handbook professional diploma el&m copy

EDUCATIONAL LEADERSHIP MANAGEMENT

HANDBOOK& &

VISIONARY LEADERS &COMPETENT MANAGERS

MEL&EDUCATIONAL LEADERSHIP &Powerd by: NOTTING HILL COLLEGE

M A N A G E M E N T

The professionalD i p l o m a i n

PROFESSIONAL DIPLOMA INTHE

Overview

Extra Reading

This Program is designed to help school-level administrators be both visionary leaders and competent managers. It addresses the needs of aspiring & practicing principals by providing the tools to build e�ective & e�cient schools.

The Diploma in Educational Leadership and Management program endeavours to prepare its graduates for the many challenges facing school administrators. It aims at providing hands-on opportunities for students to demonstrate pro�ciency and to practice leadership skills in their schools.

The diploma enables you to examine all spheres of education

and training and ensures you are well positioned to select

suitable opportunities from a broad array of options. Graduates

often work within a school setting, or in a community or senior

college setting. They may also administrate government

programs, or work as curriculum coordinators for schools or

community programs.

Student Profile

Theories of Educational Leadership and Management

The Principles of Educational Leadership and Management

Leading learning Process, Themes and Issues in

International Contexts

Applied critical leadership in education: Choosing Change

Tony Bush

David Middlewood, Tony Bush, & Lee Bell

Tom O'Donoghue, Simon Clarke

Lorri J. Santamaría, Andrés P. Santamaría

Sage Publications Ltd

Sage Publications Ltd

Routledge

Routledge

Book Author Publisher

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THE PROFESSIONAL DIPLOMA IN EDUCATIONAL LEADERSHIP & MANGEMENT HANDBOOK


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Student Workload

Learning andTeaching Strategy

This course will be delivered using a variety of innovative learning and teaching strategies that will support the students in the development of their role as educational leaders & managers. One of the major learning strategies employed will be the guidance and support given by the Notting Hill College and practice based tutors. These tutors will help the students to negotiate educational experiences relevant to their workplace role and meet learning outcomes and educational standards. The tutors will play a key role in facilitating Occupational Health and Safety educational leadership & management participant learning. However, students will have overall responsibility for organising and managing their educational experiences. As well as the support from Notting Hill College tutors, independent learning will be used. The learning and teaching strategies have been chosen to encourage students to collect evidence from their practice settings and to take a critical stance towards the analysis of educational tasks and their development as educational leaders.

Lectures – 30 hours Independent learning – 140 hours

•Materials Reading: 40hours •Class preparation: 40 Hours •Research: 60

Formative assessment – 40 hours Summative assessment – 20hours Industrial/work experience learning – 2 years

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OBJECTIVESCandidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by:

1. Facilitating the development, articulation, implementation & stewardship of learning.

2. Promoting a positive school culture, providing an e�ective instruction program, applying the best practices to student learning & designing comprehensive professional growth plans for sta�.

3. Managing the organisation, operations & resources in a way that promotes a safe, e�cient & e�ective learning environment.

4. Collaborating with families & other community members, responding to diverse community interests & needs, and mobilising community resources.

5. Acting fairly, with integrity and in an ethical manner.

6. Understanding, responding to and in�uencing the larger political, social, economic, legal & cultural context.

The Diploma is Aligned with theEducational Leadership ConsortiumCouncil (ELCC) Standards



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COURSEWORKTHE PROGRAM CONSISTS OF FOUR MODULES

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Schools & Principals: It focuses on the complex nature of schools, the principal roles & responsibilities, e�ective schools for all students…etc

Module1

Leadership Expectations: It focuses on principal behaviour & instructional leadership, organising & evaluating instructional programs, building & maintaining relationships…etc

Module2

Managerial Responsibilities: It focuses on managing material resources, managinghuman resources, managing pupil services, providing a safe school environment…etc

Module3

Vital Aspects of practice: It focuses on problem solving & decision making, collaborative e�ort for school improvement, career planning…etc.

Module4

Principal Roles

E�ective Schools

Principal Behaviour

Module 1

Instructional Programs

Instructional Leadership

Building Relationships

Module 2

Managing Material

Managing H.R

Managing Pupil services

Module 3

Safe School Environment

Problem Solving

School Improvement

Module 4



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Chapter 1:Complex Nature of Schools

Chapter 2: Principal Roles & Responsibilities

• To understand the complexity of the institutions in which contemporary principals practice.• To understand the three perspectives a school can be viewed from:

o Legitimateo Social-Politicalo Moral-Ethical

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Educational Leadership & Management:Learning Objectives & Outcomes

Learning Objectives: Learning Objectives:

Upon completion of this chapter, you should be able to do the following:• Identify the federal, state and local government responsibilities for public education.• Explain the relationships among laws, district policies and school rules.• Identify society’s interests in having e�cient and e�ective schools.• Explain the importance of schools as moral institutions.• Express an understanding of the persistent tensions between societal and individual rights.• Di�erentiate the characteristics of adequate, e�cient, e�ective and good schools.

