Postgraduate Course: Leading Strategic Educational Change (Specialist Qualification for Headship) (EDUA11344)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Not available to visiting students
|Summary||'Leading Strategic Educational Change (Specialist Qualification for Headship)' forms the second course (40 credits) of a new postgraduate certificate 'Leadership and Learning: Into Headship (Specialist Qualification for Headship)', a new national qualification for headship combining both postgraduate and professional awards.
This course focuses on securing commitment to and initiating a strategic change process with members of the wider school community, mapping sustainable long term strategies to address the educational issue participants identified in Course 1. As participants move through a first cycle of change, the next step will involve reviewing progress towards a longer term strategy. Milestones for the next cycle of change will be set and appraised. Participants will also critically reflect on their leadership of strategic change processes by evaluating their practice against the Standard for Headship and identifying next steps for professional learning.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Academic year 2020/21, Not available to visiting students (SS1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Lecture Hours 40,
Seminar/Tutorial Hours 40,
Summative Assessment Hours 40,
Programme Level Learning and Teaching Hours 8,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||A summative assessment of 8000 words, structured in two main sections (5000 words, 3000 words; 62%, 38%) with a grade given for the overall assignment. «br /»
A field assessment (by trained field assessor) will be conducted to verify leadership and management practice against the Standard for Headship. The agenda to be agree in advance with the tutor. The field visit will include professional discussions to examine the feasibility of the proposed long term strategic change process and the underpinning assumptions.
||Formative assessment and feed-forward will be offered in a variety of ways for a variety of purposes (peer, school senior management colleagues, in school mentor colleague, local authority coach, tutor).
|No Exam Information
On completion of this course, the student will be able to:
- critically apply the skills of leading, working and communicating with the whole school community including young learners, and build commitment to a shared vision for school improvement
- demonstrate a critically informed understanding of the complexity of strategically leading context specific school improvement and the processes involved, including critical enquiry, emergent planning, and rigorous and collaborative evaluation
- articulate a critical understanding of the political, ethical and management dimensions of leading strategic change for school improvement
- examine critically and evidence a values-based contribution to strategic leadership with a clear focus on impact for learners, and identify areas for on-going professional learning
- appraise and apply ideas and concepts from research and academic literature to inform analysis
|Dimmock, C. (2012) Leadership, Capacity Building And School Improvement: Concepts, themes and impact. Series: Leadership for learning series. London: Routledge. |
Hargreaves, A. and Fullan, M. (2012) Professional Capital: Transforming teaching in every school. London: Routledge.
Murphy, D. (2013) Professional School Leadership: Dealing with dilemmas (2nd Ed.). Edinburgh: Dunedin Academic Press.
|Graduate Attributes and Skills
||This course will support participants to develop their capabilities to:
- be able to identify, define and analyse problems and identify or create
processes to solve them
- recognise the importance of reflecting on their learning experiences and be
aware of their own learning style
- be able to make decisions on the basis of rigorous and independent thought,
taking into account ethical and professional issues
- be able to use collaboration and debate effectively to test, modify and
strengthen their own views
- use communication as a tool for collaborating and relating to others
- be able to manage risk while initiating and managing change
|Keywords||educational leadership,educational management,strategic leadership,Standard for Headship
|Course organiser||Ms Rosemary Grady
|Course secretary||Mrs Lesley Spencer
Tel: (0131 6)51 6373