Professional Development for Educators - MTL / MEL

  • Course Code: PT1209
  • Level: Postgraduate Taught
  • Starting: September 2020
  • Study mode: Part Time
  • Location: On Location

The Professional Development for Educators course is designed to boost your professional learning in your school, college or place of work.

You’ll already be making your mark in the working world, but eager to put the polish on your qualifications.

What's covered in the course?

The really attractive aspect of this course is that it frees you up to gain a further qualification without giving up your job - that's because our course is delivered only in schools, academies or colleges on a part-time basis - so our highly experienced tutors bring their expertise to you.

This is a practice-based course designed to support your professional learning and development as a teacher. We only deliver this course in school, college or other educational settings to groups of teachers. Currently we work with over 500 teachers in 35 school-based groups across the West Midlands and further afield.

This course is personalised and linked to your workplace practice. You'll enjoy the flexibility to choose the areas of research and study on which you wish to concentrate as you move through the course. There is also an emphasis on online learning, so you will access this course in a blended delivery format. Our staff will support and guide you around module choices and research methodologies.

As a work-based course, it will focus on your day-to-day practice, whether you work in a school, academy, college or other educational setting, in whatever role. We value collaboration in the development of teachers and leaders to maximise your impact on the individual pupils, students or adult learners, or organisations and communities with which you work.

The course supports continuing professional development and is rooted in a concept of partnership, which incorporates professional respect and promotes learning at all levels. You’ll be involved in action research, class observation and textual analysis of policy documents and there is a strong emphasis on practice-led enquiry.

Through developing you as an educator or manager, our Professional Development for Educators will enable you to embrace change and successfully meet new challenges and opportunities in your professional practice. You'll build on your previous workplace learning and practice and be able to take increasing responsibility for your own development within a wider professional community.

Please note that completion of this course does not lead to Qualified Teacher Status (QTS).

Why Choose Us?

  • The MTL or MEL integrates seamlessly with your current job
  • You could use evidence or credits from previous study (such as a PGCE) as accreditation towards your MTL/MEL through accreditation for previous credited learning (APCL)
  • Your increasing knowledge of educational theory will help you to reflect critically and evaluate your practice
  • The benefits of shared thinking through group sessions are balanced with a focus on individualised support to develop your own professional learning
  • The programme reflects the current government's emphasis on practice in teacher education
  • You’ll develop skills of enquiry and the use of evidence, in relation to the impact of professional practice on the outcomes for learners within the work context
This course is not open to International students

New £10,906 postgraduate loans

You may be able to take advantage of the government’s plans to make loans of up to £10,906 available for postgraduate study.

More about postgraduate loans

Entry Requirements

UK students
Essential

Applicants should have a degree or equivalent qualification, or professional experience that equates to degree level.

In most cases, applicants will join the course as part of a workplace group and suitability to join the programme will be agreed between the University tutor and institutional leaders.

Exemption from some modules may be granted for appropriate prior learning including credits gained on a PGCE course.

  • UK/EU students
  • International students

Award: MTL / MEL

Starting: Sep 2020

  • Mode
  • Duration
  • Fees
  • Part Time
  • TBC
  • TBC

Sorry, this course is not available to International students.

The University reserves the right to increase fees in line with inflation based on the Retail Prices Index or to reflect changes in Government funding policies or changes agreed by Parliament up to a maximum of five per cent.

How to apply

Applications will be through an Education Hub - usually a Teaching School Alliance or education organisation associated with a particular subject or age-phase.

Please contact the Course Lead for Professional Development for Educators, Ian Axtell on: Ian.Axtell@bcu.ac.uk for more information about your nearest and/or relevant Education Hub.

Personal statement

Students are required to submit a personal statement as part of their application for this course.

Your postgraduate personal statement is going to shine a light on your personal experience, academic success, personal skills and any other factors that will support your application for further study.

Here are the key areas you’ll need to address:

Your passion and motivations

Studying a postgraduate course usually means you want to specialise in something. So what’s driving you?

Why this course?

Show that you’ve researched the course offering. What is it about this particular course that appeals to you? Is it the lecturers? The modules? Etc.

What makes you a good postgraduate candidate?

Tutors want to know that you can handle postgraduate study, so show them how your undergraduate experiences or work life has equipped you for a more advanced level of study. Key areas to address are research and group work but this can vary depending on your chosen course.

Relevant academic or work experience

Add anything relevant that relates back to your chosen course and shows how your skills will contribute towards your learning. What extra-curricular activities have you taken part in? What awards have you won? What employment or voluntary experience do you have that has helped you develop transferable skills? How do these specifically relate to the course you are applying for?

You should also mention your future plans and how a postgraduate qualification fits in. Try to look beyond your postgraduate study – do you plan to jump straight into a specific career or follow your studies with a research degree? Lastly, use plain, professional English and, where possible, utilise the language of your chosen industry.