Learning Outcomes: Learning Outcomes:

• To examine school administration by comparing past and present roles.• To compare the public expectations of school administra tion with reality.

Upon completion of this chapter, you should be able to do the following:• Correctly di�erentiate among three key terms: management, leadership & administration.• Distinguish between ideal and real roles.• Distinguish between formal and informal roles.• Identify traditional role expectations for principals• Explain why some principals did not meet traditional role expectations.• Identify contemporary role expectations for principals• Explain why some principals do not meet contemporary role expectations.



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Chapter 3: Effective Schools for All Students

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• To examine emerging perspectives on school improvement.• To examine emerging perspectives on the principal’s roles as change leader.• To examine school climate, the framework for successful schools and the idea of success for all students.

Upon completion of this chapter, you should be able to do the following:• Articulate why evolving world and societal conditions have changed the social and personal consequences for student failure.• De�ne a school’s mission, philosophy, vision & plan.• Describe the concept of organisational climate and identify its components.• Explain how school climate, and especially school culture, a�ect student learning.• Detail the di�culty associated with changing each element of school climate.

Chapter 4: Principal Behaviour andInstructional Leadership

• To examine principal behaviour in relation to formal role expectations, personal dynamics & work environment.• To discuss contemporary perspectives of instructional leadership.• To demonstrate how behaviour determinants in�uence principal performance.

Upon completion of this chapter, you should be able to do the following:• Explain why principal behaviour a�ects school performance.• Identify the primary determinants of principal behaviour.• Di�erentiate between the traditional conceptualisation of the principal as an instructional leader and the principal’s role in shared instructional leadership.• Di�erentiate between administrative strategies and administrative style.• Di�erentiate between autocratic, democratic and delegating leadership styles.• Di�erentiate between transactional and transformational leadership styles.• Di�erentiate between ine�ective and e�ective assumptions and behaviours related to instructional leadership.• Identify basic characteristics of principals who are e�ective instructional leaders.

Learning Objectives:

Learning Outcomes:


Learning Outcomes:



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Chapter 6:Building & MaintainingRelationships

• To explain why relationships are relevant to school improvement, with regards to philosophy, education and politics.• To describe the intricate connections among school public relations (PR), principal communication and relationship building.• To explore relationships with employees and students inside the school.• To explore relationships with parents and the media outside the school.• To suggest opening lines of communications with all stakeholders.

Upon completion of this chapter, you should be able to do the following:• Explain the philosophical, educational and political reasons for having positive relationships.• De�ne school PR as a broad administrative process advantageous to school improvement.• De�ne the concept of relational communication and di�erentiate it from traditional communicative behaviour.• Explain how relationships with stakeholders improve the probability of school improvement.• Identify positive and negative behaviours that in�uence principal relations with the media.• De�ne parental engagement and explain how it leads to positive relationships.• Identify guidelines for establishing school web pages, preparing print materials, collecting public opinions and conducting public forums.

Chapter 5: Organising & EvaluatingInstructional Programs

• To describe why the organisation of instructional delivery is important.• To identify possible choices and procedures for organising the school day.• To consider options for organising the school year.• To apply the concept of learning organisation to schools.

Upon completion of this chapter, you should be able to do the following:• Explain why organisational decisions for instructional delivery are important.• Identify options for organising subsystems in elementary and secondary schools.• Identify options for daily school schedules.• Identify options for annual school calendars.• Explain the nature of a learning organisation.


Learning Outcomes:


Learning Outcomes:



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Chapter 8:Managing Human Resources

• To address human resources administration (HRA) in sta�ng schools.• To address HRA sta� development.• To address HRA in evaluating employee performance.• To address HRA diagnosing and managing con�ict.

Upon completion of this chapter, you should be able to do the following:• Identify e�ective measures for recruiting and selecting school employees.• Outline an orientation program for new employees.• Identify principles of e�ective sta� development.• Di�erentiate between assessment and evaluation.• Di�erentiate between summative and formative evaluation.• Identify guidelines for involuntary employee dismissals.• Identify types of con�ict occurring in schools.• Identify con�ict management techniques as well as their advantages and disadvantages.

Chapter 7: Managing Material Resources

• To address managerial responsibilities.• To examine �scal and facility management.

Upon completion of this chapter, you should be able to do the following:• De�ne the three basic elements of �scal management: budgeting, accounting and auditing.• Identify a principal’s responsibilities for managing school-based funds (e.g, extracurricular accounts).• Describe a principal’s role in facility utilisation, planning and evaluation.• Explain the advantages and disadvantages of principals being actively involved in facility planning and construction projects.• Describe a principal’s managerial responsibilities for facility maintenance.


Learning Outcomes:


Learning Outcomes:



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Chapter 10:Providing a Safe School Environment

• To address student discipline from both a philosophical and managerial perspective.• To address school crisis planning and management.

Upon completion of this chapter, you should be able to do the following:• Understand di�ering philosophical dispositions toward student discipline, especially dissimilarities between control and cooperation approaches.• Identify positive and negative actions in relation to structuring a school discipline program.• Identify the concept of manifest determination and explain how it must be applied in schools.• Discuss the advantages and disadvantages of zero-tolerance policy and rules.• Describe a school safety audit and its value to crisis planning.• Detail the essential aspects of a school crisis plan.• Identify positive actions to ensure that the plan is understood and applied properly.• Detail how communication should be managed during and after a crisis situation.

