Masters in Management

For some employers a leader and senior managers require a recognised masters in management degree where they have received advanced grounding in management theory. Managers with years of experience and in the possession of a masters in management could be a valuable asset for an organisation or indeed working for themselves.

There are 3 general masters in management degrees:

Management Studies (MA)

Management (Msc)

Masters in Business Administration (MBA)

An MBA and MA in management studies can be followed for the first two stages of certificate and diploma stages and students can then choose to continue to MA Management Studies or an MBA (For a good number of university courses).
Msc in Management is distinctively different and usually is more financial and mathematical based, although the MA and MBA or more general management focused with a choice to specialise in a certain field.

What you will Learn

General management courses (MA, MBA) are not the same from each provider although many offer similar courses are offered including:

• Human recourse management
• Financial management
• Operations management
• Strategic management
• Corporate strategy
• Information management
• Marketing management

Choice of options that could include: International management, management consultancy, international economics, others.

Research methods modules for all students cover qualitative and quantitative methods that help with the completion of your dissertation.

Assessment for a Masters in Management

Students attend lecturers, tutorials and work individually and take part in group work. Assessments from assignments, and formal examinations in the first two parts of a masters in management and a dissertation to complete the masters degree.

Study Modes

Designed for a post undergraduate degree and for adults in the work place a choice of study from: full time, part time, open and distance learning and flexible learning.

Certificate in management
Diploma in management

Many course providers offer credit for prior learning for the certificate or diploma stages from another provider.

Entry Requirements

At least 21years old. Depending on the university or college you may require management experience and a good honours degree. You can gain entry to a masters in management without a degree or management experience through completing the certificate and diploma stages.

Masters in Management Providers

Universities around the UK in all 4 nations and some specialist management schools specialising in management training courses.

Funding and Fees

Masters in management do not attract any government funding. Fees range greatly in price depending on the perceived grandeur of the course and provider.

Written by: RCB Education Tay

Management of Learning

As a classroom teacher you are expected to contribute in a positive way to raising standards: collaborating with colleagues, sharing expertise and learning from practice and others. Management of learning involves creating happy and excited learners through the creation of a stimulating learning environment, opportunities to investigate, explore and grow intellectually, morally, spiritually, socially, emotionally and physically.

Though teaching style is influenced by the teacher’s own personality, background and training there are certain characteristics and a required standard expected of all teachers in the management of learning process.

Management of Learning Areas

Lesson plans should be prepared in advance for all lessons. Each plan for learning should be in sufficient detail that a ‘cover teacher’ or observer can follow and understand the main feaures, teaching & learning methods and intended lesson outcomes.

Be well organised ensuring the room/area is arranged appropriately for the lesson and there is easy access to relevant, well labelled resources which are tidily and safely arranged.

Use a variety of methods, materials, teaching aids to motivate student learning and sustain attention.

Begin lessons positively with ‘a hook’ to focus attention and a clear explanation
of the learning objectives and the expectations you have e.g. of the presentation of students’ work and of their response to questioning.

During lessons make good use of time and ensure that pace is maintained. Set timed targets for student activities and your teaching. Have balance between activities which are short and succinct and those which are more open ended and which take longer to complete ensure learning is broken down into achievable targets.

Actively involve students by using their own prior knowledge, experiences, interests or questions as starting points. Set learning in the context of real life situations. Include a variety of experiences, e.g. doing, observing, talking, listening, discussing with teachers and other students, reflecting, drafting, reading and writing.

Give clear instructions and check student learning and understanding. Continually check what knowledge, skills and concepts students have, or have not grasped though a variety of methods of assessment.

Make good use of classroom assistants when available.

Have a structured orderly conclusion to the lesson (plenary) review, recall and re-connect to what has been taught before and what is to come.

Management of Learning in the classroom teaching student is the vital part of the process. Planning lessons, developing resources and schemes of work are all parts of management of learning. Classroom teachers, heads of department and senior leadership are also responsible for the management of learning and development throughout the school.

Written by: RCB Education Tay

School Registrar Role

A registrar maintains a strong and positive attitude to parents, students, teachers and the wider community. As a first contact for new families a main responsibility is to welcome and provide support and assistance. In addition, you would serve as a principal source of information on administrative, academic, and procedural matters to students, prospective students, parents and staff. Process applications for admissions, ensure compliance with administrative policies and procedures.

