Students
EDCN844 – Organisation of School Education
2015 – S2 External
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
John De Nobile
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|---|---|
| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
Admission to MA in Education Studies or MEChild or PGDipEChild or PGCertEChild or MEd or MEdLead or PGDipEdLead or PGCertEdLead or PGDipEdS or PGCertEdS or MHEd or PGDipHEd or PGCertHEd or MSpecEd or PGDipSpecEd or PGCertSpEd or MTeach(Birth to Five Years) or GradCertEdS or GradCertHEd or MIndigenousEd or PGDipIndigenousEd or PGCertIndigenousEd or GradDipIndigenousEd
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit extends students' understanding of the legislative, historical, financial and structural features of school education in Australia. This leads to a study of the circumstances, opportunities and constraints influencing leaders in schools. A number of contexts are explored including: school review and development; meeting accountability and legal obligations; and management of systems and staff. Readings relate to leadership styles that may be applied to particular contexts as well as the development of school systems in Australia.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- 1 describe the historical antecedents of the administrative and leadership cultures of school systems (predominantly by case studies in NSW)
- 2 explain the role of various leaders in schools and the impacts of their roles on schools
- 3 examine the value systems that underpin school systems identifying the implications for school leaders and managers
- 4 consider the implications of those systemic values in implementing and evaluating key policy directions for schools
- 5 identify the quality systems employed by schools and schools systems to ensure quality outcomes and meet accountability obligations
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Report 1 | 20% | Week 6 |
| Online Discussions | 30% | Every 2 weeks |
| Report 2 | 50% | Week 13 |
Report 1
Due: Week 6
Weighting: 20%
The leadership structure of my organisation
On successful completion you will be able to:
- 2 explain the role of various leaders in schools and the impacts of their roles on schools
Online Discussions
Due: Every 2 weeks
Weighting: 30%
Online discussions posted every two weeks
On successful completion you will be able to:
- 1 describe the historical antecedents of the administrative and leadership cultures of school systems (predominantly by case studies in NSW)
- 2 explain the role of various leaders in schools and the impacts of their roles on schools
- 3 examine the value systems that underpin school systems identifying the implications for school leaders and managers
- 4 consider the implications of those systemic values in implementing and evaluating key policy directions for schools
Report 2
Due: Week 13
Weighting: 50%
Case Study: An examination of the role of a leader in school effectiveness
On successful completion you will be able to:
- 3 examine the value systems that underpin school systems identifying the implications for school leaders and managers
- 4 consider the implications of those systemic values in implementing and evaluating key policy directions for schools
- 5 identify the quality systems employed by schools and schools systems to ensure quality outcomes and meet accountability obligations
Delivery and Resources
Web-based unit with online discussiuons
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
PG - Capable of Professional and Personal Judgment and Initiative
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Learning outcome
- 5 identify the quality systems employed by schools and schools systems to ensure quality outcomes and meet accountability obligations
PG - Discipline Knowledge and Skills
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Learning outcomes
- 1 describe the historical antecedents of the administrative and leadership cultures of school systems (predominantly by case studies in NSW)
- 2 explain the role of various leaders in schools and the impacts of their roles on schools
Assessment task
- Report 1
PG - Critical, Analytical and Integrative Thinking
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Learning outcome
- 3 examine the value systems that underpin school systems identifying the implications for school leaders and managers
Assessment tasks
- Report 1
- Online Discussions
PG - Effective Communication
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Assessment task
- Online Discussions
PG - Engaged and Responsible, Active and Ethical Citizens
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Learning outcome
- 4 consider the implications of those systemic values in implementing and evaluating key policy directions for schools
Assessment task
- Report 2