Students
EDCN842 – Leadership for Learning
2018 – S2 Online
General Information
Download as PDF
| Unit convenor and teaching staff |
Unit convenor and teaching staff
Senior Lecturer
Dr Laurie Field
Contact via Email via iLearn or, if unavailable, laurie.field@mq.edu.au
X5B 279
By arrangement
Norman McCulla
|
|---|---|
| Credit points |
Credit points
4
|
| Prerequisites |
Prerequisites
Admission to MEd or PGDipEdS or GradCertEdS or MEdLead or MHEd or PGDipHEd or PGCertHEd or GradCertHEd or MEChild or GradCertEChild or MTeach(Birth to Five Years) or GradCertClinEdSim or MIndigenousEd or GradDipIndigenousEd or GradDipChildLit or MChildLit or MPH or MSocEntre
|
| Corequisites |
Corequisites
|
| Co-badged status |
Co-badged status
|
| Unit description |
Unit description
This unit focuses on the nature of leadership and what it means to lead for learning in a variety of educational contexts including early childhood, primary, secondary, adult and higher education. Participants:
- explore and critique experience and existing knowledge and understanding of leadership in educational settings
- develop specialised knowledge of the broad theory and research relevant to the study and practice of educational leadership
- build a deeper understanding and appreciation of recent developments in research, theory and practice of leadership for learning through a process of individual and collaborative scholarship and critical reflection
- apply a range of relevant theories and constructs to the analysis of their own and others' experience of leadership and management in an educational setting, and
- develop capacity to lead for learning in multifaceted and changing educational organisations.
|
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:
- demonstrate an understanding of leadership in educational settings
- demonstrate an understanding of key theoretical paradigms for leadership
- demonstrate an appreciation of recent developments in research, theory and practice of leadership for learning and the research methodologies they entail
- apply a range of relevant theories and constructs to the analysis of one’s own, and other people’s, experience of leadership and management in educational settings
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Forum 1 | 10% | No | End Week 5 |
| Forum 2 | 10% | No | End Week 8 |
| Forum 3 | 10% | No | End Week 12 |
| Reflective Task Options 1 or 2 | 15% | No | Week 5 or Week 8 |
| Reflective Task Options 3 or 4 | 15% | No | Week 8 or 12 |
| Keynote Paper & Materials | 40% | No | Week 13 |
Forum 1
Due: End Week 5
Weighting: 10%
Forum on 'effective leaders'
On successful completion you will be able to:
- demonstrate an understanding of leadership in educational settings
- demonstrate an understanding of key theoretical paradigms for leadership
- demonstrate an appreciation of recent developments in research, theory and practice of leadership for learning and the research methodologies they entail
- apply a range of relevant theories and constructs to the analysis of one’s own, and other people’s, experience of leadership and management in educational settings
Forum 2
Due: End Week 8
Weighting: 10%
Forum on 'transformational & distributed leadership'
On successful completion you will be able to:
- demonstrate an understanding of leadership in educational settings
- demonstrate an understanding of key theoretical paradigms for leadership
- demonstrate an appreciation of recent developments in research, theory and practice of leadership for learning and the research methodologies they entail
- apply a range of relevant theories and constructs to the analysis of one’s own, and other people’s, experience of leadership and management in educational settings
Forum 3
Due: End Week 12
Weighting: 10%
Forum on 'leadership & emotion' OR class presentation on 'leadership practices and principles'
On successful completion you will be able to:
- demonstrate an understanding of leadership in educational settings
- demonstrate an understanding of key theoretical paradigms for leadership
- demonstrate an appreciation of recent developments in research, theory and practice of leadership for learning and the research methodologies they entail
- apply a range of relevant theories and constructs to the analysis of one’s own, and other people’s, experience of leadership and management in educational settings
Reflective Task Options 1 or 2
Due: Week 5 or Week 8
Weighting: 15%
Option 1: 'Gender and leadership'. Option 2: 'Leader impacts'
On successful completion you will be able to:
- demonstrate an understanding of leadership in educational settings
- demonstrate an understanding of key theoretical paradigms for leadership
- demonstrate an appreciation of recent developments in research, theory and practice of leadership for learning and the research methodologies they entail
- apply a range of relevant theories and constructs to the analysis of one’s own, and other people’s, experience of leadership and management in educational settings
Reflective Task Options 3 or 4
Due: Week 8 or 12
Weighting: 15%
Option 3: 'Leadership & ethics'. Option 4: 'Leadership & power'
On successful completion you will be able to:
- demonstrate an understanding of leadership in educational settings
- demonstrate an understanding of key theoretical paradigms for leadership
- demonstrate an appreciation of recent developments in research, theory and practice of leadership for learning and the research methodologies they entail
- apply a range of relevant theories and constructs to the analysis of one’s own, and other people’s, experience of leadership and management in educational settings
Keynote Paper & Materials
Due: Week 13
Weighting: 40%
Critical review of leadership concepts relevant to a particular educational context & support materials
On successful completion you will be able to:
- demonstrate an understanding of leadership in educational settings
- demonstrate an understanding of key theoretical paradigms for leadership
- demonstrate an appreciation of recent developments in research, theory and practice of leadership for learning and the research methodologies they entail
- apply a range of relevant theories and constructs to the analysis of one’s own, and other people’s, experience of leadership and management in educational settings
Delivery and Resources
This unit is offered via iLearn and requires internet access. Three face to face sessions are also offered and you are encouraged to attend if you live locally, regardless of whether you are an internal or external student. These are scheduled for the following Saturdays (9.30 to 1.30): 11 Aug, 8 Sept, 13 Oct.