Registrar Responsibilities

New registrations

• Explain the registration process, helping prospective parents to fill out PR registration forms and checking forms for completeness and accuracy.

• Meeting and greeting parents and helping them find out any information they need about the school, curriculum and extra curriculum activities.

• Setting entrance examination papers marked by teachers and contacting the parents to inform them of the results.

• Scheduling appointments for parents to meet the leadership team regarding new registrations.
Establishing and Maintaining Accurate Records.

• Entering new students’ information into database (student details, subject options, contact information).

• Filing student records.

• Maintaining registers for all classes and subject choices for upper grades.

• Providing up to date reports on specific student lists.

Issuing Transfer Certificates

Students’ Reports

• Liaise with teachers to ensure that report data is entered on to the school management system.

Compiling statistical data and summarising reports or tables and helping parents to communicate with teachers regarding complaints and student’s performance.

Teaching and Learning

A classroom teacher has the greatest influence upon the learning and the academic and moral progress of students. Through teaching and learning teachers are expected to have excellent knowledge and pedagogical skills in order to maximise the learning of all students. They are expected to contribute in a positive way to the school; show consideration to all members of the school community; collaborate with colleagues and be a constructive member of the team sharing their expertise and good practice for teaching and learning.

Teaching and Learning Aims

Each school should be a stimulating and exciting place full of opportunities for teaching and learning to investigate, explore and grow intellectually, morally, spiritually socially, emotionally and physically aiming to:

• Ensure that all staff and teachers work together to produce plans that incorporate the school’s aims and objectives for teaching and learning.

• Provide a clean, attractive, safe, caring, comfortable, welcoming, well maintained environment in every classroom and throughout the school building and grounds.

• Value each student equally as an important member of the school community.

• Through teaching and learning have high expectations, challenging without threat so that students are encouraged to reach their true potential as positive, independent learners who value learning with and from others.

• Value application, perseverance, initiative and independence of thought and action, as well as cooperative endeavours.

• Develop in students a confident, positive attitude towards themselves and others with a strong sense of self respect.

• Empower students with the knowledge and skills necessary to participate in life of a modern technological society teaching and learning.

• Foster student’s self esteem and help them build positive relationships with other people through active and passive teaching and learning.

• Develop student’s self respect and encourage students to respect the cultures, ideas, attitudes, values and feelings of others.

• Account for the different ways students learn and the need for a multi sensory approach that takes into account the ways physical and cognitive development combine together in learning.

Teacher Duties

To ensure that students are provided with a consistently high standard of teaching classroom teachers are expected to have and show the following knowledge, skills and competencies as part of school teacher duties.


• Relevant aspects of the curriculum, examinations, syllabus and schemes of work.

• In depth knowledge and understanding of the subject.

• Build your knowledge in your specialist subject.

• Be able to answer questions from students and awareness of common misconceptions and mistakes in your specialist subject.

Planning Expectations

• Identify clear teaching objectives, content, lesson structure and sequences appropriate to the subject students in each class.

• Set appropriate, demanding, expectations and targets for student learning & behaviour, building on student’s prior attainment.

• Identify students who have special educational needs, and know where to get help in order to give positive and targeted support.

Teaching & Managing Student Learning

• Ensure effective classroom teaching, groups and individuals to ensure that teaching objectives are met, and best use is made of teaching time.

• Use of appropriate teaching methods which keep students engaged, including simulating students’ intellectual curiosity, effective questioning and response, clear presentation and good use of resources available.

• Establish and maintain a good standard of discipline through well focused and structured teaching and through positive and productive relationship building.

• Enforce school rules and code.

Assessment and Evaluation

• Evaluate how well learning objectives have been achieved and use this assessment for future planning and assessment.

• Mark and monitor students’ class and homework providing constructive oral and written feedback.

• Set, mark and moderate examination and test papers.

Students’ Achievement

• Develop strategies to secure progress towards students’ targets and celebrate student achievement.

Relations with Parents and Wider Communityy

• Know how to prepare and present informative school and student reports to parents.