Get more information on writing personal statements

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Financial Support

Although this is a postgraduate course, current PGCE students are eligible for the finance support package available to full-time undergraduates. You may also receive a Teacher Training Bursary for most Secondary teacher training courses and Primary Mathematics.

Find out more

SCITT Pathway

Pre-Service Professional Development (PD) Level 7

In order to complete this SCITT Pathway a student must successfully complete all the following CORE modules (totalling 60 credits):

Introduction To Masters Level Study
20 credits

This module focuses on your transition to level 7 work. This focus on transition is important because although at first glance a typical taught Masters programme can look very similar to its undergraduate equivalent there are a number of important differences, such as the greater emphasis on your ability to undertake independent, self-directed study. This is not just true of the dissertation project that concludes a typical Masters programme; it is also the case for all taught units, which will expect you to prepare for assignments by independently researching your particular areas of interest and experience for summative assignments.

Reflecting on the Workplace
20 credits

This module forms an introduction to the processes and importance of active reflection around educators’ and educational managers’ professional practices in the workplace. It promotes the importance of reflexivity for educational professionals by asking you to reflect upon how key critical incidents in your working life can be illustrative of wider educational practices and principles.

Curriculum Matters
20 credits

It is very important that educational professionals are able to critique their practice in terms of the historical traditions of their subject and the curricula that support it. This module is designed to equip students with a critical perspective, informed by knowledge, understanding and skills to analyse critically the ways in which curricula is led and managed across educational settings. To this end it explores how curriculum design influences the processes of learning and teaching, as well as educational outcomes for learners.

There is a progression route for alumni who wish to progress onto a Postgraduate Diploma (PG Dip) for the SCITT Pathway (totalling 60 credits):

Assessment
20 credits

The place and role of assessment in education today is highly significant. Assessment is not only concerned with grading and marking learners, it also serves an evaluative function for ways in which schools, colleges, universities, and other learning sites can be evaluated. This module is designed to equip students with a critical perspective, informed by knowledge, understanding and skills to analyse critically the ways in which uses and purposes of assessment function across a range of educational settings.

Researching Teaching and Learning
40 credits

This module provides an opportunity to plan a detailed proposal for a teaching and learning practice-based enquiry in a specific workplace setting. It encourages an active approach to personal and organisational development, recognising how research can be used as a change agent for personal and institutional development.

MTL Pathway

In-Service Professional Development (CPD) Level 7:

A student should already have 60 credits at Level 7 to access this pathway using our Accreditation of Prior Certified Learning (APCL) process. In order to complete the MTL Pathway a student must successfully complete all the following CORE modules (totalling 120 credits):

Reflecting on the Workplace
20 credits

This module forms an introduction to the processes and importance of active reflection around educators’ and educational managers’ professional practices in the workplace. It promotes the importance of reflexivity for educational professionals by asking you to reflect upon how key critical incidents in your working life can be illustrative of wider educational practices and principles.

Researching Teaching and Learning
40 credits

This module provides an opportunity to plan a detailed proposal for a teaching and learning practice-based enquiry in a specific workplace setting. It encourages an active approach to personal and organisational development, recognising how research can be used as a change agent for personal and institutional development.

Dissertation
60 credits

The Dissertation module is the culmination of your Masters programme. It provides you with the opportunity to develop a systematic understanding of research in relation to your chosen area, and to develop your professional practice through the processes of educational research. You will be encouraged to use self-direction and originality in pursuing your development focus through this independent piece of independent research.

MEL Pathway

In-Service Professional Development (CPD) Level 7:

A student should already have 60 credits at Level 7 to access this pathway. If not, then experienced professionals can gain these credits by completing a PG Cert BEFORE they embark on the MEL Pathway:

Introduction to Master’s Level Study
20 credits

This module focuses on your transition to level 7 work. This focus on transition is important because although at first glance a typical taught Masters programme can look very similar to its undergraduate equivalent there are a number of important differences, such as the greater emphasis on your ability to undertake independent, self-directed study. This is not just true of the dissertation project that concludes a typical Masters programme; it is also the case for all taught units, which will expect you to prepare for assignments by independently researching your particular areas of interest and experience for summative assignments.

Accreditation of Prior Experiential Learning (APEL)
40 credits

In-line with the TMF framework philosophy this module is a level 7 optional module, situated within a flexible framework that aims to meet the specific academic needs of individual practitioners. A blended learning approach is taken in accord with the University’s learning and teaching strategy and the programme’s philosophy and aims.

In order to complete the MEL Pathway a student must successfully complete all the following CORE modules (totalling 120 credits):

Reflecting on the Workplace
20 credits

This module forms an introduction to the processes and importance of active reflection around educators’ and educational managers’ professional practices in the workplace. It promotes the importance of reflexivity for educational professionals by asking you to reflect upon how key critical incidents in your working life can be illustrative of wider educational practices and principles.

Researching Educational Leadership
40 credits

This module provides an opportunity to plan a detailed proposal for a practice-based enquiry in educational leadership in a specific workplace setting. It encourages an active approach, recognising how research can be used as a change-agent for personal and organisational development.

