EDUC 7013 - Educational Leadership in Diverse Contexts

North Terrace Campus - Semester 1 - 2018

This course will develop students? understanding of contemporary issues in leadership in diverse global contexts, the factors that contribute to educational policy and practices and the changing role of leadership in educational contexts. Students will evaluate leadership models and strategies and their impact on teacher and student capacity, and develop skills to effectively lead and manage within diverse contexts, both locally and internationally.

  • General Course Information
    Course Details
    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 in diverse global contexts, the factors that contribute to educational policy and practices and the changing role of leadership in educational contexts.
    Students will evaluate leadership models and strategies and their impact on teacher and student capacity, and develop skills to effectively lead and manage within diverse contexts, both locally and internationally.
    Course Staff

    Course Coordinator: Associate Professor Mathew White

    Lecturer

    Associate Professor Mathew A. White
    School of Education | Faculty of Arts
    The University of Adelaide
    Level 8.26, Nexus 10 Tower | Adelaide SA 5005
    T: +61 08 8313 5706
    E:mathew.white@adelaide.edu.au

    View Associate Professor White's Researcher Profile here
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:
    1 Demonstrate knowledge and understanding of the complexities of educational leadership in diverse contexts
    2 Demonstrate an understanding of factors that contribute to educational policy and practices
    3 Demonstrate knowledge of the complexities and challenges of educational leadership
    4 Evaluate models and strategies of educational leadership and their impact on teacher and student capacity
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    4
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    3
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    4
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    2
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    4
  • Learning Resources
    Required Resources
    A reader is not required for this course as weekly readings will be provided along with resources during the lectures and tutorials and online via Canvas.
    Recommended Resources
    All lectures will be to Canvas with 24 hours of being presented. Additional resources may be uploaded during the course.Tutorials will be uploaded each week after they have been delivered, with the readings for the follwoing week. 
    Online Learning
    Any additional resources to support the delivery of this program will be uploaded to MyUni and students will be notified of these. Course
    communication will be primarily through emails and MyUni postings.

    It is a course requirement that you access and frequently check (at least 2 times per week) these communications.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The lecture session will be in face to face mode. At the end of each solo presentation five minutes will be allowed for question time.

    Tutorials will be fairly interactive. Their purpose is to examine key themes of the lectures, readings and to focus on the assessment requirements of the course.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The information provided in the Assessment Summary is to assist students successfully achieve the course requirements.
    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
    Specific Course Requirements
    All students are encouraged to attend lectures and are required to attend the compulsory tutorial sessions. In the case of absence an email to the course coordinator, or a medical certificate or other verification is required.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Weighting Learning Outcome
    Solo presentation Summative 30% 1, 3, 4
    Formal Essay Summative 50% 1, 2, 3, 4
    Reflective writing Summative 20% 1, 2, 3, 4
    Assessment Related Requirements
    Students 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 Detail
    Assignment 1:Reflective writing task on Educational Leadership.
    Word length: 1,000 words
    Weighting
    : 20%
    Due Date: 23 March 2018

    Using the course materials covered provide a personal reflection on the theories, concepts and strategies for educational leadership.

    Support your reflection with reference to at least 2 pieces of  academic research writing. Your response will be assessed for depth of reflection, structure, and quality of your integration of evidence and  practice. 

    Assignment 2: Solo presentation: A presentation using PowerPoint.
    Weighting:
    30%
    Due Date: Commencing 29 March 2018 (schedule to be confirmed in tutorials)

    The solo presentation (10 mins) is expected to take a maximum total of 15 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 5 minutes.

    Assignment 3
    Research Essay
    Weighting:50%
    Word Length: 3,000 words
    Due Date: 15 June 2018

    A research essay of up to 3,000 words (topic devised by the student, in negotiation with the lecturer by week 4).

    Students will be required to examine underlying themes of educational leadership and management challenges. Students will explore the impact of various leadership strategies on building teacher and student capacities that lead to quality learning in a range of contexts (you must look at least 2 contexts). Students will develop specific knowledge, skills and understanding of educational leadership in context.

    The research essay should demonstrate your capacity to:

    1. Demonstrate an understanding of factors that contribute to educational policy and practices
    2. Demonstrate knowledge and understanding of complexities and challenges of educational leadership
    3. Demonstrate knowledge and understanding of the complexities of educational leadership within a context( and applied to at least 2 contexts).
    4. Evaluate models and strategies of educational leadership and their impact on teacher and student capacity  
    5. Access, analyse and synthesise information and explore ideas to substantiate your argument
    6. Demonstrate high level written skills

    Assessment Summary
    This course uses 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.
    Submission
    • All assignments must be word-processed or typed. Illegibly written or badly presented assignments will be sent back for re-transcription.  Legible typescript and the quality of English expression are considered to be integral parts of the assessment process.
    • Assignments must have all pages numbered and your name on the header.
    • Clearly indicate on the front page of the assignment: your name, student ID, word length, course and name of your lecturer.
    • Include a detailed reference list.  Content and quality of thought matter more than quantity but you should keep within 10% of the prescribed limit.
    • Online submission will be via Turnitin on Canvas.
    • Extensions can only be sought under the provisions of the Modified Arrangements for Coursework Assessment Policy or the Reasonable Adjustments for Teaching and Assessment for Students with a Disability Policy.
    • For work that is late without formal extension, 2 percentage points will be deducted from the mark for every day (or part thereof) the work is late to a maximum of 7 days (including weekends and public holidays).  For example, an assignment that is 3 days late: raw score of 80% - 6 marks lateness deduction = 74% final mark.
    • For work with a formal extension, these penalties will apply from the extended due date.
    • There will be a cut-off date for each assignment 7 days (including weekends and public holidays) after the original due date unless otherwise stipulated on MyUni. Work will not be accepted after the cut-off date, and a mark of zero will automatically be awarded for the assignment.
    • Applications for variations to the cut-off date can only be made by the Course Coordinator on pedagogical grounds and must approved by the relevant School Learning and Teaching Committee.
    • If you are experiencing any difficulties understanding an assignment you are encouraged to make an appointment with your lecturer for early clarification.We understand that illness and family responsibilities usually affect everyone at some point.  If you discuss the difficulty with us promptly, we may be able to negotiate a solution.
    • Students are encouraged to check their marks and notify the lecturer-in-charge of any discrepancies.
    • Students must not submit work for an assignment that has previously been submitted and assessed for this course or any other course.
    Course Grading

    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.

  • Student Feedback

    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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.