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 |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | None |
Information for Visiting Students
| Pre-requisites | None |
| Displayed in Visiting Students Prospectus? | No |
Course Delivery Information
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| Delivery period: 2013/14 Semester 1, Available to all students (SV1)
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Learn enabled: Yes |
Quota: None |
Web Timetable |
Web Timetable |
| Course Start Date |
16/09/2013 |
| Breakdown of Learning and Teaching activities (Further Info) |
Please contact the School directly for a breakdown of Learning and Teaching Activities |
| Additional Notes |
|
| Breakdown of Assessment Methods (Further Info) |
Please contact the School directly for a breakdown of Assessment Methods
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| No Exam Information |
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| Delivery period: 2013/14 Semester 1, Available to all students (SV2)
|
Learn enabled: Yes |
Quota: None |
Web Timetable |
Web Timetable |
| Course Start Date |
16/09/2013 |
| Breakdown of Learning and Teaching activities (Further Info) |
Please contact the School directly for a breakdown of Learning and Teaching Activities |
| Additional Notes |
|
| 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 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
The assessment task for Course 1 will be equivalent to a 4000 word written report of your self-study and should include as appendices any relevant analysed evidence. It will be a critical and analytical discussion of yourself as a leader, your current leadership role and experience and your future aspirations/next steps for your professional learning. This will include a critical exploration of the key issues within the literature and policy discourse and draw upon theories of leadership. It will also involve you in gathering and analysing relevant data to interrogate self and practice.
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Special Arrangements
| This course will be delivered online |
Additional Information
| Academic description |
Throughout this course, students will be supported through a range of learning activities to articulate their learning which will in turn inform their final assignments.
Assessment Task
The assessment for course will take the form of a self-study into practice, with the primary focus: "Being and Becoming a leader: What kind of leader am I and why?"
You may choose to focus on one specific issue relating to yourself as a leader and your own professional context as appropriate.
As part of course 1 you will engage in a self-study enquiry within your own professional context. The purpose of doing this self-study is to allow you the opportunity to 'step back' and explore your own beliefs, assumptions and values about leadership and interrogate yourself as a leader. It is about you reflecting critically on who you are as a leader and drawing on a range of sources to critically analyse, reflect upon and discuss how and why you operate in the ways you do.
The assessment task for Course 1 will be equivalent to a 4000 word written report of your self-study and should include as appendices any relevant analysed evidence. It will be a critical and analytical discussion of yourself as a leader, your current leadership role and experience and your future aspirations/next steps for your professional learning. This will include a critical exploration of the key issues within the literature and policy discourse and draw upon theories of leadership. It will also involve you in gathering and analysing relevant data to interrogate self and practice.
Assessment Criteria
* Demonstrate a critical understanding of the principles underpinning leadership and management in schools drawing on relevant literature.
* Demonstrate a critical understanding of key implications for the development of leadership practice in an educational context drawing on relevant practice and experience.
* Plan, gather, select and justify appropriate evidence including feedback from significant colleagues to support self evaluation of own leadership skills.
* Conduct a rigorous self-evaluation of own leadership skills drawing on relevant literature.
* From the review of self-evaluation, identify and justify targets for own development in leadership. * Present work with a clear, coherent and accessible structure with conventions fully adhered.
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| 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, models and theories of leadership, * Middle leadership - issues and possibilities, the development of expertise and the development of practice.
* Self study - understanding self, values, beliefs and assumptions, managing personal change, self analysis and personal learning, seeking feedback.
* Judging effectiveness - obtaining and using feedback, presenting findings and a coherent analysis, reflecting on outcomes and identifying targets, planning leadership, impact, 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 - 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 'W' 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) 'Towards 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 | Ms Denise Watson
Tel: (0131 6)51 6265
Email: Dee.Watson@ed.ac.uk |
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