EDUC 7013 - Educational Leadership in Diverse Contexts

North Terrace Campus - Semester 1 - 2020

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
    Professor David Giles
    Adjunct Lecturer
    School of Education
    Faculty of Arts
    The University of Adelaide
    Level 8.26, Nexus 10 Tower
    Adelaide SA 5005
    E: david.giles@adelaide.edu.au


    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: 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
    4
  • 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.

  • 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.

    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
    * A total of 80% attendance at both intensives is a requirement for students to pass this course. Attendance at Intensives is a coursework requirement.
    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

     Interactive Online Activities
    Modules* 16-18 (Interactive discussions on MyUni)

    Topics include: Gender and leadership in education management
    * PLEASE NOTE: This course is taught in blended intensive mode. Modules are not weeks and may be subject to change. Refer to MyUni for the start date for the course.
  • 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 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:
    1. Determine what has already been written on a topic   
    2. Provide an overview of critical concepts
    3. Identify major relationships or patterns
    4. Identify strengths and weaknesses    
    5. Identify any gaps in the research
    6. Identify any conflicting evidence
    About the task: A literature review: provides an overview of information available on a subject identifies the main authors in the subject area evaluates the ideas in the sources included (rather than just describing them) includes your own interpretation of the findings.

    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%)
    2,000-word research essay based on one of three questions.

    About the tasks: A common form of university assessment is the essay. The purpose of essays is for you to demonstrate your understanding of certain key concepts associated with your course and communicate this understanding in a formal, structured way. Essays involve more than simply repeating information from your readings and lecture. They require analysis rather than description, as well as an evaluation of the material and the formation of an argument or interpretation of the set topic.

    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.

  • 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.