Postgraduate Course: Developing as a Leader (EDUA11263)
Course Outline
| School |
Moray House School of Education |
College |
College of Humanities and Social Science |
| Course type |
Standard |
Availability |
Available to all students |
| Credit level (Normal year taken) |
SCQF Level 11 (Postgraduate) |
Credits |
20 |
| Home subject area |
Education |
Other subject area |
None |
| Course website |
None
|
Taught in Gaelic? |
No |
| Course description |
The main aim of this course is to enable participants both to develop and demonstrate their understanding of the principles of educational leadership:
&· To explore the nature of leadership.
&· To develop participants&© awareness of their middle leadership skills and potential
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites |
|
| Prohibited Combinations |
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Other requirements |
None
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| Additional Costs |
None |
Information for Visiting Students
| Pre-requisites |
None |
| Displayed in Visiting Students Prospectus? |
No |
Course Delivery Information
| Not being delivered |
Summary of Intended Learning Outcomes
On completion of this course participants will demonstrate:
knowledge and understanding of:
&· the nature of leadership in educational settings and the role of values &· middle leadership &· the contested nature of the role of the middle leader &· professional learning and their development as a middle leader &· self evaluation for development
skill in
&· gathering evidence including feedback to make an informed self evaluation &· identifying their leadership skills within their current role &· evaluating and critically reflecting on their leadership practice &· identifying and justifying their professional development needs in relation to leadership &· reflecting critically upon a range of theoretical perspectives on leadership &· making more informed and effective decisions in their practice in leadership &· presenting the outcomes of a self evaluation
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Assessment Information
Assessment will consist of two components which will be of equal (ie 50%) weighting. Participants must complete each component satisfactorily to be awarded a pass grade.
&· A critical review of approaches to leadership to include exploration of key issues within the literature and policy discourse. Drawing from practice and experience and identifying implications for the development of practice in an educational context. The length of the discussion will be 2000 words (+/- 10%). &· A reflective discussion and review of the development of the participant&©s leadership skills, supported by illustrative examples. The discussion will include a review of the participant&©s next steps for professional development. The participant will carry out an evaluation using feedback from significant colleagues that will inform the critical self-assessment. The length of the discussion will be 2000 words (+/- 10%).
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Special Arrangements
| This course will be delivered online |
Additional Information
| Academic description |
Not entered |
| Syllabus |
Professional responsibilities - exploring professional values, defining professionalism, management and leadership, evidence informed practice, networked professionals &· Personal leadership - new notions of professionalism, exploring own professional values, professionalism for the 21st Century &· Introduction to leadership - leadership styles and qualities, influencing and supporting others, motivation &· Middle leadership - issues and possibilities, the development of expertise and the development of practice &· Self management - managing personal change, self analysis and personal learning, time management, seeking feedback &· Judging effectiveness - obtaining and using feedback, presenting findings and a coherent analysis, reflecting on outcomes and identifying targets, planning leadership development opportunities &· Use reading as a critical lens to self evaluate practice and development |
| Transferable skills |
Not entered |
| Reading list |
Indicative Reading
Burton, N. and Brundrett, M. (2005) Leading the Curriculum in the Primary School. London: Paul Chapman. Bush, T. (2003) Theories of Educational Leadership and Management, London: Sage, 3rd Edition.
Bush, T. and Middlewood,D. [2005] Leading and Managing People in Education. London: Sage.
Day, C., Hall, C. and Whitaker, P. (1998) Developing Leadership in Primary Schools. London: Paul Chapman.
Glatter, R. (2009) 'Wisdom and bus schedules: developing school leadership', School Leadership & Management, 29: 3, 225 $û 237 From http://dx.doi.org/10.1080/13632430902793767 [Accessed 10.10.10]
Gleeson, D. and Knights, D. (2008) Reluctant leaders: an analysis of middle managers' perceptions of leadership in further education in England. Leadership, Vol. 4 (No. 1). pp. 49-72. From wrap.warwick.ac.uk/160/ [accessed 6 October 2010] Gronn, P. (2000) Distributed Properties: A new architecture for leadership in Educational Management, Administration and Leadership, 28: 317-338.
HMIe (2007) Leadership for Learning: The Challenges of Leading in a Time of Change, Edinburgh, The Stationary Office. Hobbs, K. [2006] Rethinking middle leadership roles in secondary schools: This report examines how schools have shifted the focus of middle leaders from management to leadership. Nottingham:NCSL Hopkins, D (n.d.) Instructional Leadership and School Improvement. Nottingham: NCSL.
Jarvis, A. (2008) Leadership lost: a case study in three selective secondary schools. Management in Education, 22 (1), 24-30.
Northouse, P.G. (2009) An Introduction to Leadership: Concepts and Practice, Thousand Oaks, California; Sage. Race, P. (2006) Evidencing Reflection: Putting the $ùW&© into reflection. Escalate: Higher Education Academy.
Rhodes, C. and Brundrett, M. (2008) What Makes My School A Good Training Ground For Leadership Development? The perceptions of heads, middle leaders and classroom techers from 70 contextually different primary and secondary schools in England. Management in Education, 22 (1), 18-23.
Ribbins, P. (2003) A Life in Design: A school subject leader&©s story. Keynote paper presented at the BELMAS national conference. Milton Keynes, October.
Wallace, M. (1989) $ùTowards a Collegiate Approach to Curriculum Management in Primary and Middle Schools&©, in M. Preedy (ed.), Approaches to Curriculum Management. Buckingham: Open University Press.
Wallace, M. and Poulson, L. (2003) (eds.) Learning to Read Critically: Educational leadership and management, London: Sage.
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| Study Abroad |
Not entered |
| Study Pattern |
Not entered |
| Keywords |
Leadership, Education |
Contacts
| Course organiser |
Ms Zoe Williamson
Tel: (0131 6)51 6339
Email: zoe.williamson@ed.ac.uk |
Course secretary |
Miss Charlotte Davis
Tel: (0131 6)51 6573
Email: cdavis3@exseed.ed.ac.uk |
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