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The HertsCam MEd
Leading Teaching and Learning HertsCam is now inviting expressions of interest and applications for the MEd starting in September 2019. This masters degree programme supports teachers and other education professionals in their leadership of development work in schools in order to improve the quality of teaching and learning. The 2 year part-time course is both practical and critical, leading to tangible improvements in educational practice and advancements in professional knowledge. The key concept underpinning the approach is ‘teacher-led development work’. You can access a paper explaining this approach in the Publications section of this site. The MEd is part of the HertsCam Network which is dedicated to building professional knowledge by providing opportunities for networking. Want to find out more information? For further enquiries and to register your interest please contact: Heather Walker, HertsCam Administrator Email: hwalker@hertscamnetwork.org.uk Sarah Lightfoot, MEd Programme Leader Email: slightfoot@hertscamnetwork.org.uk More information about the HertsCam MEd can be downloaded below: 
To register your interest and receive more detailed information and the application form about the MEd please email our Network Administrator, Heather Walker on:
hwalker@hertscamnetwork.org.uk |
TEACHERS AS AGENTS OF CHANGE
Our recent book - the green book - focuses on the MEd programme: To receive a free copy by post please email Heather Walker: hwalker@hertscamnetwork.org.uk: or download it as an e-book by clicking on the icon below: 
A real breakthrough in teacher professionalism. A masters degree for teachers designed and taught by teachers.
Chapters in the 'green book'
Introduction Chapter 1: The HertsCam MEd in Leading Teaching and Learning David Frost, Sheila Ball, Val Hill and Sarah Lightfoot Chapter 2: Developing effective learning dispositions in young children Nicola Vicary and Sarah Lightfoot Chapter 3: A professional development strategy to maximise agency Sian Jays and Liz Brown Chapter 4: Reversing the roles of teacher and student Lyndsay Gillot and Paul Rose Chapter 5: Slowing the pace of activity to increase the pace of learning Deborah Harris and Clare Herbert Chapter 6: Developing ways to improve student self-reliance Richard Morton and Paul Rose Chapter 7: Creating the conditions for developing effective learners Esther Hamilton and Tracy Gaiteri Chapter 8: Creating a professional learning community through blogging Laura Saunders and Val Hill Chapter 9: Developing strategies to promote a growth mindset in music Collette Hewitson and Jo Mylles Chapter 10: Notice, narrate, navigate: developing a framework for reflection on learning Steve Emmett and Sarah Lightfoot Chapter 11: Improving professional practice with disadvantaged students Kristian Jones and Sheila Ball Chapter 13: Developing strategies to promote creativity Ruth Fuller and Jo Mylles Chapter 13: Transforming the practice of learning support assistants Maxine Dalton and Tracy Gaiteri Chapter 14: Developing the capacity to improve disadvantaged students’ learning Sarah-Jane Eastwood and Sheila Ball Chapter 15: Developing a reading community Keely McLaughlin and Tracy Gaiteri Chapter 16: Developing strategies to build GRIT Zareena Huber and Jo Mylles Chapter 17: Developing environments that enable independent learning Hannah Trickett and Sarah Lightfoot Chapter 18: Evaluating the HertsCam MEd David Frost, Sheila Ball, Val Hill and Sarah Lightfoot Final comment David Frost | ||||||||
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