EDUC 7068 - Leading Positive Change

North Terrace Campus - Semester 2 - 2020

In this course, students will explore positive leadership theory. This approach focuses on the process of creating pathways for positive leadership and is illustrated by examples of outcomes that far exceed what is expected in education. The course examines evidence-based principles, including appreciative inquiry, which aims to promote educational outcomes including exceptional performance, better interpersonal skills, and positive emotions. Finally, students in this course will examine the process required to develop the best of humanity or virtuousness in education and what that means for leadership in general.

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Course Details

Course Code	EDUC 7068
Course	Leading Positive Change
Coordinating Unit	School of Education
Term	Semester 2
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	36 hours blended intensive
Available for Study Abroad and Exchange	Y
Assessment	Literature Review 40%, Essay 60%

Course Staff

Course Coordinator: Associate Professor Mathew White

A/Prof 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 .

Please note this course is taught in blended-intensive mode at Prince Alfred College 23 Dequetteville Terrace, Kent Town SA 5067.

It is not taught onsite at the 最新糖心Vlog of Adelaide.

There will be two face-to-face Intensives, each with two days of activity. There are preparatory activities to complete before each Intensive period. You are also expected to contribute to online discussion boards to support your learning.

Intensive Teaching Dates and expectations *

Intensive One (9am - 5pm)
Friday 16 August 2019
Saturday 17 August 2019

Intensive Two (9am - 5pm)
Friday 20 September 2019
Saturday 21 September 2019

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

Course Learning Outcomes

On successful completion of this course students will be able to:		APST*
1	Appraise positive leadership theory for leading change.
2	Critique positive leadership practice and processes.
3	Construct your vision of positive leadership to create change.

*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)	1,2,3
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	1,2,3
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	1,2,3
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1,2,3
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	1,2,3
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	1,2,3

Learning & Teaching Modes

This is a blended course delivered in two two-day face-to-face 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: Discussion Boards on MyUni
Module*	Topic
1	What is positive change?
2	Culture, context, values and building sustainable change

Intensive 1: 16-17 August 2019 (Prince Alfred College)
Module*	Topic
3	Defining positive change: influencers and motivators
4	Culture, context, values and building sustainable change
5	Evidence-based and research informed approaches to positive change
6	Leading positive change: competing values of leadership and effectiveness

Interactive Online Activities: Discussion Boards on MyUni
Module*	Topic
7	Reflecting on Intensive 1
8	Appreciative Inquiry Discovery: What gives life?
9	Appreciative Inquiry Dream: What might be?
10	Appreciative Inquiry Design: How can it be?
11	Appreciative Inquiry Destiny: What will it be?

Intensive 2: 20-21 Sept 2019 (Prince Alfred College)
Module*	Topic
12	Positive change processes: SOAR
13	Positive change processes: intergenerational learning leadership
14	Theory into Practice and Practice into Theory: International Case Studies
15	Theory into Practice and Practice into Theory: International Case Studies

Interactive Online Activities: Discussion Boards on MyUni
Module*	Topic
16	Reflecting on Intensive 2
17	Learning application
18	Course Wrap-up & Reflection

* 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%	1,2,3
2000-word Research Essay	Summative	45%	1, 2, 3
Discussion Forum (x4)	Summative	20%	1, 2

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 10 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. Word count: The word count is + or - 10% of the word count. The word count does not include tables, figures and references. 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%)	A 2,000-word research essay chosen from three topics. 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. Word count: The word count is + or - 10% of the word count. The word count does not include tables, figures and references. 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 .

Faculty of Arts Late Assignment Policy

Lateness Penalties: For work that is late without formal extension, 2 percentage points will be deducted from the mark for every day (or part thereof) the workis 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.

Cut-off 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 . Work will not be accepted after the cut-off date, and a mark of zero will automatically be awarded for the assignment.

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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