Postgraduate Course: Developing Leadership for Learning (EDUA11265)
This course will be closed from 31 July 2014
|School||Moray House School of Education
||College||College of Humanities and Social Science
||Availability||Available to all students
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
|Home subject area||Education
||Other subject area||None
||Taught in Gaelic?||No
|Course description||This course will explore and develop the role of middle leaders in:
- supporting effective learning and teaching;
- and in creating capacity for professional learning and improvement.
Improving learning is often difficult for leaders to influence, whatever their educational setting. Leaders' impact on student learning is largely mediated through the interplay of direct, indirect and reciprocal behaviours with colleagues and others. This course will examine the collaborative interactions and behaviours of middle leaders to effect change and improvement.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
|Additional Costs|| None
Information for Visiting Students
|Displayed in Visiting Students Prospectus?||No
Course Delivery Information
|Delivery period: 2013/14 Block 1 (Sem 1), Available to all students (SV1)
||Learn enabled: No
|Course Start Date
|Breakdown of Learning and Teaching activities (Further Info)
||Please contact the School directly for a breakdown of Learning and Teaching Activities
|Breakdown of Assessment Methods (Further Info)
Please contact the School directly for a breakdown of Assessment Methods
|No Exam Information
Summary of Intended Learning Outcomes
|On completion of this course participants will demonstrate an appreciation of:
o what the learner brings to the learning context;
o how the learning context can effectively support learning;
o and the contribution that leadership can make to the learning and teaching process.
knowledge and understanding of:
o the contested nature of the relationship between leadership and improved learning and teaching outcomes and the different contributing dimensions comprising leadership for learning to include professional learning, learning-centred leadership and instructional leadership in various educational settings;
o and leadership approaches that facilitate individual, collective and shared approaches to enhancing learning.
o gathering relevant information to examine leadership for learning in practice;
o reviewing critically their leadership impact on areas such as improving student learning, teaching and achievement;
o working collaboratively with and through individuals and groups to build capacity to improve student learning;
o reflecting critically upon a range of theoretical perspectives on educational leadership's impact on learning;
o and making more informed and effective decisions in their educational leadership for learning practice.
|Assessment will consist of two equally weighted (ie 50%) components. Participants must complete each component satisfactorily to be awarded a pass grade.|
- A critical review of leadership for learning approaches in areas such as improving student learning, teaching and achievement, drawing from practice and experience, and the implications for the development of practice. The length of the discussion will be 2000 words.
- A reflective discussion and review of the development of the participant's leadership for learning skills, supported by illustrative examples. The discussion will include a review of the participant's next steps for professional development. The length of the discussion will be 2000 words.
|This course will be delivered entirely online|
||Peter Lewis and Roger Murphy . Review of the Landscape: Leadership and Leadership Development 2008 A review of what is known about effective leadership and leadership development Nottingham: NCSL
Bolam, R., McMahon, A., Stoll, L., Thomas, S., & Wallace, M., with Greenwood, A., Hawkey, K., Ingram, M., Atkinson, A., & Smith, M.  Creating and Sustaining Effective Professional Learning Communities. DfES Research Report RR637, University of Bristol. From www.dfes.gov.uk/research/data/uploadfiles/RR637.pdf [accessed 7 October 2010].
Brookes, Z. and Cavanagh,R.  An Examination of Middle Leadership in Western Australian Secondary. From www.aare.edu.au/09pap/bro091131.pdf [accessed 9 October 2010]
Busher, H. (2006) Understanding Educational Leadership: people, power and culture, Maidenhead, Berkshire: Open University Press. Bloom, G., Castagna, C. L., Moir, E. and Warren, B.  Blended Coaching: Skills and Strategies to Support Principal Development. Thousand Oaks, CA: Corwin Press
City, E.A., Elmore, R. F., Fiarman, S. E., and Teitel, L.  Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning. Massachusetts: Harvard Education Press.
Collinson, D. L. (ed) (2007) Developing Middle Leaders: Practitioner Research Programme, Volume 2. Lancaster University: CEL. From www.centreforexcellence.org.uk/UsersDoc/PRPVolume2.pdf [Accessed on 6 October 2010]
Day, C. et al. (2007) The Impact Of School Leadership On Pupil Outcomes. Nottingham: NCSL.
Elmore, R.F.  School Reform from the Inside Out. Cambridge: Harvard Education Press.
Fielding. M., Bragg, S., Craig, J., Cunningham, I., Eraut, M., Gillinson, S., Horne, M., Robinson, C. and Thorp, J. (2005) Factors Influencing the Transfer of Good Practice. DfES Research Report RR 615, University of Sussex.