• Recognise that learning takes place outside the school in a different context and provide opportunities to develop students’ understanding by relating their learning to real and work related examples.

• Regularly update the school management system to enable parents, teachers and management to access up to date information about their children.

Managing Your Own Performance & Development

• Understand the need to take responsibility for your own professional development and to keep up to date with research and development in pedagogy, teaching & learning strategies and in the subject you teach.

• Understand your professional responsibilities in relation to school policies, professional role and practices.

• Set a good example to the students you teach through your presentation, teaching and personal conduct.

• Evaluate your own teaching critically and use this to improve your effectiveness.

Managing & developing Employees

• Establish effective working relationships with colleagues.
• Take part in coaching, mentoring and providing in service training.
• Managing team meetings: setting the agenda, circulating minutes and following up agreed action.
• Communicating decisions of the Senior Leadership Team (SLT) to team and department members.
• Manage reviews of schemes of work and team planning.
• Prepare reports as required by the principal and SLT.
• Observe the work of team members as part of performance review.

Managing Resources

• Select and make good use of textbooks, ICT and other learning resources which enable teaching objectives to be met.

* Any other relevant duties as requested by senior leadership.

The school teacher duties is a guide only and many school teacher duties and expectations change by country, type of school and level of study.

Supply Teaching

The choice of supply teaching can be an advantage for some or a disadvantage for other teachers. Supply teaching has a place in today’s schools to cover a teacher that is not in the classroom. A three way partnership between a school, teacher and the supply teaching agency supply teaching is a short term gap to fill a post due to a teacher’s absence.

A school does not willing take on the services of a supply teaching agency and accept supply teachers on a daily weekly or longer term basis, although there may be more than one reason why a school seeks uses a temporary teacher to fill a classroom teacher gap.

Why use Supply Teaching Agencies

Schools from the state and independent sector and colleges may use supply teachers for a range of reasons:

• Maternity leave
• Teacher illness
• Un-filled post
• Teacher away on training
• School trip with a teacher away
• Increase in pupil intake
• Skills input and training
• Others

Supply Teaching Costs

There exists tangible and non tangible cost of supply teaching from a school, pupil and teacher perspective. Teaching agencies receive a premium for placing a supply teacher and the teacher receives a significant percentage of what the agency receives from the school. A school can, and do get good temporary teachers that can motivate and teach a class, although at times some supply teacher staff are not best suited to the role.

A school that takes on supply teaching staff today have a choice of agencies, fees, and a growing number of temporary teachers for the role. Schools sign a contract to supply teachers for a certain time, quality and fee.

Pupils do not always receive good quality teaching and learning with supply teachers.


With a growing number of supply teaching agencies attracted to high profitable revenue standards in the recent past have been raised and been awarded to agencies supply teachers to schools. Of course some agencies are better equipped for the supply teaching environment to support teachers and schools for the benefit of pupils. The sector is mainly unregulated and mostly anyone can set a supply teaching agency up.

Written by: RCB Education Tay

School Trip

An educational and social school trip forms an integral and important part of the educational process and each subject class should include a school trip planned into the curriculum. The timing of a school trip should be considered carefully so as not to impact on other school activities. Students who do attend a school visit are advantaged because a school visit often forms the lynch pin to a series of lessons. A school visit will normally be self/school financing with nominal charge for transport costs.
Each planning step is taken to provide good organisation for a school trip.

The procedure for arranging a school trip of an educational nature, including outdoor activities, during term time or holiday periods:

• Possible dates and time should be agreed for each school trip.
• The administrative officer should be consulted about transport and times.
• Complete a school trip form and submit to senior leadership for approval.
• Arrange cover for teachers on the school trip.
• Parents should be informed of a school trip well in advance and are required to sign and date a permission slip. School trip letters will include any cost, times of trip, any special collection of students as well as teachers involved.

• A list of names of students and form details of those attending a school trip must be left with the school and a list of students on the school trip is essential.

Depending on the school trip and size of the group will restrict what you can visit. Certain subjects such as geography tend to go on more adventure school visit arrangements, although every subject area could go on a school visit for academic learning. A school visit can for an important learning experience for groups of learners and for individual achievement.