EDUC 7013 - Educational Leadership in Diverse Contexts
North Terrace Campus - Semester 1 - 2019
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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 Assessment PowerPoint presentation 30%, Essay 50%, Reflective writing 20% Course Staff
Course Coordinator: Associate Professor Mathew White
School of Education
Faculty of Arts
The University of Adelaide
Level 8.26, Nexus 10 Tower
Adelaide SA 5005
T: +61 (0)8 8313 5706
E: mathew.white@adelaide.edu.au
View Associate Professor White's Researcher Profile hereCourse Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
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Learning Outcomes
Course Learning Outcomes
On successful completion of this course students will be able to: APST* 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 *Australian Professional Standards for Teachers (APST) - https://www.aitsl.edu.au/teach/standards
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
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Learning Resources
Required Resources
A reader is not required for this course as readings, along with resources, will be provided online via MyUni.Recommended Resources
Additional resources may be uploaded on MyUni during the course.Online Learning
This course is delivered in blended mode and MyUni will be used extensively in this course for announcements, resources, and assessment. Students are expected to be actively checking the MyUni course page regularly for announcements, lecture slides, general course information, assessment details, intensives preparation, additional readings and suggested links. Please ensure you access the MyUni course page before the start of semester. This is your responsibility.
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Learning & Teaching Activities
Learning & Teaching Modes
This is a blended course delivered in two two-day on-campus intensives on Fridays and Saturdays (9 – 5pm) with regular online activities to support student learning. Before and after each intensive, weekly discussion forums will strengthen your critical thinking skills and create class community. Intensives are highly interactive and may include expert guest speakers.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
* A total of 80% attendance at both intensives is a requirement for students to pass this course. Attendance at Intensives is a coursework requirement.Delivery or Engagement Mode Hours Face-to-face intensive workshops (4 full days)* 30-32 hours Online discussion 6-8 hours Assignments, reading and research (Approx 12 hours per week) 120 hours TOTAL 156 hours Learning Activities Summary
Interactive Online Activities Modules* 1 - 2 (Interactive discussions on MyUni)
Topics include: What’s educational leadership? Distributed Leadership
Intensive 1 Module* Topic 3 A Systems Approach to Leadership 4 Blended Power: Leadership & Learning 5 Leading with Moral Purpose 6 Culture, Context & Educational Leadership
Interactive Online Activities Modules* 7 - 11 (Interactive discussions on MyUni)
Topics include: Developing Student Leadership in Education, Uplifting Leadership, and Heroic leadership
Intensive 2 Module* Topic 12 Instructional Leadership 13 Values in Educational Leadership 14 Leadership Theory into Action and Action into Theory 15 Guest Speaker TBC
* PLEASE NOTE: Modules are not weeks.Interactive Online Activities Modules* 16-18 (Interactive discussions on MyUni)
Topics include: Gender and leadership in education management -
Assessment
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 Summary
Assessment Task Task Type Weighting Learning Outcome APST 2000-word Literature Review Summative 35% 1, 3, 4 2000-word Research Essay Summative 45% 1, 2, 3, 4 Discussion Forum (x4) 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
Assessment Task Description Due Date Literature Review
(2000 words; 35%)After reflecting on the many discussions during the first intensive choose a topic from the field of education leadership that interests you in consultation with your lecturer. Contemporary refers to within the past 5 years. For example, topics could include the impact of organizational vision and mission; leading curriculum, instruction and assessment, leading school climate, culture; and approaches leading change.Write a literature review of peer-reviewed articles published over the past ten years.
Your review should:- Determine what has already been written on a topic
- Provide an overview of critical concepts
- Identify major relationships or patterns
- Identify strengths and weaknesses
- Identify any gaps in the research
- Identify any conflicting evidence
Please note: APA, Harvard, Vancouver or style can be used for referencing. Ensure you are consistent with your chosen referencing style throughout your paper. Please
refer to the University of Adelaide Referencing Guides for assistance.Refer to MyUni Research Essay
(2000 words; 45%)Choose one of the following questions and write a 2,000-word research essay: - While there is widespread recognition of the relevance of 21st learning skills many educational institutions and curriculum remain caught in the past. Write an essay evaluating various leadership theories and models to address this challenge. You must refer to scholarly publications in your essay to support your claims.
- Instructional leadership is professed as one of the most effective techniques to improve student outcomes in education. Referring to scholarly publications evaluate the validity of this claim.
- A topic developed in consultation with your lecturer.
Please note: APA, Harvard, Vancouver or style can be used for referencing. Ensure you are consistent with your chosen referencing style throughout your paper. Please refer to the University of Adelaide Referencing Guides for assistance.Refer to MyUni Discussion Forums
(20%)There are eight (8) discussion forums for this course. Four (4) discussion boards will be assessed where your comments will be assessed using a marking rubric. Students will complete a total of 6 hours’ worth of discussion boards over the duration of the course. Refer to MyUni Submission
You must submit an assessment task in accordance with the specified deadline, format and lodgement instructions, except as provided in the Modified Arrangements for Coursework Assessment Policy. All submissions will be via MyUni. Specific information will be provided in the Assessment instructions for each item online. Students will be required to upload all written Assignment via Internet-based plagiarism detection service turnitin on MyUni.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.
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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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- 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 Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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.