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
- Academic Appeals Policy
- Academic Integrity Policy
- Academic Progression Policy
- Assessment Policy
- Fitness to Practice Procedure
- Grade Appeal Policy
- Complaint Management Procedure for Students and Members of the Public
- Special Consideration Policy (Note: The Special Consideration Policy is effective from 4 December 2017 and replaces the Disruption to Studies Policy.)
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/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/study/getting-started/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://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources 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 outcomes
- demonstrate an understanding of leadership in educational settings
- demonstrate an understanding of key theoretical paradigms for leadership
- demonstrate an appreciation of recent developments in research, theory and practice of leadership for learning and the research methodologies they entail
- apply a range of relevant theories and constructs to the analysis of one’s own, and other people’s, experience of leadership and management in educational settings
Assessment tasks
- Forum 1
- Forum 2
- Forum 3
- Reflective Task Options 1 or 2
- Reflective Task Options 3 or 4
- Keynote Paper & Materials
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
- demonstrate an understanding of leadership in educational settings
- demonstrate an understanding of key theoretical paradigms for leadership
- demonstrate an appreciation of recent developments in research, theory and practice of leadership for learning and the research methodologies they entail
- apply a range of relevant theories and constructs to the analysis of one’s own, and other people’s, experience of leadership and management in educational settings
Assessment tasks
- Forum 1
- Forum 2
- Forum 3
- Reflective Task Options 1 or 2
- Reflective Task Options 3 or 4
- Keynote Paper & Materials
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 outcomes
- demonstrate an understanding of leadership in educational settings
- demonstrate an understanding of key theoretical paradigms for leadership
- demonstrate an appreciation of recent developments in research, theory and practice of leadership for learning and the research methodologies they entail
- apply a range of relevant theories and constructs to the analysis of one’s own, and other people’s, experience of leadership and management in educational settings
Assessment tasks
- Forum 1
- Forum 2
- Forum 3
- Reflective Task Options 1 or 2
- Reflective Task Options 3 or 4
- Keynote Paper & Materials
PG - Research and Problem Solving Capability
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Learning outcomes
- demonstrate an understanding of leadership in educational settings
- demonstrate an understanding of key theoretical paradigms for leadership
- demonstrate an appreciation of recent developments in research, theory and practice of leadership for learning and the research methodologies they entail
- apply a range of relevant theories and constructs to the analysis of one’s own, and other people’s, experience of leadership and management in educational settings
Assessment tasks
- Forum 1
- Forum 2
- Forum 3
- Reflective Task Options 1 or 2
- Reflective Task Options 3 or 4
- Keynote Paper & Materials
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:
Learning outcomes
- demonstrate an understanding of leadership in educational settings
- demonstrate an understanding of key theoretical paradigms for leadership
- demonstrate an appreciation of recent developments in research, theory and practice of leadership for learning and the research methodologies they entail
- apply a range of relevant theories and constructs to the analysis of one’s own, and other people’s, experience of leadership and management in educational settings
Assessment tasks
- Forum 1
- Forum 2
- Forum 3
- Reflective Task Options 1 or 2
- Reflective Task Options 3 or 4
- Keynote Paper & Materials
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 outcomes
- demonstrate an understanding of leadership in educational settings
- demonstrate an understanding of key theoretical paradigms for leadership
- demonstrate an appreciation of recent developments in research, theory and practice of leadership for learning and the research methodologies they entail
- apply a range of relevant theories and constructs to the analysis of one’s own, and other people’s, experience of leadership and management in educational settings
Assessment tasks
- Forum 1
- Forum 2
- Forum 3
- Reflective Task Options 1 or 2
- Reflective Task Options 3 or 4
- Keynote Paper & Materials