This course will enable participants to critically examine the academic, professional and practical implications of middle leadership and to develop the professional understandings, skills and attributes to undertake or enhance their practice in a middle leader role.

Saturday Day School, weekday twilight.

Two written assignments as follows:

1. A systematic self-evaluation of middle leadership skills and abilities, which is informed by critical reflection and draws from appropriate evidence and relevant literature. (1500 words. Weighting 25%)

2. A critical review of the contested nature of leadership and leadership practice which is informed by research and academic literature in middle leadership and relevant policy. (4500 words. Weighting 75%)

This course aims to provide opportunities for participants to gain theoretical and applied understandings of middle leadership in schools and through this, to develop the advanced skills and personal attributes to operate as a middle leader in school settings. Specifically the course will enable participants to build capacity as a middle leader through

■ review and critique of theoretical and applied approaches to middle leadership,

■ reflecting upon the emotional and personal aspects of middle leadership,

■ analysing learning cultures to build and sustain collaborative working,

■ understanding and applying professional approaches and pedagogies to build leadership capacity and capability across teams.

By the end of this course students will be able to

■ Review and critique theoretical and applied approaches to middle leadership in schools.

■ Critically analyse current policy initiatives to enhance political awareness and articulate the implications for middle leadership.

■ Evaluate understandings of the nature of collaboration and the interpersonal and intrapersonal skills needed to build and sustain collaborative working.

■ Understand and apply coherent approaches to building capacity and capability across teams.

■ Drawing from various sources of evidence, evaluate their leadership practice through systematic critical reflection.

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.