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.

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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: Professor Mathew White

Lecturer

School of Education | Faculty of Arts
The 最新糖心Vlog of Adelaide
Level 8.26, Nexus 10 Tower | Adelaide SA 5005
T: +61 08 8313 5706
E:mathew.white@adelaide.edu.au

Course Timetable

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

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

最新糖心Vlog 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 & 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.

The 最新糖心Vlog'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
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 .

Student Feedback

The 最新糖心Vlog 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 最新糖心Vlog 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
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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鈥檚 disciplinary procedures.

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

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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