Chapter 9: Managing Pupil Services

• To describe the legal and educational dimensions of maintaining student records and using data.• To identify the nature of a student activities program and to detail pertinent issues related to shaping, managing and evaluating it.• To describe principal responsibility for ensuring proper supervision outside of classrooms with focused attention given to outdoor aspects of a school campus and student transportation.• To identify the fundamental aspects of managing a school food service program.

Upon completion of this chapter, you should be able to do the following:• Articulate basic legal requirements for maintaining student records.• Discuss how legal requirements pertaining to student records and the use of data to improve decision making are linked.• Identify the purposes of a student activities program and a principal’s responsibility for managing it.• Develop an outline for evaluating a school activities program including criteria for evaluating individual activities.• Identify e�ective measures a principal can take to ensure student safety outside of classrooms.• Detail a principal’s responsibilities for managing a food service program.


Learning Outcomes:

Learning Outcomes:



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Chapter 12:Collaborative Efforts for SchoolImprovement

• To examine strategies principals can apply to achieve school improvement.• To examine these strategies in relation to both rational and coercive tactics that have been used in an attempt to change schools.

Upon completion of this chapter, you should be able to do the following:• Explain why change has been resisted in schools.• Identify the consequences of student failure in contemporary society.• Explain why continuous improvement is bene�cial to all schools.• Di�erentiate among rational, coercive and reconstructive strategies of improving schools.• Identify the advantages of pursuing collaborative approaches to school improvement.• Identify di�erent approaches to civic engagement and their advantages and disadvantages.

Chapter 11: Problem Solving and Decision Making

• To address problem solving and decision making from the principal’s perspective.

Upon completion of this chapter, you should be able to do the following:• Identify and describe the common stages of problem solving.• Engage in de�ning (or framing) problems that occur in schools.• Identify factors that can deter problem solving.• Explain the relationship between problem solving and decision making.• Describe rational approaches to decision making and their underlying assumptions.• Di�erentiate between ideal and satisfactory decisions.• Describe the advantages and disadvantages of group decision making in schools.


Learning Outcomes:

Learning Outcomes:



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The Educational Leadership & Management Diploma is a course-book programme. The book used for the course in “The School Principle” by Theodore J. Kowalski. The book consists of 4 parts & has a total of 13 chapters. Students are asked to thoroughly read each chapter & answer one question only from each chapter.

These are usually lists of questions related to the theories tackled in the chapter. Students are free to select from the list and write a 500 word essay. The assignments of each part are scored and grades are usually emailed to the student within 5 working days.There is usually a 48 hour grace period to send assignments in case you face internet problems.

The course book has two types of questions: Knowledge-Based Questions & Skill-Based activities. To complete this course, students are asked to answer 13 Knowledge-Based Questions, one question only in each chapter. They are also required to select two topics from the Skill-Based activities and prepare two 20-minute presentations.

Assessment of the EducationalLeadership & Management Diploma

Graduation Requirement

About Knowledge-Based Questions:

These activities aim to help students re�ect on the theories of the course & practically apply them in their educational settings. Students select only two topics from the thirteen chapters to prepare their presentations. Trainers can help students in their selections. After presentations, trainers give feedback on the student performance.

About Skill-Based Activities:

Chapter 13:Commitment to Beinga School Administrator

• To address the personal commitment to becoming a principal.• To describe the authentic practice in relation to moral-ethical behaviour.• To describe the authentic practice in relation to serving others.• To explain the importance of career planning.• To provide a model for career planning.

Upon completion of this chapter, you should be able to do the following:• Identify the nature of ethics within professions and ethical standards for administrators.• Discuss the concept of servant leadership and apply it to the principality.• Explain why many educators do not engage in career planning and identify possible negative e�ects of not doing so.• Develop an outline for a personal career plan.• Develop examples of measurable career goals.


Learning Outcomes:



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Pass, have completed the course to a satisfactory standard.

GradeC

Pass with Credit, have shown that they are able to relate the theoretical issues studied.

GradeB

Pass with Distinction, have demonstrated an ability to express original thinking.

GradeA

The Educational Leadership & Management Diploma is achieved by completing 13 assignments and at least 2 presentations.Programme graduates are awarded one of the following grades:

Distinction: Grade A: demonstrates• Clear Rationale supported by appropriate and substantial activities• Extensive knowledge, understanding and evaluation of relevant theories• Coherent writing backed by substantial evidence and experience• Practical activities, experimentation with the language• Professional presentation of ideas combined application of knowledge• Practical application of theory with in-depth focus on communication

Merit: Grade B: demonstrates: • Clear Rationale supported by adequate activities.• Knowledge, understanding and evaluation of relevant theories.• Coherent writing backed by adequate evidence and experience.• Practical application of knowledge with re�ection of results

Pass: Grade C: demonstrates:• Clear rationale with limited activities• Some knowledge, understanding and evaluation of relevant literature• Practical application of knowledge with some re�ection of results

The pass mark for the Diploma in Educational Leadership & Management is to gaingrading of at least 50 %. The following criteria outline the standards that will need to be met: Comprehension Explains and summarises relevant literature, demonstrating an understanding of key issues. Application Relevance and application to own practice and context is addressed. Analysis A clear argument or case is made and is supported by evidence. Synthesise a range of ideas which are drawn together in a coherent presentation.TEvaluation Evidence and ideas are examined critically. For example, strengths, weaknesses and implications may be identi�ed. Presentation Satisfactory use of language with appropriate use of referencing and quotation.

