Chartered Teacher Programme

Modules on Offer

These modules will generally be available through summer school in August and mainly online in January/February. This is dependent on student numbers.

Professional Perspectives in Education CREDIT POINTS 30

This course gives participants the opportunity to analyse critically different concepts of professionalism and relevant professional standards, and to reflect on their own professional development. The course will encompass the following:

  • Induction
    • the Standard for Chartered Teacher
    • returning to academic study
    • learning with others
    • becoming a networked learner
  • Linking Theory and Practice
    • engaging critically with theory and practice
    • engaging critically with reading and research, including practitioner research and the concept of evidence based practice
  • The Reflective Practitioner
    • developing higher level skills of writing/reporting in ways that are critically reflective
    • reviewing practice and professional development planning
    • keeping a portfolio and reflective journal
  • The examination of professional identity & collaborative practice
    • comparing the different knowledge, practice and value bases of various professions and professionals;
    • concepts and principles associated with policy formation, key amongst which are social justice and inclusion and collaborative working
  • Face-to-face (F2F) delivery: 40 hours including morning and afternoon seminars, group support tutorials and individual tutorials.
  • Distance/on-line learning: Continuing professional dialogue with tutors and peers.

Education: Principles into Practice CREDIT POINTS 30

Pre-requisite(s): Professional Perspectives in Education

  • Social justice and the key principles of inclusive education
    • the historical, social and political context
    • pertinent legislation
    • critical exploration of personal and institutional practice
    • the perspectives of young people and their families
    • the importance of collaborative, inter-professional working
  • Child centred learning based on contemporary educational theory which take into account the role of affective learning
    • developing the pupil/teacher learning partnership
    • social constructivism
    • learning styles and motivation
    • approaches that are multi-sensory
    • negotiation and choice
  • The design of effective learning, teaching and assessment activities to meet the needs of diverse groups of learners
    • the pivotal role of formative assessment
    • self assessment and peer assessment
    • the nature of evidence
  • Face-to-face (F2F) delivery: 40 hours including morning and afternoon seminars, group support tutorials and individual tutorials.
  • Distance/on-line learning: Continuing professional dialogue with tutors and peers.

International Education CREDIT POINTS 30

Note(s): This module is aimed at teachers, lecturers and other professionals with appropriate qualifications and experience working in an educational or education related context.

  • Core Specialisms
    • Principles, Policy and Practice
    • International Benchmarking
    • Comparative Studies & Methodology
  • The Impact of Globalization & the Global Economy
    • International Relations
    • Fair Trade International Organisations
    • Sustainable Development
    • Climate Change
    • Cultures and Traditions
    • Leadership
    • European Dimension
  • Global Citizenship
    • Social Justice
    • Human Rights
    • Values and Ethics
  • strong>Critical Reflection
    • Impact on practice
    • Learning and teaching approaches
    • Links with Curriculum for Excellence
  • For Face to Face: 6 one hour lectures, 6 x 3 hour seminars, 5 two hour skills practice sessions and 2 x 3 hours group support tutorials. 

Mentoring and Coaching CREDIT POINTS 30

Note(s): This module is aimed at teachers, lecturers and other professionals with appropriate qualifications and experience working in an educational or education related context. Those who have already completed the 15 credit Mentoring module or the 30 credit Mentoring and Counselling module are not eligible for this course.

  • Learning communities and collegiality
  • Models of mentoring and coaching
    • instructional mentoring
    • GROW model for coaching
  • Mentoring and coaching as a form of professional learning
    • the use of interactive journals
  • Mentoring and induction
    • principle-centred induction and procedural-led induction;
  • Relationships
    • issues of power, ethics and confidentiality
    • appropriate balance between personal and professional roles 
    • Roles Mentoring activities Coaching activities
    • coach - relationship building - observation
    • role model - listening and reflecting - questioning
    • advocate - clarifying - formative feedback
    • critical friend - dialogic challenge - target setting
    • acculturator - summarising - action planning

      Although set out separately above, there is overlap in terms of the skills deployed by mentors and coaches.
  • The process of mentoring - different stages: different skills;
    • frameworks for differentiating support strategies; 
  • Skills, qualities and attributes
    • values and attitudinal qualities
    • interpersonal skills
  • For face-to-face: 6 one hour lectures, 6 x 3 hour seminars, 5 two hour skills practice sessions and 2 x 3 hours group support tutorials.

Professional Enquiry CREDIT POINTS 30

Effective professionals need to be able to undertake sustained, independent enquiry in order to further their professional development. This course provides the opportunity for participants to acquire and practice skills associated with the planning and implementation of development work in an identified area within their own setting. Through:

  • Exploring the relationships between policy, practice and research;
  • Examining professional development within the current context of professionalism;
  • Understanding different research paradigms, their underlying philosophies and the concept of 'methodology';
  • Understanding qualitative research methods and forms of inquiry.
  • Developing information/literature search skills;
  • Interrogating research reports and reading critically; identifying methodological issues;
  • Writing a literature review;
  • Planning, designing and implementing a small scale research project;
  • Analysing data and representing research
  • Disseminating research findings
  • Face-to-face (F2F) delivery: 40 hours including morning and afternoon seminars, group support tutorials and individual tutorials.

Work Based Project CREDIT POINTS 60

Pre-requisite(s): 120 credits at SCQF Level 11 (Diploma stage must be completed and endorsed by external examiner).

Participants are supported through a series of units of study and associated research guides covering:

  • Launch day and library skills
  • Literature research and review
  • Research Methodology and data collection
  • Data analysis, conceptualisation and conclusion
  • Writing up of project 

This will be the culmination or your studies resulting in the awarding of a Masters in Education. Following endorsement from the GTCS, this will give entitlement to full Chartered Teacher Status.