Dissertation
60 credits

The Dissertation module is the culmination of your Masters programme. It provides you with the opportunity to develop a systematic understanding of research in relation to your chosen area, and to develop your professional practice through the processes of educational research. You will be encouraged to use self-direction and originality in pursuing your development focus through this independent piece of independent research.

How you'll learn

This programme is delivered to groups of teachers and/or managers within their own workplace, whether that is a school or college. Delivery is via a combination of face-to-face teaching, online blended learning and independent study.

Applicants may be eligible for accreditation of prior learning, either experiential or certified which can be discussed on an individual basis. As a result, there is no mandatory module apart from the Dissertation.

You'll be able to choose from a wide variety of modules focusing on key areas of interest for educators and educational managers. All the modules are linked to your personal, team and institutional development priorities. You'll have the opportunity to use your increased knowledge of educational theory and practice to complete your own research.

Research projects are agreed with and supported by your tutor. This allows you to focus developments that really matter to you, your learners, your colleagues and your community.

The outcomes of these projects are shared and submitted as assignments, with the intention that they support real understanding, change and improvement in your workplace practice.

Where possible, we encourage practitioners to work collaboratively on research projects, although assignment submissions are individually written-up.

Enhancing employability skills

Employability is enhanced through the MTL/MEL as Masters Level qualifications are valued across a range of professional settings including early years, education and social care. On a personal level, completion of this course supports you to develop the critical, reflective and reflexive perspectives that will enhance your confidence and agency when teaching and/or engaging in management and leadership.

Your MTL/MEL will enable you to:

  • build on previous professional learning and workplace practice
  • take increasing responsibility for your own professional development through personalised and collaborative learning that draws appropriately on agreed content areas and workplace priorities
  • develop professional attributes, knowledge, skills and understanding together with practice-based enquiry skills in relation to the subject and phase taught or your leadership role
  • develop skills of enquiry and the use of evidence, in relation to the impact of professional practice on the outcomes for learners within the work context
  • be at the forefront of professional practice in a specialist field in a subject, phase or aspect of teaching and/or leadership and be able to demonstrate effectiveness in enabling learners to make good progress (MTL) or in a leadership role, enabling  individual and institutional progress (MEL)
  • 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 (MTL) or a leadership role (MEL)

Our Facilities

We are constantly investing in our estate and are currently in the process of spending £340 million on new learning facilities.

As part of these plans, the University's Education provision will join the rest of the Faculty of Health, Education and Life Sciences at our City South Campus in Edgbaston during 2018.

This is the third phase of the University's project to move all teaching and learning to two campuses, City Centre and City South. By moving our Education provision, we are creating a hub for the provision of public service contracts and professional development at City South Campus and improving the student experience with a stronger sense of community and more consistent support services and facilities.

Campus

In addition to classrooms, a lecture theatre, social learning spaces, an open access IT suite and cafe facilities, the new £41 million extension to our City South Campus offers a range of specialist teaching and learning facilities for specific subjects including science, design and technology, drama and physical education.  

Departments

All our departmental facilities replicate the school learning environment.

  • Art and Design
  • Design and Technology
  • History
  • English
  • Mathematics
  • Religious Education
  • Music
  • Drama

Not only are we investing £41 million in a new building to house the laboratories and teaching spaces needed, but we also plan to open up these facilities to benefit all students and the wider community. This will complement our existing sports facilities, which already provide a base for students to compete in activities ranging from rugby to.

Mary Seacole Library

The Seacole library, based at City South Campus, is one of the UK's largest specialist health education libraries. The facility offers an extensive range of range of information and reference materials set out in a relaxing environment, conducive to studying. There are comfortable seating areas, group study areas, a silent study area and private study rooms.

Computer Facilities

The Seacole building houses a large open access IT Suite which comprises of 96 PCs, printers, photocopiers and scanners. Our PCs utilise the latest Intel i5 core technology, all with:

  • Fast (unrestricted) internet connectivity
  • Ability to save files to USB, DVD & CD
  • Microsoft Office software
  • Research and statistical software
  • Storage space which can be accessed from any PC across the University and from home

Our PCs are also designed to support students who may have difficulties with reading and writing, featuring specialised software with zooming/magnification and screen reading capabilities, which may also be customised for individual student needs.

The IT Suite offers extended opening hours and is supported by a specialist Open Access Assistant during term time. In addition to the open access PCs within the IT Suite, there are 12 networked student PCs available within Seacole library.

Ian Axtell BA (Hons); PGCE; DPSE; PG Cert; PG Dip; MEd

Programme Lead for MTL/MEL

Ian taught in a variety of schools for 20 years before joining the School of Education at Birmingham City University. His passions are for Arts (particularly music) and Physical Education which he led in a couple of high schools. Ian has always worked in primary schools as part of his teaching role. He finished the first part of his career in education as an Advanced Skills Teacher.

Read Ian's full profile