Masters in Teaching and Learning  Masters in Teaching and Learning Edge Hill University ../webroot/files/Institutions/cover_photo/1533994626Edge-Hill-University,-Ormskirk,-Lancashire.jpg

This Masters in Teaching and Learning (MTL) programme is based on flexibility and personalisation of provision. This allows it to be tailored to fit your developing capacities and reflect the professional needs and experiences of your school or setting. It involves practice-based learning opportunities, drawing on a wide range of expertise both within and beyond your work setting, where you will learn from colleagues and through your own reflective practice. You will participate in problem solving and critical thinking activities about learning that have meaning and importance to your practice. In addition, you will be encouraged to construct your own arguments by testing ideas based on prior knowledge and experience and in applying these to new situations relevant to your own school context. WHO IS THIS COURSE FOR? Admission to the fully funded programme is subject to the eligibility criteria defined by the Training and Development Agency (TDA). In this cohort it is confined to newly qualified teachers (NQTs) working in maintained schools or settings in the NW region, who gained qualified teacher status (QTS) in 2009, and who started their employment from September 2009. WHAT WILL I GAIN FROM THE PROGRAMME? The vision of the Masters in Teaching and Learning (MTL) is that you will become consistently highly effective in enabling all children and young people to realise their potential, regardless of their age, abilities or background. WHAT WILL I STUDY? MTL will build on your previous training and experience through a progressive three phase professional learning framework. In phase one you will build on your professional experience and develop your Masters Level enquiry skills. This will be through practitioner research activity that investigates the impact of your practice on the outcomes of children and young people. You will take part in learning opportunities (whether or not you have previous attainment at Masters Level) to address your individual professional needs and develop your Masters Level skills of enquiry and critical engagement with the evidence base. In phase two you will broaden and embed your professional practice with particular reference to the subject(s) and age phase you are teaching. This phase involves engagement with four inter-related areas of content: teaching, learning and assessment subject knowledge for teaching and curriculum development how children and young people develop leadership, management and working with others. This phase aims to develop your independent professional development planning including determining what will be your focus for phase three. At phase three you will further develop your practice within a specialist focus of school subject, age phase or aspect of teaching. You will develop your confidence and ability to contribute to collaborative learning in your workplace and in the wider professional community. HOW WILL I STUDY? The programme is work-based and you will receive on-site coaching and online tutorial support. HOW WILL I BE ASSESSED? The MTL is a pass fail award. MTL assessments are driven by the innovative nature of the Masters in Teaching and Learning and draw upon the three elements below: Engagement with literature and research in order to explore the most effective teaching and learning strategies Ensuring that the effectiveness of teaching and learning has a positive impact on the outcomes for children and young people Developing and working as a lifelong learner continually enhancing your own professional practice. The assessments within the programme are generally designed to focus on a work-based product or process integral to practice that is part of your normal professional development. You will produce a critical commentary through writing, or an alternative presentational format, that includes engagement with, and evaluation and application of, relevant literature and theory. Your critical commentary will report on small-scale empirical investig