Become the leader your educational organisation needs. The M.Ed. Leadership and Policy in Education is a blended programme offered with both on campus and online sessions, where theory and research inform practice to support the growth and confidence of educational leaders. 

The Master of Education (Leadership and Policy in Education) is designed with education professionals in mind, especially primary and post-primary/ secondary (K-12) teachers. The programme is particularly suited to those ​who are interested in educational leadership and change, and who seek to progress their careers as leaders in school or system leadership roles. The focus throughout is on understanding and cultivating leadership in complex educational organisations and systems across diverse contexts and communities. This is a blended programme offering. 

The programme will empower students to develop a sophisticated and evidence-informed understanding of educational leadership and management, fusing theories, practice and contemporary research. Key features of the programme include: its expert researcher and practitioner team; its global perspective; its focus on school review, state-of-the-art research, collaborative leadership, and equity embedded at every stage; structured opportunities for reflection and experiential learning; and partnerships with key system leaders who collaboratively lead sessions on the programme.     

The programme is particularly suited to:   

• Teacher leaders (both formal and informal) 

• Middle leaders, such as curriculum leaders, mentors and assistant principals 

• Educators who aspire to senior school or system leadership roles 

• Principals or directors of educational organisations 

• System leaders working in support services or school evaluation 

• Educators who wish to learn more about educational policy making and the legislative context 

The programme is offered on a full-time basis over one year or on a part-time basis over two to three years, in order to accommodate professional and personal commitments. 

Leadership and Policy in Education is endorsed by Oide.  

Pathway Co-ordinators: Dr Gavin Murphy & Dr Niamh Deignan   

Module 1 - Key Constructs and Issues in Educational Leadership and Management (10 ECTS) 

When: Semester 1 

This module introduces leadership and management in education, exploring the fundamental theories and practices that define educational leadership. Participants will critically examine the distinctions between leadership and management, analysing their roles in contemporary educational contexts. The module delves into key areas including collaborative leadership, national policy frameworks, professional standards, and school self-evaluation. Critical themes of change management, professional inquiry, and the leadership dimensions of equity, diversity, and inclusion are investigated. By bridging theoretical insights with practical applications, the module aims to develop participants' understanding of educational leadership as a dynamic, contextually responsive professional practice. 

Learning outcomes: 

• On successful completion of the module students should be able to:   

• Critically analyse contemporary leadership and management theories relevant to educational settings 

• Evaluate the interplay between national educational policies and leadership practices, particularly in respect of policies connected to leadership and evaluation  

• Demonstrate advanced knowledge of approaches to fostering collaborative and distributed leadership  

• Critically assess the role of leadership in promoting equity, diversity, and inclusion within educational institutions  

• Synthesise reflective professional inquiry techniques to strategically navigate educational change processes 

 

Module 2 - Ethical leadership for wellbeing and equity in schools (10 ECTS) 

When: Semester 1 

This module explores ethical leadership in schools, focusing on the intricate relationship between people, community, and organisational dynamics. It critically examines leadership through the lenses of wellbeing, social justice, and transformative practice. Participants will investigate the theoretical and practical dimensions of ethical leadership, exploring how educational leaders can drive systemic improvement while prioritising individual and collective wellbeing. By integrating theoretical frameworks with reflective practices, including one’s own identity as a leader, the module develops participants' understanding of leadership as a complex, contextual, and deeply relational process. The module emphasises personal and interpersonal skills, systems thinking, and innovative approaches to leadership that promote equity and holistic educational outcomes. 

Learning Outcomes: 

On successful completion of the module students should be able to:   

• Critically analyse theoretical frameworks of ethical leadership in educational settings  

• Evaluate the complex relationships between wellbeing, social justice, and transformative leadership, particularly in respect of ethical dilemmas  

• Demonstrate advanced skills in reflective and systemic approaches to educational leadership  

• Synthesise personal and interpersonal leadership competencies to address complex educational dilemmas  

• Develop strategic leadership approaches that promote equity and holistic student development  

Module 3 – Leading Student and Professional Learning (10 ECTS) 

When: Semester 2 

This module explores the critical role of educational leadership in promoting student and professional learning. Participants will engage with comprehensive approaches to understanding learning organisations, examining pedagogical theories, adult learning principles, and the science of learning. The module critically investigates contemporary issues in educational leadership, including accountability, quality, reform, and professional development strategies. Through a blend of theoretical engagement, contemporary evidence-based insights and practical applications, the module provides a nuanced exploration of leadership approaches that support both student and professional learning. Guest lectures from national and international stakeholders will enrich participants' understanding of complex learning dynamics, with a particular focus on schools as professional learning communities and networks. 

 

Learning Outcomes: 

On successful completion of the module students should be able to:  

• Critically evaluate pedagogical theories and advanced learning sciences, demonstrating sophisticated understanding of their application in educational leadership contexts  

• Critically analyse contemporary approaches to student and professional learning, synthesizing research, policy, and innovative practice   

• Design and evaluate strategic leadership interventions that transform professional learning communities and enhance organisational learning capabilities  

• Develop and articulate evidence-based leadership strategies that promote adaptive, responsive, and collaborative learning environments for students and professionals  

Module 4 – Educational policy, law and leadership (10 ECTS) 

When: Semester 2 

This module examines the complex interplay between educational policy, law, and leadership, equipping participants with critical and practical knowledge to navigate contemporary educational challenges. It begins by exploring policy as an "authoritative allocation of values," addressing how international, national, and local actors shape educational practices. Participants then focus on the Irish legal framework, including constitutional provisions and legislation, to understand their implications for school leadership and management. Key themes include equality, human rights, natural justice and the practical application of law in schools. The module balances theory and practice, fostering leadership skills and promoting informed decision-making in education. 

 

The module incorporates critical engagement with GenAI to explore policy enactment and educational leadership decision-making. Drawing on Heifetz, Linsky and Grashow’s (2009) distinction between technical problems and adaptive challenges, participants use a structured diagnostic approach and AI-simulated dialogue to examine leadership responses to policy challenges. They critically evaluate AI-generated reasoning, assumptions and potential biases against relevant academic literature and their own professional experience, strengthening their ability to critically analyse policy and exercise informed leadership judgement. 

Learning Outcomes: 

On successful completion of the module students should be able to:   

• Critically analyse the policy through a range of approaches to policy analysis, including critical evaluation of AI-generated policy and leadership analysis for its reasoning, assumptions, and biases 

• Identify and analyse key legislation relevant to education in Ireland  

• Apply principles of Education Law to hypothetical and real-world school scenarios, addressing practical and ethical issues  

• Demonstrate an understanding of equality, human rights, and natural justice as they pertain to education policy and law  

• Integrate legal and policy frameworks into informed decision-making and leadership practices in educational contexts  

Each of the four modules is individually assessed. The integration of theory and reflection on practice, alongside contemporary educational research policy, is emphasised. Full details regarding specific method of assessment for each module are provided at the beginning of each module. 

Timeline