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ED50BZ: MANAGING PERSONAL SUPPORT IN SCHOOLS (2018-2019)

Last modified: 22 May 2019 17:07


Course Overview

The new principal teacher of pastoral care/pupil support (targeted support) is expected not only to manage cross curricular PSD provision but also all aspects
of whole school support (universal support) and those staff who deliver such support.

The module covers aspects of all areas below:

  • The management role of promoted pastoral support staff
  • The management of change set within the context of ‘Curriculum for Excellence’
  • Leadership styles, team building activities
  • Conflict resolution, solution-focused approaches, managing staff, time and projects
  • Integrated approaches to targeted, universal and pupil support, inclusion and inter-professional working

Course Details

Study Type Postgraduate Level 5
Session First Sub Session Credit Points 30 credits (15 ECTS credits)
Campus Old Aberdeen Sustained Study No
Co-ordinators
  • Ms Sandra Paterson

What courses & programmes must have been taken before this course?

  • Education (ED) (Studied)
  • Any Postgraduate Programme (Studied)

What other courses must be taken with this course?

None.

What courses cannot be taken with this course?

None.

Are there a limited number of places available?

No

Course Description

Post Donaldson and in line with the National Review of Guidance document 'Happy Safe and Achieving their Potential', there has been a recognition of the central importance of all aspects of management relating to pastoral care, guidance and pupil support. The new principal teacher of pastoral care/pupil support (targeted support) is expected not only to manage the cross curricular PSD provision including the personal, social and health education curriculum but also to manage those staff who deliver such support. Other important aspects of delivering care and support which now require a professional management approach include building partnerships with parents and support agencies, integrated approaches to pupil support involving inter-professional working, the requirements of quality assurance and improvement planning, supporting and mentoring colleagues, as well as the management of all aspects of whole school approaches to pastoral care systems and provision (universal support). This, set within a growing culture of educational accountability and a requirement to deliver the basic support entitlement as outlined in the Curriculum for Excellence Building the Curriculum 3. Those who take on such a role require an understanding of the central importance of management to support relationships and a process that is dependent on the development of certain enhanced attitudinal qualities and inter-personal skills. This module is offered to all staff who aspire to middle management positions and beyond.

This module covers aspects of all areas below:

  • review of the principles and practices of effective pastoral care, guidance and pupil support
  • the new management role of promoted support staff
  • integrated approaches to guidance and pupil support (universal and targeted support)
  • integrated schools: inclusion and inter-professional working
  • the outcomes of the 'National Review of Guidance' within the context of 'Curriculum for Excellence and Health and Wellbeing'
  • whole school and support systems
  • time management
  • leadership styles
  • the management of change
  • solution-focused behavioural approaches
  • managing staff
  • conflict resolution
  • team building activities

Contact Teaching Time

Information on contact teaching time is available from the course guide.

Teaching Breakdown

More Information about Week Numbers


Summative Assessments

Each module assessment will now include two formatives, each allocated 25% of the final grade with 50% of the assessment grade allocated to the summative submission. This will be equivalent to 8,000 words as required for all PGT 30 credit modules and account for a range of assessment reporting formats which will remain criteria based.

Formative Assessment

There are no assessments for this course.

Feedback

None.

Course Learning Outcomes

None.

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