What is the “Advocate Role”?

School-Work Based Advocates

Midwheb Researchers are required to work with the support of a workplace advocate.

The Midwheb Programme is focused upon change and improvement, not only in the work practices of the individual researcher, but of the organisation in which he or she works.

The workplace advocate is ideally someone within the workplace who is both able to support study and ensure that the place of work will benefit. Mostly researchers have chosen a line manager, or other senior member of staff.

The Advocate is not involved with the academic side of the degree work and its assessment but in providing an environment, which will maximise the researcher’s learning in the interests of his or her workplace. This includes:

• Discussion of the programme and expectations
• Negotiation of learning activities appropriate to the researcher and his or her role in the organisation
• Supporting the sharing of effective practice
• Engaging in a discussion about the ethical basis of the study
• Supporting the action enquiry and reflective practice encouraged by the programme

At the end of the period of study, the researcher will share the findings of his or her research to his or her place of work. This makes it imperative that support is provided from within the organisation.

Researchers are required to formally record and minute meetings and to share these with Midwheb module tutor.

Please use this information to explain the role to your chosen advocate.

What do participants say about their experience?

Survey-Impact Evaluation Report 2006-7

Over 30% of participants say they get promoted as a result of this programme!

We conduct surveys of participants experience of the programme. In most categories we get 95%+ positive ratings. The full report is attached here. The headlines, beyond a stunning 30% getting promoted are:

• The programme meets school and individual needs.
• Schools support participants through subsidising fees, workplace advocates, and other mechanisms.
• Participants feel that their programme has been valuable, interesting and helpful to them.
• Teachers apply their new knowledge and skill to improve their practice.
• The learning experience of pupils have been improved as a consequence of the programme.
• There is evidence that learning outcomes of pupils have been improved by their work.
• The work of teachers and schools improves.
• The programmes build the capacity for further change by developing networks, research skills, analysis, leadership and other qualities.

SWOT- How do candidates see it?

swot.docswot.doc Full Report

We asked 11 teachers at the beginning of the year how they saw their strengths, weaknesses, opportunities and threats for the coming year of professional development on the MA in Education Programme.

• They reported that their motivation and enthusiasm for learning new knowledge, applying it to their work and raising standards. The opportunity of their leadership role was seen as a strength.

• Candidates perceived their weaknesses as a lack of skill, or ability, and a lack of time. Some saw lack of school support for what they were trying to do as a weakness.

• Candidates perceive that the programme offers them the opportunity to develop practice and raise standards, to re-enthuse and gain a qualification and career development.

• The largest perceived threat is a lack of time in busy working lives with sudden and unexpected disruptions, and maintaining a work life balance.

Midwheb ill continue to develop programmes which recognise these issues through for example developing portfolio approaches which fit in with work already done by teachers.

Is MA Education work difficult?

No. Absolutely not.

Most teachers these days have a first degree already. Their job and experience means that they spend most working days collecting data, solving complex problems, implementing best practice, analysing results and communicating with others in various forms. Teachers are, and ought to be learning professionals working in learning organisations.

All professional development should be at postgraduate level, and you might ask yourself why it isn’t ? What is this other low level stuff called “professional development”? We expect you to learn about best known practice, implement it and evaluate what happens. Nothing difficult in that.

Yes. We are challenging provocative, evaluative and analytical. We seek to be at the forefront of best practice. These are the qualities of the level 4 descriptors .

The rather lengthier and wordy QAA level descriptors, which underpin this answer are attached.

Don’t forget that we are there to support you passing our programmes.

Does it make an impact?

The “International Dimension” modules, amongst others, have been evaluated through analysing the impact sections of assignments and participant comment. Participants did the work as part of the International school award or Comenius project, and some included TIPD visits.

impact-international1.docRead this brief report here on how it enabled teachers to gain credit for developing international links and the international dimension to the curriculum.

Read here the

Time and Commitment

Time and Commitment

“High quality-long term professional development that impacts upon standards”

Many teachers new to Midwheb programmes ask about the commitment of time to the programme. The best advice is for you is to ask existing students for it is not easy to explain. Midwheb programmes are based largely on school focused work and priorities. So much of the work you will be doing will be about things you would be doing already such as
• Teaching and managing.
• Planning, lesson preparation and developing materials
• Meeting staff and pupils, and other stakeholders
• Undertaking observation and data collection
• Reading and other professional development activities.

