Models of Educational Leadership

EDUC62721 Models of Educational Leadership 20 Semester 2 Postgraduate Taught Level 6 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 10.0 The course unit is arranged into four themes. The precise content of themes two to four may change to reflect newly important models of leadership.  Theme 1: Educational leadership as models • A brief history of the field • The place of adjectival forms of leadership within this history. • The problem with adjectival leadership.Theme 2: Transformational leaders and leadership • What is Transformational Leadership? • Brief history, functions, objectives and significance • Critical evaluationTheme 3: Distributed leaders and leadership • What is Distributed Leadership? • Brief history, functions, objectives and significance • Critical evaluationTheme 4: Instructional leaders and leadership • What is Instructional Leadership? • Brief history, functions, objectives and significance • Critical evaluationTheme 5: Thinking beyond models in educational leadership • Behaviours or practices? • Structure: cultures, policies and discourses. • Agency: doing something new and meaningful.  • The dangers of reification. The course unit is arranged into four themes. The precise content of themes two to four may change to reflect newly important models of leadership.  Theme 1: Educational leadership as models • A brief history of the field • The place of adjectival forms of leadership within this history. • The problem with adjectival leadership.Theme 2: Transformational leaders and leadership • What is Transformational Leadership? • Brief history, functions, objectives and significance • Critical evaluationTheme 3: Distributed leaders and leadership • What is Distributed Leadership? • Brief history, functions, objectives and significance • Critical evaluationTheme 4: Instructional leaders and leadership • What is Instructional Leadership? • Brief history, functions, objectives and significance • Critical evaluationTheme 5: Thinking beyond models in educational leadership • Behaviours or practices? • Structure: cultures, policies and discourses. • Agency: doing something new and meaningful.  • The dangers of reification. <ul> <li> To explore the historical, political and epistemological reasons why educational leadership is often conceptualised in the literature as a set of models.</li> <li> To examine what this means in diverse international contexts and the impact that such thinking may have.</li> <li> To examine and evaluate a range of key models in the development of the field of educational leadership.</li> </ul> <ul> <li> Demonstrate understanding of why leadership in education has come to be conceptualised as a series of models.</li> <li> Define and critique a range of models in educational leadership.</li> <li> Locate own practice in a conceptualisation that moves beyond models.  </li> </ul> <ul> <li> Through scholarly self-reflection, relate conceptual and theoretical understandings of educational leadership to own and/or local knowledge and practices of educational leadership;</li> <li> Problematise knowledge production in the field.  </li> </ul> <ul> <li> Apply the modelling of educational leadership to an analysis of practices in the professional field, and interrogate one’s own practices.</li> <li> Process and present information in an appropriate format.  </li> </ul> <ul> <li> Demonstrate the ability to apply conceptual knowledge about models of educational leadership to the analysis of real situations.</li> <li> Demonstrate the ability to study independently, gather, handle and process information effectively, and engage in reflective practice.</li> <li> Manage one’s time effectively.  </li> </ul> Students’ learning for the taught element of this course unit is 100% online. There will be a mixture of online materials provided that students must engage with, including podcasts, videos, lectures and interviews. Students will also be able to complete diverse online tasks to demonstrate their achievement of the learning objectives. Students will also learn through engaging in directed and independent wider reading. An important differentiating element of this course unit is the students’ requirement to keep a learning journal in which they make notes on their day-to-day experiences of leading and/or being led. Through this, they will learn to be present in and conscious of their practice, which will inform their assessment and provide a practice-based context for their learning and assessment.   2 Written assignment (inc essay) 100% <ol> <li> Critical analysis of models and modelling in educational leadership (70%).</li> <li> Critical reflection and evaluation of the relation between the student’s own experiences of leading or being led (drawing on the learning journal) and extant models of educational leadership (30%).  </li> </ol> EDUC62721 online conditions 09685, 10026, 10154, 10394, 10438, 10802 MA Ed Leadership in Practice MA Ed Leadership in Practice PGDT Taught Component Mandatory MA ELiP MA ELiP PGDT Taught Component Mandatory N Allix, N.M. (2000). Transformational Leadership: Democratic or Despotic? Educational Management Administration & Leadership, 28(1), 7–20.Arrowsmith, T., 2007. Distributed leadership in secondary schools in England: the impact on the role of the headteacher and other issues. Management in Education. 21(2), 21-27.Bush, T., 2003. Theories of Educational Leadership and Management. 3rd Edition. London: Sage.Currie, G., and Lockett, A., 2007. A Critique of Transformational Leadership. Human Relations, 60(2), 341–370.Glickman, C.D., Gordon, S.P., Ross-Gordon, J.M., (2001). SuperVision and Instructional Leadership: A Developmental Approach. 6th Ed. Needham Heights: Allyn & Bacon/Longman Publishing.Gronn, P., 2000. Distributed Properties : A New Architecture for Leadership. Educational Management Administration & Leadership, 28(3), 317–338.Gunter, H.M., Hall, D., and Bragg, J., 2013. Distributed leadership: A study in knowledge production. Educational Management Administration and Leadership, 41(5), 555-580.Gunter, H., and Raynor, S., 2007. Modernizing the School Workforce in England: Challenging Transformation and Leadership?  Leadership, 3(1), 47–64.Hallinger, P., 2003. Leading Educational Change: reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329–352.Leithwood, K., and Jantzi, D., 2005. A review of transformational school leader research: 1996-2005. Leadership and Policy in Schools, 4, 177-199.Lumby, J., and Coleman, M., 2007. Leadership and Diversity: Challenging Theory and Practice in Education. London: Sage.Yukl, G., 1999. An Evaluation Of Conceptual Weaknesses In Transformational And Charismatic Leadership Theories. Leadership Quarterly, 10(2), 285–305. eAssessment 65 0 135 Scheduled Activity Hours comprises of:Online Tasks and Activities (e.g. journal, webinars, group discussions): 65 hoursPrivate Study: 60 hoursDirected Reading: 40 hoursAssignment Preparation: 35 hoursTotal Hours: 200