EDUC 7013 - Educational Leadership in Diverse Contexts
North Terrace Campus - Semester 1 - 2015
General Course Information
Course Code EDUC 7013 Course Educational Leadership in Diverse Contexts Coordinating Unit School of Education Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Course Description This course will develop students' understanding of contemporary issues in leadership and innovation in global contexts, changing role of leadership in educational contexts, and create innovative educational practice in global contexts. To achieve success in today's competitive environment, it is essential that educational leaders develop the ability to interact positively with others. This course encourages students to explore issues and develop interpersonal skills central to leadership. Topics include: written and oral communication skills, team skills, conflict management, ethical behaviour and stress management. Upon completion students will develop understanding and communication skills to effectively lead and manage adverse workforce, both in local and international contexts.
Course Coordinator: Dr Lynda MacLeodDr Lynda MacLeod
Contact Lynda at: email@example.com
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesAims
(1) This course is designed to develop students understanding of the complexities of educational leadership in diverse global contexts, and its impact on education outcomes. It will assist students to become effective leaders who inform, shape and implement educational policy and practices.
(2) Students will be required to examine underlying themes of educational leadership and management challenges, explore the impact of various leadership strategies on building teacher and student capacities that lead to quality learning in a range of contexts.
(3) The course examines a range of leadership models from the perspectives of educational organisations, teachers, students and key stakeholders. It also aims to develop students’ skills in analysing leadership styles across a range of international contexts. The course will develop students’ skills in research, presentation and oral presentation skills.
(4) The course aims to foster group support and the sharing of ideas in order to understand the processes of education policy development and the factors that influence it in various international contexts.
Students will have the opportunity to
· develop specific knowledge, skills and understanding of educational leadership in a variety of contexts
· access, analyse, and select appropriate sources
· think critically, logically, ethically, and reflectively to form independent judgements
· demonstrate high level written, verbal and multi-media communication skills
· develop knowledge and understanding of a range of research processes
· generate ideas to plan and develop a research project
· analyse information and explore ideas to develop their research
· produce and substantiate a research outcome
· evaluate their research
After successfully completing this topic students should be able to critically assess a range of orientations to leadership, especially as these relate to learning, teaching and educational policies and demonstrate an ability to apply relevant leadership theories and practices in practice in local education contexts.
The continuing development of good inter-personal and communication skills is widely recognised as important for all graduates. This course specifically seeks to develop students’ abilities to work both independently and as part of a team.
University Graduate Attributes
No information currently available.
Learning & Teaching Activities
Learning & Teaching Modes
No information currently available.
No information currently available.
Learning Activities Summary
Week Lecture Topic 1 Complexities of Educational leadership 2 International developments and the impact on Student Learning Outcomes 3 Educational Leadership themes and challenges 4 Contextual Educational leadership 5 Leadership and Student Learning 6 Leading teachers learning and teachers leading 7 Organisational Learning 8 Inspirational developments in leading learning 9 Educational leadership and key stakeholders 10 Forging links between leadership and learning 11 Values in Education 12 Review of Educational Leadership Theory and Practice
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment SummaryAssessment 1: Due Date: As scheduled between
1st April and 10th June 2014
A solo presentation using PowerPoint (20 minutes duration plus question time) 30%
(topic devised by the student, in negotiation with the lecturer)
Assessment 2: Due Date: Thursday 24th June 2014 at 12 pm
A research essay of 3000 words
(topic devised by the student, in negotiation with the lecturer) 70%
Assessment Related RequirementsStudents are required to attend all sessions.
Criteria used to assess students’ work will be distributed and discussed in class.
To gain a pass, a mark of at least 50% must be obtained on ALL assessed component as well as a total of at least 50% overall.
Assessment DetailChoose a topic related to Educational Leadership.
Explain how your chosen topic effects student outcomes. Demonstrate an understanding of your topic as it applies to one particular educational context, making some comparisons with other contexts (other educational sectors or other jurisdictions or other countries).
You may make recommendations for leadership development or organisational change.
You should submit a topic to your lecturer for approval by 25th March 2014.
Solo presentation: A presentation using PowerPoint.
The seminar is expected to take 20 minutes with the student introducing your chosen topic, outlining the major issues and drawing some conclusions.
Students are then expected to lead the group in a discussion of the issues raised and to answer questions. Discussion and question time may take another 10 minutes.
Your essay should be 3000 words (± 10%) not including footnotes and/or citing of references. Submission is electronic (email or on MyUni) on or before 12pm of the due date and further instructions will be provided in class.
This course follows criterion-based assessment. This means that student grades are determined by the standard of work in terms of meeting a number of criteria that represent the requirements for a particular course. In other words, work is judged according to a pre-determined standard of task completion rather than by comparing it to the work of other students undertaking the same course.
No information currently available.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
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