higher degrees for serving teachers

Preoccupation with the present
We all know what it's like in school: any long-term thinking gets squeezed out by the (invariably urgent) day-to-day issues. If schools are to be genuine learning institutions, however, it is up to the teachers to take a lead.

There are weeks when even a quick flick through the TES feels like an achievement, but a deeper understanding of our vocation is essential if we are to develop as professionals.

There are those who are disciplined at reading the educational press. Some learn through the excellent subject associations that run conferences and publish journals. For others, however, especially those that aspire to school leadership, the higher degree is the most attractive option.

Attractions of a higher degree

• While a higher degree demands a good deal of personal sacrifice, the chance to learn off-site on a regular basis with like-minded colleagues and a experienced tutor often makes a lasting impact on professional development.
• Speaking personally, I can testify that it was only my masters degree that got me thinking at a strategic level about school leadership and management. Despite my successful record as subject leader, at best I would draw myself away from the creaking in-tray and try to think in terms of simple tactics. How much easier my job would have been if I had gained some early insights into change management or tried and tested models for school improvement.
• Another advantage was gained from access to the university library with its wealth of journals and up-to-the-minute reference materials. I soon began to take orders from school colleagues eager to keep up to date with latest developments in their field of interest.

Gaining school support
It is crucial to get the support of your school when thinking of applying for a higher degree. Talk to your headteacher in the context of your wider professional development and see what they have to say.

If you need time off school to attend lectures (I had every Wednesday afternoon off) then their assent will be compulsory, but whatever the arrangement it is best to gain their blessing. Some schools decide to offer financial support for travel and/or fees.

Using the time twice
Try to choose your modules and assignments to fulfil your day job commitments and use the time twice. If you have monitoring of colleagues as one of your performance management objectives, then an assignment on accountability or team leadership might well be useful. Visible spin-offs for the school might help persuade a sceptical SMT to support you.

Frequently asked questions

Will a higher degree help with my career prospects?
I have seen shortlisting criteria for senior management posts that are increasingly having evidence of further study as an essential prerequisite. That should not, however, be the only motive for doing the course. If you do aspire to leadership, I would think that you would want a firm grounding in theory and research with which you can complement your practical experience.

How much time is required?
I completed a two-year part-time MEd and from my experience one hour during the week was needed to complete the weekly reading of papers and recommended books. To keep on top of the set tasks I found that time set aside at the weekend (in addition to your normal schoolwork time) was also beneficial. Whereas I might normally work Sunday afternoon and evening, now I had to busy myself Saturday afternoons as well. Come assignment and dissertation time you find yourself making the most of half terms and other holidays.

If I already hold NPQH, do I need a higher degree?
NPQH will provide you with a good deal of practical advice but there is no way that the qualification can hope to provide the depth of experience available with a masters degree. NPQH provides expensive reading lists but you would have to be extremely disciplined to work your way through that list without any week-to-week contact with colleagues and tutor. Taken together, (MEd and NPQH, although not at the same time!) I found the two quite complementary.

Three good ideas

• Align your assignment titles with job description - use the time twice
• Set regular time aside for background reading and work on your assignments
• Hit the deadlines. The people that didn't work for the tutorials were the ones that invariably dropped out after a while.

Three bad ideas

• Don't let your study distract you from your day job - remember the latter is your bread and butter
• Don't start a course without counting the personal cost involved
• Don't go from week to week without doing the recommended background reading - it allows you to get the best out of your weekly taught sessions

Tasks and activities
A personal checklist before considering making an application:

• Can I afford the monetary cost involved? The fees, the travel?
• Is my school supportive? Headteacher, team leader?
• Is my family supportive? They will see less of you at weekends and during holidays
• Am I a "finisher"? Will you make initial sacrifices only to see your commitment wane when the going gets tough?
• Have I the capacity to fulfil my job description satisfactorily in addition to this new workload?
• Am I good at meeting deadlines for assignments and essays?
• Would my choice of course advance my career significantly?
• Would NPQH be a more viable option?
• Am I genuinely interested in the modules that the institution has to offer?
• Is the travel commitment too onerous after a long day at work?

Final recommendations
The workload associated with a higher degree can be alleviated if efforts are made to align module choice and assignment topics with ongoing work commitments. If this can be achieved, the extra study gives a depth to your schoolwork and what's more abstract theory can be brought alive by the opportunity to apply it in real-life situations.

My second recommendation would be to encourage anyone contemplating a higher degree to consult your colleagues and family extensively before making the initial application. The rewards in terms of job satisfaction and the sheer enjoyment of learning are considerable, but so is the time commitment. Weighing up the pros and cons with all interested parties will be a worthwhile exercise.

By Paul Hammond, deputy head at a secondary school in Tring and one of our career advisors