Postgraduate Course: Developing as a Leader (EDUA11352)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course will support and encourage the development of critical understandings of the nature of teacher leadership, leadership principles and practices. It will also develop participants¿ ability to critically reflect on theory, policy and professional experience. The course will develop participants¿ awareness of their leadership potential and confidence as a teacher leader. In addition, it will support and encourage the development and deployment of processes and practices for engaging in collaborative leadership for learning. In so doing, the course will encourage and enable teachers to take first steps into leadership outside of their classroom to contribute to school leadership within a distributed perspective.
For experienced leaders and managers undertaking this course, the focus would be on supporting teacher leadership.
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| Course description |
Developing as a Leader is the third of 3 courses comprising a Certificate in Leadership for Learning: Core Processes for Leadership and Learning. Participants who wish to undertake the full degree, Masters in Leadership and Learning, will normally undertake this course after they successfully complete the Self Study Enquiry course and the Practitioner Enquiry course.
Course Content Outline
The distinctive natures of school leadership and management
Models of leadership and management
A distributed perspective on school leadership
Developing understanding of purposes and practices in critical discourse analysis, in particular relation to policy and demonstrating critical reflection
on findings
Using a range of relevant literature to inform and challenge thinking and practice
Data creation/ collection methods and analysis
Critical reflection on teacher leadership experience including collaborative practice
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2016/17, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Flexible |
| Course Start Date |
01/08/2016 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 20,
Seminar/Tutorial Hours 20,
Summative Assessment Hours 40,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
116 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Course work«br /»
A summative assessment of 4000 words, structured in two parts (each 2000 words; 50%) with a grade given for the overall assignment. |
| Feedback |
Formative assessment and feed-forward will be offered structured in two stages (peer, then tutor). |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- demonstrate knowledge and understanding of a range of different perspectives of educational leadership, critically reflecting upon policy, theory and practice within different contexts
- articulate a critical awareness of the policy discourses seeking to link teachers¿ vision and values to concepts of educational leadership
- apply critical understanding of principle theories in educational leadership, particularly those pertaining to teacher leadership, to make informed judgments
- generate and analyse evidence, including feedback, to inform critical reflection on leadership practices, identifying key strengths and priorities for further professional development and practice
- communicate effectively with a range of colleagues for a range of purposes
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Reading List
Core texts:
Bush, T. (2011) (4th Ed.) Theories of Educational Leadership and Management. London: Sage.
Murphy, J. (2005) Connecting Teacher Leadership and School Improvement. London: Sage.
Northouse, P.G. (2015) (3rd Ed.) An Introduction to Leadership: Concepts and Practice. Thousand Oaks, California: Sage
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Additional Information
| Graduate Attributes and Skills |
- critically consider the strengths and limitations of collaborative practice(s) in educational context(s)
- demonstrate critically informed knowledge and understanding of the contested nature of leadership
- demonstrate critically informed knowledge and understanding of the contested nature of leadership
- be able to use collaboration and debate effectively to test, modify and strengthen their own views
- have a personal vision and goals and be able to work towards these in a sustainable way
- recognise the benefits of communicating with those beyond their immediate environments
- use communication as a tool for collaborating and relating to others |
| Keywords | teacher leadership; educational leadership and management; evidence-informed self evaluation. |
Contacts
| Course organiser | Dr Deirdre Torrance
Tel: (0131 6)51 6441
Email: deirdre.torrance@ed.ac.uk |
Course secretary | Mrs Lesley Spencer
Tel: (0131 6)51 6373
Email: Lesley.Spencer@ed.ac.uk |
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