Postgraduate Course: Leading Change and School Improvement (Standard for Middle Leadership and Management) (EDUA11346)
|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 Change and School Improvement (Standard for Middle Leadership and Management)' forms the second course (40 credits) of the Postgraduate Certificate in Middle Leadership and Management (Standard for Middle Leadership and Management), within the MEd Leadership and Learning.
This course will explore major themes and issues concerning school leadership and management related to department/school improvement. Wider international and national perspectives will be discussed, contextualised within the participant's own professional setting. Emphasis will be placed on developing the knowledge, understandings, skills and competences associated with leading from the middle of a school organisation. Key processes for conducting a critical analysis of a department/school's capacity to change as well as planning for school improvement will be considered. The structure of the course is designed to support participants' critical reflection on theory, policy, strategy and experience to inform their own professional practice, the practice of their departments/schools and improve outcomes for learners.
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 20,
Seminar/Tutorial Hours 20,
Formative Assessment 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 three main sections (3000 words, 3000 words, 2000 words; 38%, 38%, 25%) with a grade given for the overall assignment.
||Formative assessment and feed-forward will be offered by the course tutor structured in two parts, providing guidance on developing an analysis of the department¿s/school¿s need for change and capacity to improve, and the rational for an improvement plan.
|No Exam Information
On completion of this course, the student will be able to:
- demonstrate a critical understanding of the processes involved in conducting comprehensive analysis of a department¿s/school¿s capacity to change, identifying and interpreting relevant data across a range of operational aspects;
- articulate a critical understanding of the complementary nature of operational and strategic planning, producing a comprehensive plan for department/school improvement matched to the Standard for Middle Leadership and Management;
- demonstrate an informed understanding of a wide range of context specific collaborative department/school improvement processes designed to improve teaching and learning;
- evaluate systematically progress with the department/school improvement initiative drawing on appropriate quantitative and qualitative data, to then identify next steps;
- reflect critically on professional performance as a middle leader and manager in relation to the Standard for Middle Leadership and Management, evaluating practice and drawing on relevant critical incidents and/or dilemmas to inform identified next steps.
|Core texts for this course are: |
Brundrett, M. (ed.) (2013) The Principles of School Leadership (2nd edition). London: Sage.
Davis, B. (2011) The Essentials of School Leadership (2nd Ed.). London: Sage.
Northouse, P.G. (2015) Leadership: Theory and practice (7th Edition). London: Sage.
|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
- have an informed respect for the principles, methods, standards, values and boundaries of their discipline(s) and the capacity to question these
- be able to make decisions on the basis of rigorous and independent thought, taking into account ethical and professional issues
- further their own learning through effective use of the full range of communication approaches
- use communication as a tool for collaborating and relating to others
- be able to work effectively with others, capitalising on their different thinking, experience and skills
|Keywords||educational leadership,middle leadership and management,Standard for Middle Leadership & Managemen
|Course organiser||Mr Graham Thomson
Tel: (0131 6)51 6179
|Course secretary||Mrs Lesley Spencer
Tel: (0131 6)51 6373