Assessment & Grading System

GRADING SYSTEM

Scoring Rubric

Marking Criteria for the Final Grades of The EducationLeadershio & Management for the �nal grades clarifythe assessor expectations to the candidates.

A

B

C

Referral Grade D: demonstrates:• Rationale not clearly explained or supported.• Limited knowledge, understanding and evaluation of relevant literature.• Arguments not developed or sustained.• Practical application not linked to theoretical knowledge.

D

GRADING SCALE MARKING CRITERIA

A+AA-B+BB-C+CC-

DistinctionExcellent with HonourExcellentVery GoodGood with MeritGoodPromisingSatisfactoryPass

989590868070656050

1009794898579696459



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Mark Comprehension and Application

Analysis and Synthesis Evaluation Presentation

94-100 Distinction

Exceptional level of knowledge, accuracy and detail showing

evidence of wide reading, very well

supported by relevant examples.

Sophisticated skill shown in formation of relevant argument and

analytical reasoning. Original use of theory,

Innovative thought.

Exceptionally high level of critical evaluation.

Fully deals with all relevant issues. No

irrelevancies

Articulate and excellent use of language with no

errors of grammar, spelling or syntax.

Arguments exceptionally well

structured.

81-93 Excellent

Thorough knowledge and understanding demonstrated. High level of accuracy and

detail showing evidence of wide

reading, well supported by relevant examples.

Shows ability to contextualise

knowledge. Very well developed, logical

argument. Generates new perspectives of

topic area.

Fluent and focused. Excellent evaluation

demonstrated. Identi�es major and

minor issues of relevance.

Articulate and careful use of language with no

errors of grammar, spelling or syntax.

Arguments very well structured.

Merit 70-80

Sound knowledge base. Evidence of highly

relevant understanding of principles.

Up-to-date literature. Well supported by relevant examples.

Clearly developed logical argument.

Evidence of insight. Ability to apply ELM

principles to problems encountered in practice

Identi�es strengths and weaknesses of material.

Identi�es major and minor issues of

relevance.

Clear use of language. No or few grammatical

errors. Some minor referencing errors

60-69Satisfactory

Good knowledge base. Adequate explanations

and summary. Some aspects of question

answered. Limited use of literature.

Over reliance on description rather than

analysis.

Some evidence of unstructured argument

or illogical reasoning. Identify major issues.

Limited critical appraisal of major

strengths and weaknesses.

Satisfactory use of language. Very few grammatical errors.

50-59Pass

Basic knowledge and understanding of

subject shown. Question only partially

answered.

Mainly descriptive rather than analytical. Structure not entirely

clear. Little evidence of debate.

Identi�es some major issues. Limited

evaluation of major strengths and weaknesses.

Adequate use of language. Some

grammatical errors.

30-39Referral

Some elements of knowledge apparent

but the question is inadequately

addressed. Content often irrelevant

Weak structure and some confusion in

presenting argument. Very little or no analysis

of issues.

Very descriptive with little or no critical

appraisal. Few issues identi�ed.

Inadequate use of language. Grammatical

errors.

Less than 29

Inadequate work

Unable to grasp concepts or to present

facts. Nothing of relevance.

Poor or no apparent structure. Totally

confused. No logical �ow, no analysis.

Appraisal and evaluation totally

absent. No major issues identi�ed.

Poor standard of grammar and spelling.

Numerous errors.



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Adequate (C) Meets Standards (B) Exemplary (A)Demonstrates minimally acceptable writing skills (grammar and spelling)

Some di�culty in organisationResponse to prompt in this section shows acceptable analysis of required components.

Paragraphs contain some details that addresses the prompts

Response demonstrates some insights into the material covered.

Shows adequate understanding of concepts

Displaying acceptable knowledge of Educational Leadership & Management pedagogical theory

Demonstrates competent use of standard writing skills (grammar and spelling).

OrganisedResponse to prompt in this section shows some analysis of the required components.

Paragraphs contain adequate detail that addresses the prompts

Response demonstrates signi�cant insight into the material covered.

Shows understanding of concepts.

Displaying adequate knowledge of Educational Leadership & Management pedagogical theory

Demonstrates e�ective use of writing skills (grammar and spelling)

Well organisedResponse to prompt in this section is clear, with extensive analysis of the required components.

Paragraphs contain detail that addresses the prompts and is supported with evidence.

Response demonstrates signi�cant insight into the material covered.

Shows sophisticated understanding of concepts.

