M291b - Cambridge International Certificate in Educational Leadership
- Ciclo: 2019
- Nivel: Management
- Idioma: Inglés
- Estado: Terminado
- Lugar: ESSARP
- Capacitador/es: Marcela Golpe de Andrade
El curso elegido no admite nuevas inscripciones
Colegios Afiliados ARS18000.00
Centros de Examen ARS18000.00
No afiliados ARS21600.00
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Capacitador/esMarcela Golpe de Andrade
Is currently Senior School Head and member of the Research & Development Department at Northfield School Nordelta as well as staff developer and consultant. She holds a degree in Political Science and Foreign Affairs from Universidad Católica Argentina, a teaching degree in History and Political Science and a post-graduate degree in curriculum development. She also holds a CIADER (Cambridge International Advanced Diploma on Educational Research). She holds a Diploma in Educational Policies from Universidad Di Tella.
The Certificate is for those who have a leadership role in schools, but also those who work in school
districts, regional centres or other parts of the educational system. It is inclusive and relevant to leaders
in all teaching and learning contexts: from primary and secondary general education, to adult and higher
The completion of Module 1 will enable participants to move on to Diploma level (modules 2 and 3)
which will be completed in 2019
In the Certificate, leaders will have the opportunity to:
- understand key leadership theories and ideas, from inside and outside education, and apply these to thinking about their own practice
- draw on evidence from research and practice to develop knowledge with an understanding of what is known about successful leadership
- relate these to their own leadership context in planning actions
- undertake practice-based tasks enabling self-evaluation of their leadership in action
- develop their reflective practice skills to help them to evaluate and improve their own leadership practice
- learn collaboratively, supported by a mentor to share insights, and develop knowledge and skills
Leaders will review leadership ideas and theories from both outside and inside education, and from a range of countries and contexts.
The Certificate involves approximately 120 learning hours in preparation. As much preparation time as possible is integrated within the leader’s day-today practice. Leaders should allow time for background reading and discussion with their colleagues, to enrich their reflective practice.
The course will last 17 weeks and the cost of this qualification includes all sessions (face to face and online), administration of the course and international certification from Cambridge International Examinations.
The Certificate comprises three units related to practice:
Unit 1 Understanding key concepts and theories of leadership
Unit 2 Defining successful educational leadership practice
Unit 3 Action planning for developing leadership
For the Certificate, candidates need to be:
• serving leaders, or
• demonstrate they are aspiring to be a leader and that they are ready to take up a leadership role in the near future
For this qualification, candidates need to have the regular support of a mentor who:
• is in a leadership role
• understands the essential principles that underpin this qualification
• can provide helpful advice and observations.
Candidates are required to have sufficient competence in English to participate in the qualification. All candidates should have English language competence
comparable to Level B2 in the Common European Framework of Reference for Languages (CEFR).
We recommend a minimum requirement of 5.5 on the International English Language Testing System.
DATES: F2F sessions
April 11 & 25
May 9 & 23
June 6 & 27
July 4 & 18
August 8 & 22
October 3 & 17
3 to be arranged with candidates
1. Face-to-face meetings and online sessions. 2. Assessment is through a portfolio of evidence, examined by Cambridge. In their portfolio, leaders demonstrate their knowledge, skills and understanding in the context of their own work, from a variety of sources: • reflections on key concepts and leadership theories. • reports of agreed tasks which describe what was intended, what happened and a critical review of the processes and outcome. • reflections on their own leadership practice. • interviews with other leaders and feedback from them. • analysis of learning and examples of areas where their leadership has developed. • a professional development plan covering what they intend to do as leaders in the next 12 months.
To be supplied during the course.