EDUC 7013 - Educational Leadership in Diverse Contexts

North Terrace Campus - Semester 1 - 2019

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: Associate Professor Mathew White

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 (0)8 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:		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

*最新糖心Vlogn Professional Standards for Teachers (APST) -

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

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: Modules are not weeks.

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	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 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 最新糖心Vlog of Adelaide Referencing Guides for assistance.	Refer to
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. 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 最新糖心Vlog of Adelaide Referencing Guides for assistance.	Refer to
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

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 . 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 .

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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