Displaying detailed or extensive knowledge of Educational Leadership & Management pedagogical theory

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Noti�cation of ResultsThe �nal results will be announced within four weeks from the date of submission.



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Notting Hill College's UK campus is accredited by Accreditation Service for International Colleges (ASIC), Accreditation Number: AS38071/0914 which is an independent body providing accreditation services for independent, further and higher education colleges. ASIC accreditation helps students and parents make a more informed choice and will also help a school, college, university, training provider or distance education provider, demonstrate to the international student body that they are a high quality institution. Notting Hill College is an institutional member of:• The International Association of Teachers of English as a Foreign Language, Member number 19296 .• The College of Teachers, Member number 313608 .• The London Chamber of Commerce & Industry (LCCI), Membership Number: C518283.Notting Hill College is a UK Registered Learning Provider: UKRLP (NHC is a UK Registered Learning Provider (UK-RLP; No. 10028428) & is registered with the Information Commissioner's O�ce under registration reference: ZA047052

CREDENTIALS

discrimination and harassment on grounds of disability and promoting equality of opportunity between disabled people and other people. In order to meet the general duties of the Disability Discrimination Act 2005, we must;• Promote equality of opportunity between disabled people and other people; • Eliminate direct or indirect discrimination; • Eliminate harassment of disabled people that that is related to their disabilities; • Promote positive attitudes towards disabled people; • Encourage participation by disabled persons in public life; and • Take steps to take account of disabled persons' disabilities, even where that involves treating disabled people more favourably than other people.

Notting Hill College (NHC) will take measures, including sta� development and training to combat inequality, discrimination or prejudice based on any of the personal characteristics mentioned above, and to eliminate barriers which may prevent people joining as employees or as students. It is the responsibility of the A�liate Center’s Manager to monitor e�ectiveness, and to review and develop the policy where necessary. Monitoring and review will take place annually. Students or employees who feel they have been discriminated against should raise the matter with the Center’s Manager.

We recognise that many disabled people face barriers to access and achievement in vocational training and we are committed to eliminating

Policy Statement on Promoting DisabilityEquality

Implementation and Monitoring

Policies• Equal Opportunities• Policy Statement on Promoting Disability Equality• Implementation and Monitoring• Complaints and Appeals• Refund policy• Health and Safety for Notting Hill College Students• Ethical Norms and Values for Marketers• Privacy Policy Statement

Equal Opportunities Policy Statement: Notting Hill College believes that equal opportunities are important in order to:-• Encourage the development of individuals’ abilities, talents and potential to the full• Attract potential students from the widest possible pool of talent.• Meet its moral and legal obligations.• Provide a working environment free from unlawful discrimination, harassment or victimisation.

Our PoliciesEqual Opportunities

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If for any reason you are not satis�ed with the service provided by Notting Hill College, then please email us:[email protected] Please outline the nature of your grievance and we promise to take measures & acknowledge your complaint within 24 hours. The Quality Assurance Manager will try to reach a satisfactory conclusion for all sides within 4 working days. If you are not satis�ed with your distance learning grade, please contact your online tutor for detailed feedback. If you are still not satis�ed then please contact the The Quality Assurance Manager at the above address. If you have to drop-out please contact The Quality Assurance Manager to state your reasons. Once accepted, you will be charged £50 for re-enrolment fees. If you have do not pass your course, you have the right appeal. You will be noti�ed of your grade and the reasons behind the attained grade, to appeal against such a decision please contact the Quality Assurance Manager at the above address outlining the justi�cation for your appeal.

Complaints and Appeals

Notting Hill College (NHC) has adopted the following Equal Opportunities Policy Statement: Notting Hill College will seek to ensure that all students & sta� are treated equally in all aspects of course provision, regardless of age, race, colour, nationality, ethnic or national origin, disability, gender, marital status, sexual orientation, political belief, religion, or irrelevant criminal conviction or other irrelevant characteristics. This policy will be widely promoted, and copies will be freely available and displayed in the A�liate Centre’s o�ces.

Initially the student/employee and Center’s Manager should aim to resolve the matter informally. It may be that discriminatory action is unwitting and easily resolved once the problem is clear. If students or employees are dissatis�ed with the outcome, the complaint is very serious, or the Centres Manager(s) is/are the cause of the complaint, the student/employee should raise the matter, in writing.

Reassessment1. Our reassessment procedure will be initiated should a

student be unhappy with their �nal grade, or should they want further clari�cation on why they were awarded their �nal grade. Once the student has agreed to the terms & conditions outlined in this document, the reassessment procedure can begin. This will involve an assessor (di�erent from the assessor who originally graded their work) reading through the student’s assignments/quizzes/�nal exam.

2. The next step will be for the assessor to create a report for each piece of work using the Grading Rubric which all students will have received (as it is detailed in each Programme Handbook). Once the reports are complete, relevant grades will be awarded. Once all pieces of work are graded, a �nal grade will be awarded.

