to implement a wide range of strategies for enhancing home-school partnerships and quality communication between school and parents;

• Draw up an action plan for enhancing co-operation and communication between school and parish and school and other faith communities;

• Exhibit a critical and sensitive appreciation of the internal and external factors which support and obstruct community-building and positive relationships between schools and their local communities, taking into account different kinds, causes and effects of poverty, disability and discrimination;

• Interpret and apply in the school context the church's social teaching, including that relating to community relations, the common good, preferential option for the poor and underprivileged, positive relationships with people of other faiths, together with the ecumenical imperative.

• Engage in dialogue with proponents and opponents of Catholic education.

Assessment: One 5,000 word assignment - up to 80% and Contributions to online tasks and discussions - up to 20%.

Credits: 30

• Leadership and Management in Catholic Schools Core for PGDip & MA, Core option for PGCert

Leadership and Management in Catholic Schools (Core for PGDip & MA, Core option for PGCert)

This module can be summed up with the phrase 'Distinctive Leadership for Distinctive Schools'. The 11 units explore all aspects of leadership and management that leaders at all levels in the contemporary Catholic school will find necessary if they are to develop as competent and confident leaders. We range from considering leadership models that contribute to the effectiveness of successful businesses and secular schools to the leadership example given to us by Jesus Christ - the servant leader.

Are the traditional hierarchical management structures the most appropriate for coping with the rapid change that is the norm in education today? How can we best develop the gifts and talents of all the professionals that work in schools today? We explore the benefits of effective teamwork - with professionals empowered to act decisively within the framework of the mission of the school and the gospel values that should underpin all activity within the Catholic school.

The course content will complement the activities undertaken by those following NPQH, or who are planning to take this qualification in the future.

Strand A - Educational Leadership

Aim:

To examine various perspectives and theories of leadership in general and specifically in educational institutions and to relate these to the mission, culture, strategic planning and decision-making of Catholic schools and colleges.

Learning Outcomes:

On completion of the module, students should be able to:

• Review the nature and workings of school culture, climate, ethos and mission statements.
• Relate aims and values in Catholic schools and colleges to leadership priorities.
• Analyse leadership roles, qualities, skills, tasks and moral dilemmas in Catholic schools and colleges.
• Establish an overview of the key elements of institutional strategic planning and policy development.
  
  Strand B - Effective Staff Management

Aim:

To provide students with an overview of the principal elements which constitute human resource management in the Catholic school context.

Learning Outcomes:

On completion of the strand, students should be able to:

• Identify key factors relating to the effectiveness of staff management, development and performance in Catholic schools and colleges.
• Extend the range of strategies available to teachers in managing, motivating and monitoring teaching and support staff.
• Make a critical appraisal of the relevant literature relating to staff management in education in the light of a Catholic perspective;
• Understand the ethical issues involved in leadership and management;
• Appreciate theological implications of managing finance in Catholic education;
• Engage in dialogue with proponents and opponents of Catholic education.
  
  

Assessment: One 5,000 word assignment - up to 80% and Contributions to online tasks and discussions - up to 20%.

Credits: 30

• Spiritual and Theological Foundations Core for PGDip & MA, Core option for PGCert

Spiritual and Theological Foundations (Core for PGDip & MA, Core option for PGCert)

Strand A of module 1 explored the 'Key Elements of Catholic Education'. This module develops a number of these elements in greater depth. This will help the Catholic school leader become more confident in articulating the distinctive nature of Catholic education. Colleagues applying for senior positions in Catholic schools are likely to be challenged at interview to articulate why Catholic schools exist and how they can both support children on their faith journey and at the same time provide an education that develops the gifts and talents of every individual child in today's fast changing world. Those who have completed this course frequently say that they have gained promotion through the knowledge and confidence given to them by this course

It has always been considered that the Catholic school headteacher or principal should be the spiritual leader of the community but today, as leadership is dispersed more widely, it is important that subject leaders and pastoral leaders in secondary schools and R.E. co-ordinators and subject co-ordinators in primary schools, should be able to contribute to spiritual leadership. This module will help participants become more confident spiritual leaders within their Christ-centred learning communities.

