PG DIP/MASTERS IN INCLUSIVE EDUCATIONAL LEADERSHIP

Specialist Qualification: Leading Provision for Care Experienced Children and Young People

Entirely online • Training with world-leading practitioners • Accredited by a leading UK university • Global network of outstanding educators • Credit awarded based on your current practice • Includes online training courses for teachers in your school • Highly positive and lasting impacts on your career, school and students • Cost-efficient, with the option of monthly fee fulfilment

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Specialist Qualification in Leading Provision for Care Experienced Children and Young People: The Role of the Designated Teacher

The course is one of nine specialised post graduate diploma courses. It is highly suitable for teachers who wish to hone their leadership skills in order to deliver the best possible outcomes for children and young people in their school or setting. It will also act as a springboard for future career development, giving opportunity for self- reflection and exposure to new ideas and cutting-edge thinking.

Who is this course for?

Designated Teachers for care experienced children and young people, Designated Safeguarding Leads, teachers or support staff with responsibility for Children in Need and children with Child Protection Plans

The importance of this course in relation to your role

The course offers practical solutions and approaches to embedding trauma informed and attachment aware practice across the school or setting. Participants reflect and build on developing the skills and knowledge for working effectively with partners, to ensure the best possible outcomes for looked after and previously looked after children, as well as planning for those on the edge of care.

40% of the course assessment is based on the practical application of skills and knowledge. You will work collaboratively with leading experts, including Virtual Head Teachers. This course, delivered by the University of Buckingham and Inclusion Expert, will support you in bringing about sustainable changes to the whole school community.

Key questions and considerations:

  • Understanding the statutory role of the designated teacher
  • The Virtual School – its role and purpose
  • The principles of corporate parenting- what you should know and understand
  • What is an outstanding PEP?
  • How do you manage the termly review of the PEP- how involved are your colleagues?
  • Preventing suspensions and exclusions- knowing the law, advocacy and meeting needs to prevent escalation.
  • Working effectively with social care
  • Embedding trauma informed policies- how to work with reluctant colleagues

Specialist Coaching

The course leader will meet the group 1-3 times a month for group coaching sessions as well as being available for individual discussions and support. The purpose of the coaching is to support the practical elements of this course which amount to 40% of the final grade. The course leader will be a sounding board, mentor and supervisor who will empower you to grow personally and professionally.

Read More About the Course Leader

Glinys is an experienced cross phase School Improvement and SEN specialist with wide experience ofprimary, secondary and special education.  Her background includes two headships anda consultant headship, plus senior roles in different local authorities. She has worked in a variety of interim and consultancy roles since 2002. Her knowledge of educational policy and practice is detailed and comprehensive

 

Glinys has successfully led two virtual schools on an interim basis, in Barnet and Surrey. Both required significant improvement at the outset of her tenure. Ofsted visits and peer review noted significant progress in both, within a short time scale. In Birmingham in 2008-10 she worked on a project to develop the Looked After Children Education Service – the forerunner of the Virtual Schools we see today.  Glinys was the School Improvement partner for the Brent Virtual School in 2014 and worked with the Virtual Schools in Slough and Haringey when undertaking other, linked, assignments. She also worked alongside the highly effective Virtual School in Ealing.

 

Glinys was an Associate Tutor at the University of Leicester School of Education for 11 years, working on the MBA in Educational Administration and the MA in Leadership of Learning.

Benefits of the Scholarship for the Whole School

Children and young people will be clear beneficiaries.

For school based staff

Safeguarding Review and Training
  • Improved interpersonal competence and empathy leading to enhanced collaboration and collective responsibility, to deliver improved outcomes for children and young people
  • Development of self-awareness and team building. Team members increasingly mindful of their own, and each other’s, strengths and weaknesses
  • Better understanding of SEMH and associated skills, knowledge and experience, across the staff, governing body/trustees and wider school community
  • Free SEMH Training course. Accessible to all staff and led by the scholar
  • Shared purpose and common language across the school and governing body, extending to stakeholders; parents; carers; visiting professionals

For school leadership

  • A leader with advanced skills, knowledge and understanding of leadership, Inclusion and wellbeing.
  • Enhanced focus on pedagogy leading to better educational outcomes
  • Improved SEMH provision and ‘in house’ expert led CPD
  • Increased capacity to meet the needs of complex children and young people
  • Continuous improvement as experience grows and evidence of ‘what works’ is shared
  • Calls for SLT intervention following incidents reduced
  • Calls for the exclusion of vulnerable children reduced
  • Levels of internal staff stress and absenteeism reduced

