Award: 10 credits at level 9 towards both the 30 Credit Professional Diploma in Education Studies (PDES Leadership / 90 credit Master in Education (Leadership) awards
Duration: 14/01/2015 - 24/04/2015
Start Date: 14/01/2015 (Semester 2)

EDUC41800 School Transformation

This module focuses on an identified ‘problem’ within a school community that has been prioritised for attention within the context of school self evaluation . This ‘problem’ can be addressed as an individual ‘project’ or as a group undertaking. The issue to be investigated has to be substantial, and will be treated as a case study.

Documenting the case from a ‘praxis’ perspective, it is expected that the problem will be described, framed with reference to an appropriate theoretical/ conceptual/ empirical literature on the subject matter, and this will be followed by an appropriate research design that will take a 360 perspective on systematically establishing the ‘facts’ - the current realities from a comprehensive range of perspectives - teachers, support and ancillary staff, students, parents, community, Board of Management and other relevant stakeholders.

The emphasis throughout, including the assessment, will be on evidence-informed decision-making and an implementation plan that is intended to address the issue, with milestones identified for the process and indicators as to successful implementation and subsequent sustainability, evaluation and review.

Learning outcomes

On completion of this module, learners will

  1. Understand and appreciate the significance of systematic and strategic problem solving.
  2. Be able to articulate the various steps in self evaluation, planning for school improvement, and the implementation of a sustainable resolution.
  3. Have developed an enhanced capacity for understanding and applying evidence-informed practice as a significant contribution to sustainable school improvement in the context of school self-evaluation.
  4. Enhanced capacity to work collaboratively, understand its dynamics, synergies and challenges while being more articulate about its processes.
  5. Have developed a sophisticated understanding of the role of evidence in the process of determining professional judgments in context.


Description (different assessment options are available – details will be provided at the start of the module)

% of Final Grade


Indicative Assessment Approach

Written Assessment





Thematic Group Presentation/ or individual topic


Saturday April 18th

Contribution to online discussions



Mode of Delivery/Expected Commitment

This is a capstone school based study where students are required to attend college seminars at the UCD campus as part of the course on two Saturdays over the course of the semester. They are also required to contribute to a weekly online discussion forum during  the semester.  The expected workload is as follows:

  • Attendance at seminars on campus 6 hours
  • Contribution to weekly online discussion forum 20 hours
  • Group Presentation 20 hours
  • Student Autonomous Learning (additional reading etc) 100 hours
  • End of semester written assignment 50 hours