The Scottish Qualification for Headship

The current programme comprises five Courses (the fifth designed as a double course) totalling 120 Scottish Credit and Qualifications Framework (SCQF) credits. On the successful completion of Courses 1, 2 & 3, participants are eligible for the University’s Certificate in Educational Leadership and Management. On the successful completion of Courses 4 & 5, participants will be awarded the University’s Diploma in Educational Leadership and Management as well as achieving the Scottish Qualification for Headship awarded by the Scottish Executive.

In the SQH programme there is the facility for the Accreditation of Prior Experiential Learning (APL/APEL) to a maximum of 50% for participants who can demonstrate appropriate levels of experience and/or competence.

The Standard for Headship programme offers a new and powerful model of professional development for serving staff in Scottish schools. It aims to build on the strengths of training previously offered separately by employers and by Universities by combining theoretical and practical approaches through "workplace learning". There are two new perspectives worth rehearsing more fully:

• It is not enough in the SQH programme to be able to assemble ideas and arguments effectively in an essay. Critical reflection must have shown results in the workplace and in personal development if it is to be credited.
• On the other hand, work activity that is not carefully considered in the light of research, that is solely about implementation and does not require critical reflection, will not meet the requirements of SQH.

Those undertaking the programme will be challenged personally and professionally. It will make demands on the time of busy people with a heavy set of responsibilities. It will only be worthwhile if the participants make the commitment to grow, develop and learn through the programme.

Each Course of the programme is designed to deliver complementary elements of taught and workplace learning, allowing for experience and prior learning.

Course 1

Course 1 comprises a focus on Critical Self-Evaluation against the Standard for Headship (CSE) and articulation of a programme for personal learning (PLP). It is designed to:

• introduce participants to the Standard for Headship and what is required to demonstrate competence;
• introduce participants to the key purpose of headship and what it entails in relation to leadership for learning;
• introduce participants to the methods of work and learning which will be used during the SQH Programme;
• ensure that participants have an understanding of key principles of evidence based self evaluation and critical self reflection to make possible the formulation of a PLP in relation to the Standard for Headship; and
• ensure that participants are familiar with the specific assessment requirements of this course and of the overall SQH Programme.

Course 2

Course 2 focuses on an analysis of the school, it’s capacity for change and improvement and culminates in a detailed School Improvement Project plan (SIP). It is designed to:

• establish the value and purpose of conducting an in - depth analysis of a school;
• introduce some of the key strategies and dilemmas involved in school improvement;
• develop clear understanding of links between the participant’s analysis of their school, the focus of a Comparative Study in Course 3; the analysis and evaluation of critical features of the change process in Course 4 and a comprehensive SIP which will be ‘worked through’ during Course 4 and concluded in Course 5; and
• ensure that participants are familiar with the specific assessment requirements of this Course.

Course 3

Course 3 involves the study of an aspect of leadership or management from the participant’s own school, through comparison with another organisation, most commonly another public service, industrial or commercial organisation or in another sector of education. The Comparative Study could also utilise a placement or study visit abroad. The Comparative Study is designed to:

• develop a deeper understanding of the theories of leadership, management, organisation, culture and methodologies of enquiry;
• provide experience of workplace learning where participants harness strengths from other leadership and management models in order to drive forward major school developments;
• ensure that the management and leadership activities within the chosen project are the object of critical reflection and evaluation by the participant and are relevant to their SIP; and
• ensure that participants are familiar with the specific assessment requirements of this Course.

Course 4

Course 4 entails a close analysis and evaluation of critical features of the change process in the participant’s school culminating in an oral presentation, written interim evaluation of progress to date and a Critical Incident Discussion with a Course Tutor. It is designed to:

• explore and use a range of strategies to support school evaluation and improvement;
• develop skills involved in action research with particular reference to analysis of capacity for change, interpretation and use of school improvement data, and evaluation of the impact of change;
• develop understanding of the impact critical incidents have on school improvement projects;
• facilitate reflection on progress with the PLP and progress towards achieving The Standard; and
• ensure that participants are familiar with the specific assessment requirements of this Course.

Course 5

Course 5 is a double course taking as its focus implementation, monitoring and evaluation of the SIP, covering the Professional Actions and the Essential Elements of The Standard. It is designed to:

• further develop understanding of school effectiveness, school improvement and other models of educational change;
• develop a critical understanding of the improvement cycle and appropriate context based strategies to achieve school improvement;
• explore national and local influences which contextualise and impact upon school improvement;
• make clear the interaction between theory, professional development and practice; and
• ensure that participants are familiar with the specific assessment requirements of this Course.

Contact Time For SQH Courses

This table offers an overview of the indicative distribution of 200 hours per course, This will be interpreted flexibly by the participant's individual needs. The Taught Hours (e.g. Course Residentials and Taught Days) will be fixed. The other elements will be determined by such factors as the participant's professional experience, current responsibilities and personal reading. 'Work-Based Learning' includes time spent by the participant carrying out their school remit responsibilities. The additional 'Work-Based Learning' hours identified for Course 5 reflect that this is a double course that focuses on the successful delivery of the participant's SIP.

Structure of the SQH Programme for 2006 – 2008