Once the procedures have been completed, there will be one of three outcomes. These are as follows:

Increase in GradeIf once the procedure has been completed, the student is

awarded a higher grade than they originally received, the student will be sent their reports and a new grade book via email. They will be sent a new certi�cate which displays their higher grade by post, as well as a new veri�cation number to con�rm the certi�cate’s authenticity. Once this new certi�cate has been issued, the original certi�cate and veri�cation number will become invalid.

Grade is MaintainedIf once the procedure has been completed, the student is

awarded the same grade as they originally received, the student will be sent their reports and a new grade book via email. The student will keep their original certi�cate and veri�cation number.

Decrease in GradeIf once the procedure has been completed, the student is

awarded a lower grade than they originally received, the student will be sent their reports and a new grade book via email. They will be sent a new certi�cate which displays their lower grade by post, as well as a new veri�cation number to con�rm the certi�cate’s authenticity. Once this new certi�cate has been issued, the original certi�cate and veri�cation number will become invalid.



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1- As Marketers, we:Do no harm. This meansconsciously avoiding harmful actions or omissions by embodying high ethical standards and adhering to all applicable laws and regulations in the choices we make.

2- Foster trust in the marketing system. This means striving for good faith and fair dealing so as to contribute toward the e�cacy of the exchange process as well as avoiding deception in product design, pricing, communication, and delivery of distribution.

vbuilding relationships and enhancing consumer con�dence in the integrity of marketing by a�rming these core values: honesty, responsibility, fairness, respect, transparency and citizenship.

Ethical Norms

*Distance Learning CoursesDistance learning enrollment becomes e�ective instantaneously. As soon as a student has paid for a course, the student has access to the programme. As such, Notting Hill College does not refund tuition for distance learning courses once a student is enrolled. Course fees are non-refundable once a student’s account is activated and download is permitted. *Classroom-based Courses No refund is given after registration is received. Cancellations are not permitted (with the exception of severe illness or injury to the attending student). Rescheduling within the �rst seven days will incur a £100 penalty.• Course fees are totally refundable 15 working days before the start of the course.• If a refund is requested a week or less before the course start date, we will deduct 15% to cover administrative fees.• Course fees are non-refundable once the course starts.• Course fees cannot be transferred to another course or system.• Course fees cannot be transferred to another student.

The health and safety of students during the course is one of our highest priorities. The School of Teacher Training at Notting Hill College works hard to carry out straight forward measures for health & safety at our premises.The School of Teacher Training at Notting Hill College provides the necessary tools and resource including strong communication with sta� to make sure there is e�ective management of health and safety.While attending classes at The School of Teacher Training at Notting Hill College you must be aware of health and safety issues for yourself & others. At all times, please follow the following. • Take steps to ensure your own health and safety, and the health and safety of others.

• Cooperate with both the sta� & venue management with regards to �re exits and evacuation.• Report any accident so to the nearest sta� member.• Behave sensibly to ensure the health and safety of yourself and others.

Notting Hill College commits itself to promoting the highest marketing standard for students, potential students & partners. Norms are established standards of conduct that are expected and maintained by society and/or professional organisations. Values represent the collective conception of what communities �nd desirable, important and morally proper. Values also serve as the criteria for evaluating our own personal actions andthe actions of others. As marketers, we recognise that we not only serve our organisation but also act as stewards of society in creating, facilitating and executing the transactions that are part of the greater economy. In this role, marketers are expected to embrace the highest professional ethical norms and the ethical values implied by our responsibility toward multiple stakeholders (e.g., customers, employees, investors,peers,channel members, regulators and the host community).

Refund policy

Purpose

Health and Safety for Notting Hill College Students

Ethical Norms and Values for Marketers



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Honesty – to be forthright in dealings with customers and stakeholders. To this end, we will:• Strive to be truthful in all situations and at all times.• O�er products of value that do what we claim in our communications.• Stand behind our products if they fail to deliver their claimed bene�ts.• Honor our explicit and implicit commitments and promises.

Responsibility – to accept the consequences of our marketing decisions and strategies. To this end, we will:Strive to serve the needs of customers.Avoid using coercion with all stakeholders.Acknowledge the social obligations to stakeholders that come with increased marketing and economic power.Recognise our special commitments to vulnerable market segments such as children, seniors, the economically impoverished, market illiterates and others who may be substantially disadvantaged.Consider environmental stewardship in our decision-making.

Fairness – to balance justly the needs of the buyer with the interests of the seller. To this end, we will:• Represent products in a clear way in selling, advertising and other forms of communication; this includes the avoidance of false, misleading and deceptive promotion.• Reject manipulations and sales tactics that harm customer trust. Refuse to engage in price �xing, predatory pricing, price gouging or “bait-and-switch” tactics.• Avoid knowing participation in con�icts of interest.Seek to protect the private information of customers, employees and partners.

Fairness – to balance justly the needs of the buyer with the interests of the seller. To this end, we will:• Represent products in a clear way in selling, advertising and other forms of communication; this includes the avoidance of false, misleading and deceptive promotion.• Reject manipulations and sales tactics that harm customer trust.

Refuse to engage in price �xing, predatory pricing, price gouging or “bait-and-switch” tactics.• Avoid knowing participation in con�icts of interest.Seek to protect the private information of customers, employees and partners.