Strand A - Spiritual Leadership and Development

The tutor for Strand B is Dr John Lydon.

Aims:

• To enable students to establish a personal integration of guiding principles and themes from within the (richly diverse) range of Catholic sources and styles of spirituality, and their influence on Catholic education;
• To relate this to the task of spiritual leadership in Catholic schools and colleges;
• To develop an understanding of the place and importance of spiritual and moral development across the whole curriculum;
• To identify the main features and stages of faith development and the key factors and strategies in school which contribute to this.
  
  Learning Outcomes:

On completion of this course students should be able to:

• Compare and contrast differing emphases and priorities within a range of Catholic sources and styles of spirituality.
• Relate Christian perspectives on leadership to the contemporary Catholic school context.
• Clarify the implications of Catholic approaches to spirituality for the task of promoting spiritual and moral development of adults and children.
• Examine how spiritual and moral development might be promoted across the curriculum.
• Engage critically with major theories of faith development and apply these to their own school context.
• Engage with relevant sources for personal spiritual renewal.
• Feel confident in exercising and supporting the spiritual leadership role in Catholic schools and colleges in the context of a secular and pluralist society;
• Engage in dialogue with proponents and opponents of Catholic education.

Strand B - Theological Foundations for Catholic Education

The tutor for Strand B is Dr John Lydon.

Aims:

To equip students to take into account some recent developments in theology which have relevance for an understanding the nature of Catholic education.

Objectives: on completion of this module students should be able to:

• Display greater theological sophistication in articulating for parents, staff, pupils, governors and local church communities how Catholic theology can inform policy, priorities and practice in schools.
• Identify and interpret traditional and current theological developments which have a bearing on Catholic education and leadership.
• Contribute to debates about and to the development of diocesan and national policies for Catholic education, ensuring that there is a serious dialogue between schools, diocesan advisers, inspectors and administrators, theologians, and policy-makers, both secular and religious, about the purposes and practice of Catholic education.
• Contribute to and, where appropriate, lead staff development activities which address the specific concerns of Catholic education.
• Engage in dialogue with proponents and opponents of Catholic education.
  
  

Assessment: One 5,000 word assignment - up to 80% and Contributions to online tasks and discussions - up to 20%.

Credits: 30

• Leadership for Learning Core for PGDip & MA, Core option for PGCert

Leadership for Learning (Core for PGDip & MA, Core option for PGCert)

This module can be summed up with the phrase 'Distinctive Leadership for Distinctive Schools'. The 11 units explore all aspects of leadership and management that leaders at all levels in the contemporary Catholic school will find necessary if they are to develop as competent and confident leaders. We range from considering leadership models that contribute to the effectiveness of successful businesses and secular schools to the leadership example given to us by Jesus Christ - the servant leader.

Are the traditional hierarchical management structures the most appropriate for coping with the rapid change that is the norm in education today? How can we best develop the gifts and talents of all the professionals that work in schools today? We explore the benefits of effective teamwork - with professionals empowered to act decisively within the framework of the mission of the school and the gospel values that should underpin all activity within the Catholic school.

The course content will complement the activities undertaken by those following NPQH, or who are planning to take this qualification in the future.

Strand A - Educational Leadership

Aim:

To examine various perspectives and theories of leadership in general and specifically in educational institutions and to relate these to the mission, culture, strategic planning and decision-making of Catholic schools and colleges.

Learning Outcomes:

On completion of the module, students should be able to:

• Review the nature and workings of school culture, climate, ethos and mission statements.
• Relate aims and values in Catholic schools and colleges to leadership priorities.
• Analyse leadership roles, qualities, skills, tasks and moral dilemmas in Catholic schools and colleges.
• Establish an overview of the key elements of institutional strategic planning and policy development.