For the scholar

  • Development of advanced strategic thinking and planning skills
  • Improved knowledge of statutory guidance and application of key strategies
  • Access to leading experts in the field
  • Opportunity to develop problem-solving skills and the confidence and courage to be creative and innovative.
  • Highly regarded, accredited qualification, relevant to current role as well as preparation for future career enhancement

As the course progresses you can expect:

  • Leaders to call on your expertise and support your initiatives and ambitions
  • Staff to bring solutions rather than problems
  • Behaviour to be seen as communication
  • A collective will to understand and mitigate the effects on children of poor early attachment, trauma and toxic stress
  • Care experienced and other vulnerable children and young people are not condemned for their behaviour and attitudes

 

Why You Should Apply

Does this sound like you?

You are an effective leader, with a high level of emotional intelligence. You go the extra mile and advocate for children and young people whom others may consider difficult. You are fascinated by the psychological aspects of children and their needs, which may stem from past traumas or a challenging home life. You have a proven track record in improving the life chances for the most vulnerable in your setting, and you want to ensure that your colleagues are also equipped with the skills and knowledge to improve outcomes. You understand that effective social and emotional leadership is most evident in the classroom and therefore much of your focus lies in supporting teachers as well as students.

As a professional leader, you are committed to supporting your colleagues to develop a whole school approach.

If this describes you, you will be in a strong position to be awarded a place on this unique programme.

Social Emotional Mental Health Pedagogy Training

This training is included at no extra course in the programme for the PG Dip study. This training supports school leaders and classroom staff to understand and practise the art of inclusive classrooms, and to compliment the exceptional supportive work schools already do. Our aim is to equip teachers to include all children in the classroom and to enable them (child and teacher) to thrive.

Prerequisites of the One Year PG Dip in Inclusive Educational Leadership (120 credits)

You will need:

  • The support of your headteacher
  • Evidence of your Bachelor’s Degree
  • To be a UK passport holder
  • Funding to cover the course fees from your school, the Virtual School or your own resources
  • Willingness to complete academic study and reflect on your professional practice, over the course of a year
  • Time to complete the course requirements:
    • 3 (term time only) online 1 hour lectures per month
    • Reading: 2 essential core books plus additional reading to support academic writing and to deepen understanding of the module topic
    • Online group coaching: 1 hour once a month (instead of a lecture)
    • Short written reflections (300- 400 words) per module
    • A portfolio showcasing your current practice
    • Four essays based on the module content (30 credits each)
    • Optional networking and drop-in sessions

The PG Dip fee for April 2021 is £2,400 + VAT.

The Master’s Degree in Inclusive Educational Leadership

If you successfully complete the PGDip you can opt to study for a further year and be awarded the associated master’s degree.

You will be required to submit a 12-15,000-word dissertation. Academic support is offered but there are no lectures or additional coursework.  (60 credits)

The Master’s Degree fee is £3,590 + VAT (exclusive of the PG Dip fee).

Sign up now to the 2 Year Master’s Degree and you will receive £500 scholarship. You will pay £5,490 + VAT for both years.

Next steps

Click here to fill in the online form to register interest or ask any further questions.

Speak to your headteacher.

Consider the impact on your professional and personal life.

Apply Now !

APPLICATION FORM


    YesNo

    ESSENTIAL 2 BULLET POINTS OF EVIDENCE
    Has a Bachelor's Degree YesNo
    Has been successful with vulnerable and challenging students YesNo
    Has been a pastoral leader for at least one year YesNo
    Is able to reflect on their own practice YesNo
    Can work effectively with other staff YesNo
    DESIRABLE 2 BULLET POINTS OF EVIDENCE
    Senior Leader YesNo
    Has completed additional pastoral training YesNo
    Has led whole school initiative YesNo
    Has a teaching qualification YesNo





    About the author:

    Daniel Sobel MA Ed (Psychology) FCMI FCIC FRSA is the Founder and Lead Consultant of Inclusion Expert. An internationally respected leader in inclusive education, he has advised the Department for Education, the European Union and governments abroad. Daniel is a well-known speaker, and has written for publications including Headteacher Update, The Times Educational Supplement and The Guardian. He has authored two books for Bloomsbury press, Narrowing the Attainment Gap (2018) and Leading on Pastoral Care (2019).

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