Respect – to acknowledge the basic human dignity of all stakeholders. To this end, we will:• Value individual di�erences and avoid stereotyping customers or depicting demographic groups (e.g., gender, race, sexual orientation) in a negative or dehumanising way.• Listen to the needs of customers and make all reasonable e�orts to monitor and improve their satisfaction on an ongoing basis.• Make every e�ort to understand and respectfully treat buyers, suppliers, intermediaries and distributors from all cultures.• Acknowledge the contributions of others, such as consultants, employees and coworkers, to marketing endeavours.• Treat everyone, including our competitors, as we would wish to be treated.

Transparency – to create a spirit of openness in marketing operations. To this end, we will:• Strive to communicate clearly with all constituencies.• Accept constructive criticism from customers and other stakeholders.• Explain and take appropriate action regarding signi�cant product or service risks, component substitutions or other foreseeable eventualities that could a�ect customers or their perception of the purchase decision.• Disclose list prices and terms of �nancing as well as available price deals and adjustments.

Citizenship – to ful�l the economic, legal, philanthropic and societal responsibilities that serve stakeholders. To this end, we will:

• Strive to protect the ecological environment in the execution of marketing campaigns. Give back to the community through volunteerism and charitable donations.• Contribute to the overall betterment of marketing and its reputation. • Urge supply chain members to ensure that trade is fair for all participants, including producers in developing countries.

Ethical Values



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Terms & Conditions

We highly recommend that you carefully read and understand our Terms and Conditions. Kindly email [email protected] if you have any questions relating to these terms.

1. To book a particular o�er, you would need to pay a deposit of £50, which is non-refundable. We accept most debit and credit cards and also payment by Skrill (Money Bookers). Once you have decided to start your course, you would need to pay the full amount at the time of booking. If a full or partial refund has to be made a fee of £20 will be added to cover each bank transaction charge.

Deposits and Balance Payments

2. Notting Hill College reserves the right to change any of the prices, courses, services or other particulars contained on the website at any time.

Prices

3. If for any reason you are not satis�ed with the course you have purchased you are entitled to a full refund within seven days from the date you made the purchase of the course ”Grace Period”. After 7 days you are not entitled to a refund if you wish to cancel. You cannot get a refund on online courses if you have already started the course, even if you are still in your grace period.

Online Course & Customer Satisfaction

Notting Hill College Limited (hereafter referred to as "Notting Hill College", "us", "we" or "our") is committed to respecting your privacy and to complying with applicable data protection and privacy laws. You can visit our website without disclosing any personally identi�able information about yourself. If you do submit personal information by ordering products or services, for example, you can be assured that we will use your personal information only to support your continuing relationship with Notting Hill College.

We have provided this Privacy Policy Statement to help you understand how we collect, use and protect your information when you visit our website and when you generally use our products and services. We wish to help you make informed decisions, soplease take a few moments to read the sections below and learn how we may use your personal information.

We use third-party advertising companies to serve ads when you visit our website. These companies may use information (not including your name, address, email address, or telephone number) about your visits to this and other websites in order to provide advertisements about goods and services of interest to you. Google, as a third party vendor, uses cookies to serve ads on your site. Google's use of the DART cookie enables it to serve ads to your users based on their visit to your sites and other sites on the Internet. Users may opt out of the use of the DART cookie by visiting the Google ad and content network privacy policy.

Privacy Policy Statement The type of personal information we may collect could include, for example, your name and postal address, date of birth, gender, telephone and fax numbers, email address, credit/debit card information, as well as other information collected on registration or through surveys. If you choose to provide us with personal information, it will be used in support of the intended purposes stated at the time at which it was collected, and subject to any preferences indicated by you.

We endeavour to collect and use your personal information only with your knowledge and consent and typically when you order and subsequently use services, make customer enquiries, register for information or other services, request product information, submit a job application, or when you respond to communications from us (such as questionnaires or surveys). We collect information about you for 2 reasons: �rstly, to process your order, and secondly, to provide you with the best possible service.

Personal Information Collection

We may use your information for a number of purposes which include: processing your orders; managing, administering and delivering any services or information requested by you; responding to complaints or enquiries.

How will we use your information?



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Trainer

8. Online courses: You can contact your trainer at any time by email. For general questions your trainer will reply within 48 hours (Monday to Friday). For feedback on assignments your trainer will respond within 5 days (Monday to Friday).

Certi�cates

9. Every endeavour is made to ensure that certi�cates reach the graduates within 15 working days upon exam results. Notting Hill College, however, cannot be responsible for certi�cates that are not received due to postal issues (wrong recipient and/or postal address). If you have not received your certi�cate within 15 working days of passing your course, please contact us for assistance. Certi�cate issuance is free of charge for the �rst attempt. If the package bounced back, graduate will PAY £40 for resending.

10. All graduates can request a new certi�cate to replace a lost certi�cate for the administrative fee of £50 within the United Kingdom and £75 worldwide. This fee includes standard postage and packaging. If the graduate requires alternative postal arrangements, this will solely be at the cost of the graduates.