Strand B - Effective Staff Management

Aim:

To provide students with an overview of the principal elements which constitute human resource management in the Catholic school context.

Learning Outcomes:

On completion of the strand, students should be able to:

• Identify key factors relating to the effectiveness of staff management, development and performance in Catholic schools and colleges.
• Extend the range of strategies available to teachers in managing, motivating and monitoring teaching and support staff.
• Make a critical appraisal of the relevant literature relating to staff management in education in the light of a Catholic perspective;
• Understand the ethical issues involved in leadership and management;
• Appreciate theological implications of managing finance in Catholic education;
• Engage in dialogue with proponents and opponents of Catholic education.

Assessment: One 5,000 word assignment - up to 80% and Contributions to online tasks and discussions - up to 20%.

Credits: 30

• Research Methods Core for MA

Research Methods (Core for MA)

To achieve the MA in Catholic School Leadership, students need to complete a 20,000 word dissertation. Support is provided through two Saturday Schools at the beginning of the academic year in which the dissertation is due to be completed, and a third Saturday School at the beginning of the second semester. In addition, each student is provided with a personal supervisor. Although the prospect of producing such a significant piece of work can be quite daunting; it can also be very rewarding to complete a significant piece of original work that will contribute to a better understanding of Catholic education.

The full title of the degree - Catholic School Leadership: Principles and Practice - provides a guide to type of project that will be undertaken. It will include a literature review, exploring the 'principles' as written by other workers in the field. A small scale research project is also undertaken, allowing the researcher to reflect upon how principles are put into 'practice' usually in the researcher's own school or college.

Aims:

• To develop a secure understanding of the methods and tools of educational enquiry/research and the ability to select and use these appropriately.
• To equip students to undertake the Project/Dissertation.
• To enable students to carry out school-based action research and to lead others in this as part of school improvement programmes.
• To familiarise students with the main sources of educational research.

Credits: 15

• Dissertation Core for MA

Dissertation (Core for MA)

Overview

To achieve the MA in Catholic School Leadership, students need to complete a 20,000 word dissertation. Support is provided through two Saturday Schools at the beginning of the academic year in which the dissertation is due to be completed, and a third Saturday School at the beginning of the second semester. In addition, each student is provided with a personal supervisor. Although the prospect of producing such a significant piece of work can be quite daunting; it can also be very rewarding to complete a significant piece of original work that will contribute to a better understanding of Catholic education.

The full title of the degree - Catholic School Leadership: Principles and Practice - provides a guide to type of project that will be undertaken. It will include a literature review, exploring the 'principles' as written by other workers in the field. A small scale research project is also undertaken, allowing the researcher to reflect upon how principles are put into 'practice' usually in the researcher's own school or college.

Aims:

The aim of this course is to undertake a small-scale research project relevant to leadership within Catholic education and to communicate the findings and other outcomes through a dissertation of 15,000 words. It is intended that students, in presenting their research findings, should demonstrate an understanding of a range of research methods, their ability to analyse critically the work of other researchers in the field and their appreciation of the appropriateness of research presentation modes.

Learning Outcomes:

On successful completion of the module, students will have:

• Identified an unresolved issue of significance for Catholic education and its leadership;
• Established a critical overview of the value and limits of current knowledge relating to that issue;
• Designed and conducted an independent, self-reflexive, systematic and rigorous programme of research and investigation into that issue;
• Presented their findings in a coherent thesis, with its hypotheses and conclusions supported by appropriate evidence and argument;
• Understood the value of the investigation in terms of the development of educational provision in Catholic schools;
• Gained a familiarity with a variety of research techniques, enabling them to continue with further independent research;
• Presented original perspectives or findings in the particular field of study;
• Engaged in dialogue with proponents and opponents of Catholic education.

Credits: 45