Clearly, selecting a topic and a focus, and working smartly can combine MA activities with practice and reduce the effort required. Similarly working collaboratively will reduce the time through for example shared reading, and discussion.

Furthermore, this MA programme is designed to impact upon practice. That is that it is our experience that participants report that undertaking the programme has made a difference to them, and their work in raising standards.)

At the end we should emphasise this is an MA Education programme.

Estimated Time Budget for a year.

You will be expected to
Learning Activities Total Time Approximately
Attend approximately 20 x 2 hour workshop sessions Total 40 hours per year

Minimum I hour per week in online discussions at www.midwheb.org.uk
Total 50 hours per year
Meetings
(with supervisor, tutor, work-based advocate etc) Total 10-20 hours per year
Undertake research and development assignments (not in school) 2-3 hours per week 100 hours per year
Undertake school based development assignments (in school or school focused) approx 10 hours per week.
• Teaching and managing.
• Planning, Lesson preparation and developing materials
• Meeting staff and pupils, and other stakeholders.
• Undertaking observation and data collection
• Reading and other professional development activities Total 400 hours per year

Grand Total 600 hours (The standard QAA amount for 60 credits)

Expectations and Obligations

Expectations and Consequences of Joining a Midwheb Module
The majority of our teacher-researchers enjoy an excellent experience which impacts upon them and their work in a positive way.

Midwheb partnership modules are offered at a much-reduced rate compared with other Postgraduate University programmes, using a Training and Development Agency subsidy for course completion. Programmes are designed to impact upon practice and for participants to gain post-graduate qualifications for their development work. We have a very high success rate because of this expectation.

Signing of the application is a form of contract. Please be aware of the following:-

• You will be expected to appoint a work based advocate, of your own choosing, to progress your work in school.
• Assignments must be completed within the year unless sudden or unexpected circumstances occur such as illness, or a change of role. (in which case a brief deferral may be applied for at www.mdx.ac.uk/24-7) Failure to submit may cause the University to reclaim the TDA subsidy from you to cover its financial loss.
• Withdrawal from University programmes is only permissible in the first three weeks of a module. Failure to take part after that date is deemed to be a failure on your academic record. The University genuinely assumed that you want to complete a module you have applied for.
• You will be expected to pay the fees and any other debts that you may have with Middlesex University. (see above)
• You will need to check in online at https://misis.mdx.ac.uk
• You will need the use of a computer and access to the internet and e mail. This is provided via Middlesex University facilities but having your own is a great advantage. Most communication will be through e mail. You are expected to check it at least weekly.

For further details of regulations surrounding Midwheb modules please look at the Middlesex University student portal at http://www.mdx.ac.uk/24-7/

If you have doubts about joining a Midwheb programme then please discuss them with Ian Terrell (i.terrell@mdx.ac.uk 020 8411 2458

Disclaimer

We try to keep this information up to date and correct. But things do change. So here is the standard disclaimer

“The given information in this literature associated web site is intended as a guide to interested parties in MIDWHEB and Middlesex University programmes and, except as otherwise provided in the material shall not be deemed to constitute a contract, or the terms thereof between MIDWHEB, Middlesex University students, the public or a third party. MIDWHEB reserves the right to cancel, suspend or modify, in any way, the matters in this document.”

Give me a call and I will attempt to give you the correct information as I understand it. i.terrell@mdx.ac.uk

Can I get access to the library?

Yes. As a researcher registered on a programme at Middlesex you have access to the library facilities (called Learning Resources).

The resources avauilable are more than books, research, and journals and include video, sound material, teaching materials and AVA and ICT facilities.

Membership of the library also enables some access to other University libraries in the UK.

Learning Resources provides support to distance, work-based and professional practice students through its Distant Learning Support Unit. Among the services they provide are access to and advice on the use of electronic resources, postal delivery of book loans and photocopies, support in using other libraries and an online enquiry desk.

Can we do school based work?

All MA Education programmes are based on developing work in schools. The Midwheb Partnership also encourages school’s to lead programmes. These can be tailored by the school to meet the schools needs. Please contact me for details and support in establishing these as a postgraduate module of research and development work.