Data Protection Act 1988

15. In order to register and receive or use the services on our website, you will be required to submit some personal information, such as your name, your postcode and email address. We have a legal duty to ensure that we keep your personal data safe and secure, in accordance with the Data Protection Act 1998. We will not share your personal information with anybody else without your knowledge, unless we are required by law to do so.

Failing the course

4. The design of the courses o�ers a great deal of �exibility. An extension can also be arranged free of charge for the �rst time (it grants you 4 extra weeks) after, you would pay £25 for every extra 4 weeks. After 12 months of inactivity, your course will be deleted and you will not be able to access your grades or course work. Please contact [email protected] to extend your course.

5. In most cases, students pass the course. However, if the assessor feels you have not assimilated the content of the course su�ciently then you may be asked to resubmit your tasks. The �rst resubmission will be free of charge. For every other resubmission, you will be charged £25. If you have dropped-out, please contact the Course O�cer to state your reasons. Once accepted, you will be charged £50 as re-enrolment fees.

6. If you do not have the essential pro�ciency of English to accomplish the course, we reserve the right to fail you without expectation of a refund. As a guide we recommend that non-native speakers have a minimum IELTS 6.0 score. If you are unsure, we could arrange access to our placement test free of charge.

Plagiarism

7. Copying word for word from any source including your course book is considered plagiarism. Nonetheless, we recognize that researching and sharing ideas play a vital role in the academic endeavour. With this in mind, we request our students to present genuine work. Their answers must be tailored to their particular teaching environment & their activities must be modi�ed to re�ect their students’ needs.

To avoid plagiarism, you must use your own words, paraphrase ideas & alter activities. If any student is found responsible for any violation of this rule, he/she will receive a written warning. If violation is repeated, students will be subject to course failure. No refund will be made.

Extensions



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12. Notting Hill College does not accept responsibility or liability for death, bodily injury or illness caused to the student or any other person included on the application form. Any claims shall be subject to English law in respect of any question of liability or quantum and all proceedings shall be within the sole domain of the English courts.

13. Under no circumstances does Notting Hill College accept responsibility or liability for loss of personal possessions while attending the course.

14. Notting Hill College does not accept responsibility or liability for any other event which may a�ect you or your course.

Liability

11. Notting Hill College does not accept liability for any loss or additional expense caused by delay or interruption to travel services, weather conditions, civil disturbance, industrial action, strikes, wars, �oods, sickness or force majeure. Such losses or additional expenses are your responsibility. Force majeure represents unusual and unforeseeable circumstances such as war or the threat of war, riots, terrorist activity, civil strife, industrial disputes, natural or nuclear disaster, �re, �ood or adverse weather conditions.

Reassessment

Acceptance of Terms and Conditions

18. By signing the application form, verbally agreeing on the telephone or ticking the relevant box on the website you are agreeing to accept all these conditions. The person, who signs the application form, does so on behalf of all the registered individuals included. Hence, all are bound by the booking conditions.

16. Our reassessment procedure will be initiated should a student be unhappy with their �nal grade, or should they want further clari�cation on why they were awarded their �nal grade. Once the student has agreed to the terms & conditions outlined in this document, the reassessment procedure can begin. This will involve an assessor (di�erent from the assessor who originally graded their work) reading through the student’s assignments/quizzes/�nal exam.

17. The next step will be for the assessor to create a report for each piece of work using the Grading Rubric which all students will have received (as it is detailed in each Programme Handbook). Once the reports are complete, relevant grades will be awarded. Once all pieces of work are graded, a �nal grade will be awarded.

Once the procedures have been completed, there will be one of three outcomes. These are as follows:

Increase in Grade If once the procedure has been completed, the student

is awarded a higher grade than they originally received, the student will be sent their reports and a new grade book via email. They will be sent a new certi�cate which displays their higher grade by post, as well as a new veri�cation number to con�rm the certi�cate’s authenticity. Once this new certi�cate has been issued, the original certi�cate and veri�cation number will become invalid.

Grade is Maintained If once the procedure has been completed, the

student is awarded the same grade as they originally received, the student will be sent their reports and a new grade book via email. The student will keep their original certi�cate and veri�cation number.

Decrease in Grade If once the procedure has been completed, the

student is awarded a lower grade than they originally received, the student will be sent their reports and a new grade book via email. They will be sent a new certi�cate which displays their lower grade by post, as well as a new veri�cation number to con�rm the certi�cate’s authenticity. Once this new certi�cate has been issued, the original certi�cate and veri�cation number will become invalid.



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NHC is a UK Registered Learning Provider (UK-RLP; No. 10028428)

Notting Hill College Manchester Notting Hill College LondonSuite B, 29 Harley Street, London, W1G 9QR, United KingdomTel: 0044 2081 33 2793 Fax: 0044 2071826931E-mail: [email protected]

Peter House, 9th Floor, Oxford Street,Manchester, Greater Manchester, M1 5AN, United KingdomTel: 0044 1612987003 Mobile: 0044 7404115914 Fax: 0044 1613327725E-mail: [email protected] Visit www.nottinghillcollege.co.uk


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