Masters in Teaching and Learning (MTL)  Masters in Teaching and Learning (MTL) Birmingham City University ../webroot/files/Institutions/cover_photo/1533724829Birmingham City University.jpg

COURSE OVERVIEW The Master?s in Teaching and Learning (MTL) is a new national programme funded by the Training and Development Agency for Schools (TDA) and is intended for serving teachers. The MTL is being delivered in the Midlands region by Teach West Midlands (TWM), a Consortium of 8 West Midlands Universities which includes Birmingham City University. This 3 year part-timeflexible programme is currently available to Newly Qualified Teachers (and from September 2010 new Heads of Departments) in National Challenge Schools or Schools facing Challenging Circumstances. The Government intends for the MTL to be made available eventually to all teachers in line with its ambition for teaching to become a Masters level profession. The MTL combines the academic rigour of a traditional Master?s degree with hands-on, classroom-based learning. It is focused on children and young people and on applying evidence and educational theory to real-life situations. The programme can be personalised to reflect both individual and school priorities and is designed to help teachers gain the knowledge and skills they need to have a real impact in the classroom. KEY FACTS There are three phases of this programme, which should take three years to complete: Phase 1: Developing professional skills Phase 2: Embedding professional skills Phase 3: Sharing practice and developing specialist knowledge You will receive support and professional challenge from an in-school coach, and a University tutor which will offer expert input and opportunities to improve your teaching through learning from and with others. ENTRY REQUIREMENTS The MTL is currently available to newly qualified teachers (NQTs) in schools that are receiving National Challenge funding. From September 2010, new Heads of Departments in those schools will also be able to apply. The MTL will eventually be made available to all teachers. Full entry criteria are set by the TDA. Further details on eligibility are available at http:www.tda.gov.ukteachersmtlteacherseligibility.aspx COURSE STRUCTURE The MTL programme aims to: - enable associates to take increasing responsibility for their own professional development through Personalised Learning Programmes that draw appropriately on each of the TDA content areas, while making connections between associates? strengths and achievements. - develop associates? professional attributes, knowledge, skills and understanding together with enquiry skills in practice with particular reference to the subject(s) and phase taught. - develop skills of enquiry and the use of evidence, in relation to the impact of associates? practice on the outcomes for children and young people within the work context. - be at the forefront of professional practice in a specialist field in a subject, phase or aspect of teaching and be able to demonstrate effective professional practice, with elements which are exemplary, enabling children and young people to make good progress. - exhibit the characteristics of a confident and effective professional learner, able to stimulate and support a collaborative learning culture among immediate colleagues and within a wider professional community. - become a proactive member of a wider group of experts in the chosen specialism. ASSESSMENT The learning and teaching strategy that underpins the MTL is designed to help the associate become a more effective practitioner, with a positive impact on children and young people?s learning. The MTL seeks to integrate learning, teaching and experience. One route to achieve such integration is to make the learning as active as possible. This entails associates carrying out tasks (rather than being passive recipients of knowledge) which are designed to help them reflect critically on their professional practice, providing alternative ways of looking at events and circumstances and prompting thinking towards alternatives for future practice. The use of case studies and work-based assignments will enabl