Introduction
The HertsCam MEd in Leading Teaching and Learning is a two-year, part-time masters degree programme designed to support the development of practice in schools by enabling participants to become effective agents of change and enhancing their professionality.
When a crisis occurred in 2011-12 (see the ‘Green book’ p.8) the HertsCam Steering Committee Steering Committee took the decision to secure the future of the programme by breaking from Cambridge and forming a partnership with another university. In 2014, we approached the University of Hertfordshire and began the rigorous validation process through which HertsCam as an organisation and our new design for the course were scrutinised. At a final validation panel meeting in April 2015 the design of the MEd was accepted and the University of Hertforshire now validates our degree.
Read about the content and structure of the HertsCam MEd here:
When a crisis occurred in 2011-12 (see the ‘Green book’ p.8) the HertsCam Steering Committee Steering Committee took the decision to secure the future of the programme by breaking from Cambridge and forming a partnership with another university. In 2014, we approached the University of Hertfordshire and began the rigorous validation process through which HertsCam as an organisation and our new design for the course were scrutinised. At a final validation panel meeting in April 2015 the design of the MEd was accepted and the University of Hertforshire now validates our degree.
Read about the content and structure of the HertsCam MEd here:
Transforming education: a new HertsCam MEd cohort begins
The HertsCam MEd is based firmly on the idea of enabling teachers to lead development work, which we define as:
strategic, focused and deliberate action intended to bring about improvements in
professional practice. It takes the form of collaborative processes featuring activities
such as consultation, negotiation, reflection, self-evaluation and deliberation which
take place in planned sequence.
This rests on the proposition that professional knowledge can be created and enriched through the leadership of development projects which not only improve practice but also have a transformative effect on the school’s organisational structures and professional culture and participants’ moral purpose and leadership capacity.
We were therefore very excited to welcome 14 new participants onto the MEd programme in September 2019 and look forward to the impact they will undoubtedly have on leadership and learning within their schools and beyond.
Our first MEd cohort graduated in 2017.
The HertsCam MEd is based firmly on the idea of enabling teachers to lead development work, which we define as:
strategic, focused and deliberate action intended to bring about improvements in
professional practice. It takes the form of collaborative processes featuring activities
such as consultation, negotiation, reflection, self-evaluation and deliberation which
take place in planned sequence.
This rests on the proposition that professional knowledge can be created and enriched through the leadership of development projects which not only improve practice but also have a transformative effect on the school’s organisational structures and professional culture and participants’ moral purpose and leadership capacity.
We were therefore very excited to welcome 14 new participants onto the MEd programme in September 2019 and look forward to the impact they will undoubtedly have on leadership and learning within their schools and beyond.
Our first MEd cohort graduated in 2017.
The publication of a book (available at: http://www.hertscam.org.uk/publications.html) in which chapters have been innovatively and powerfully co-authored by these graduating students and their supervisors, powerfully illustrates the impact this cohort has made and continues to make.
As part of our quality assurance processes, MEd participants’ work is scrutinised by an academic from another university, in a role as External Examiner. We were delighted that our External Examiner commented on the distinctive place in the landscape of master’s work held by our programme.
If you would like to know more about how to join this community of change agents, please contact Amanda Roberts on amandajroberts57@gmail.com as we have now begun our recruitment process for September 2020.
As part of our quality assurance processes, MEd participants’ work is scrutinised by an academic from another university, in a role as External Examiner. We were delighted that our External Examiner commented on the distinctive place in the landscape of master’s work held by our programme.
If you would like to know more about how to join this community of change agents, please contact Amanda Roberts on amandajroberts57@gmail.com as we have now begun our recruitment process for September 2020.
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MEd Graduation ceremony - 2018
As last year the degree ceremony took place at Knebworth House in early October. This year there were 14 graduands. Our guest speaker was Prof. Rosemary Allen, Associate Dean at the School of Education at UH. It was a joyous occasion with graduands' families and the MEd Teaching Team celebrating over lunch. A few photos from the day appear below: |
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A real breakthrough in teacher professionalism. A masters degree for teachers designed and taught by teachers.
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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: 
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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
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