Hargreaves, A., Earl, L. Moore, S. and Manning, S. (2001) Learning to Change: Teaching Beyond Subjects and Standards, Jossey-Bass: San Francisco.
Harris, A. and Muijs, D. (2005) Improving Schools Through Teacher Leadership, Berkshire: Open University Press.
Hayes, D., Christie, P., Mills M. and Lingard, B. (2004) 'Productive Leaders and Productive Leadership: schools as learning organisations', Journal of Educational Administration, Vol 42, No 5, pp.520-538.
Higham, R. Hopkins, D. and Matthesw, P.  System Leadership in Practice. Berkshire: Open University.
HMIe. Leadership for Learning: The challenges of leading in a time of change. From http://www.hmie.gov.uk/documents/publication/lflcltc-01.html [Accessed on 6 October 2010]
Fitzgerald, T., & Gunter, H. (2006). Leading learning : Middle leadership in schools in England and New Zealand. Management in Education, 20(3), 6-8. Lambert, Linda(2003) 'Leadership redefined: an evocative context for teacher leadership', School Leadership & Management, 23: 4, 421 - 430. From http://dx.doi.org/10.1080/1363243032000150953 [Accessed 10 October 2011]. Lambert, L. (2003). Leadership capacity for lasting school improvement. Alexandria: Association for Supervision and Curriculum Development.
Lingard, B., Hayes, D., Mills, M. and Christie, P. (2003) Leading Learning: making hope practical in schools. Berkshire: Open University Press.
Leithwood, K. , Louis, K. S. , Anderson, G. and Wahlstrom, K. (2004) How leadership influences student learning: A review of research for the Learning from Leadership project. The Wallace Foundation: New York. From http://www.wallacefoundation.org/ (accessed Jan. 09, 2010).
Leithwood, K., Day, C., Sammons, P., Harris, A and Hopkins, D. (2006) Seven Strong Claims about Successful School Leadership. School Leadership and Management, Volume 28, Issue 1 February 2008 , pages 27 - 42. Leithwood, K., Day, C., Sammons, P., Harris, A and Hopkins, D. (2006) Successful School Leadership What It Is and How It Influences Pupil Learning. University of Nottingham: NCSL
Leithwood, K. and Day (2008) The Impact of School Leadership on Pupil Outcomes. School Leadership and Management, 28 (1), 1-4.
Lewis, P. and Murphy, R.  Effective School Leadership: A brief review summarising selected literature on the evidence for effective school leadership. Nottingham:NCSL. Lewis, P. and Murphy, R.  Review of the Landscape: Leadership and Leadership Development 2008: A review of what is known about effective leadership and leadership development. Nottingham:NCSL.
MacBeath, J. & Mortimore, P. (eds) (2001) Improving School Effectiveness. Buckingham: Open University Press .
MacBeath, J. & Dempster, N. [eds]  Connecting Leadership and Learning: Principles for Practice London: Routledge.
Matthews, M.  How do school leaders successfully lead learning? Nottingham:NCSL NCSL  Learning-centred Leadership: Towards personalised learning centred leadership. Nottingham:NCSL Naylor, P. , Gkolia, C. and Brundrett, M. (2006) Leading from the middle: An initial study of impact. Management in Education 20:1 , pp. 11-16. Pont, B., D. Nusche and H. Moorman (2008), Improving School Leadership, Volume 1: Policy and Practice, OECD, Paris. Pont, B., Nusche, D. and Hopkins, D. (2008) Improving School Leadership. Volume 2: Case Studies On System Leadership. OECD: Paris. Slater, L.  Pathways to Building Leadership Capacity Educational Management Administration Leadership January 2008 vol. 36 no. 1 55-69
Southworth, G. (2004) Learning-Centred Leadership: how leaders influence what happens in classrooms.
Walker, Allan and Riordan, Geoff(2010) 'Leading collective capacity in culturally diverse schools', School Leadership & Management, 30: 1, 51 - 63
West-Burnham, J. and Ireson, J. (2005) Leadership Development and Personal Effectiveness. Nottingham: NCSL.
West-Burnham, J. (1997) Leadership for learning: reengineering "mind sets". School Leadership and Management, 17 (2), 231 - 243.
|Course organiser||Ms Zoe Williamson
Tel: (0131 6)51 6339
|Course secretary||Ms Denise Watson
Tel: (0131 6)51 6265
© Copyright 2013 The University of Edinburgh - 13 January 2014 3:59 am