Leading Educational Change

EDUC62731 Leading Educational Change 20 Semester 1 Postgraduate Taught Level 6 Education 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.Theme 1: Examining what is meant by ‘change’ • How notions of ‘change’ are located within ideological, political and epistemological contexts and structures. • How the ‘school effectiveness and school improvement’ movement exemplifies this.Theme 2: A critical perspective on leading change • How reform agendas require problematisation to evaluate how they may disrupt or reproduce inequities.  • In other words, who benefits from the proposed changes? Who loses? What can be done about that as a leader? What place do values have in the proposed changes? Whose values are they?Theme 3: Counter-productive motivators for and mechanisms of change • High-stakes accountability • Performativity • Micro-politics • How these impact on teacher professionalism, motivation and retention.Theme 4: Productive motivators for and mechanisms of change • Educational values • Respecting teachers’ professionalism • Relational leadership for improved professional relationships. The course unit is arranged into four themes.Theme 1: Examining what is meant by ‘change’ • How notions of ‘change’ are located within ideological, political and epistemological contexts and structures. • How the ‘school effectiveness and school improvement’ movement exemplifies this.Theme 2: A critical perspective on leading change • How reform agendas require problematisation to evaluate how they may disrupt or reproduce inequities.  • In other words, who benefits from the proposed changes? Who loses? What can be done about that as a leader? What place do values have in the proposed changes? Whose values are they?Theme 3: Counter-productive motivators for and mechanisms of change • High-stakes accountability • Performativity • Micro-politics • How these impact on teacher professionalism, motivation and retention.Theme 4: Productive motivators for and mechanisms of change • Educational values • Respecting teachers’ professionalism • Relational leadership for improved professional relationships. <ul> <li> Encourage understanding of key discursive, sociological and policy motivators for educational change</li> <li> Explore the discourses and conceptualisations of change constructed through these differing perspectives</li> <li> Critically examine the role of leadership in effecting these changes.</li> </ul> <ul> <li> Demonstrate knowledge of why change is a policy imperative in many education systems and how discourses influence the changes required both inside and outside the school setting</li> <li> Apply differing models of educational leadership, and the perspectives on change their adoption produces, in their leadership practice</li> <li> Demonstrate knowledge of the relationship between school cultures, structures and change and how this applies in their practice.  </li> </ul> <ul> <li> Critical thinking in relation to issues of educational change and development</li> <li> Critical examination of sociological perspectives on educational change, to argue what a ‘good’ or ‘better’ school is in relation to discourse</li> <li> A sophisticated and critical engagement with national and international education policy documents.  </li> </ul> <ul> <li> Effective contributions to debates about educational change</li> <li> Synthesis from a range of sources to develop coherent and compelling arguments</li> <li> Critical analysis and interpretation of research and conceptual papers in educational change leadership.  </li> </ul> <ul> <li> Demonstrate an ability to critically examine the work of others in the field and policy positions; and to identify the discourses underpinning policy positions.</li> <li> Demonstrate effective skills in writing, an ability to describe, synthesise and explain sophisticated arguments; and to construct own arguments.</li> <li> Construct and defend arguments through effective oral and presentational skills. </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 a combination of face-to-face contact during the year 1 Course Conference;  directed reading and engagement with online resources and material; and work in small (3-5 students) groups using online tools such as Slack. There will be a mixture of online materials provided that students must engage with, including podcasts, videos, lectures and interviews. Students will also be required to complete diverse online tasks to demonstrate their understanding of the learning objectives: these include quizzes, multiple-choice and open questions. Students will also learn through engaging in directed and independent wider reading. 2 Written assignment (inc essay) 100% Assignment (75%): a 3000-word critically evaluative account of an aspect of educational change that you have been involved with or that you have observed.Critical evaluation of the dissemination process (25%): Students’ are expected to develop a short report or presentation of their reflections on the change initiative with which they have been involved for their institutional colleagues. They will then be required to produce a 1000-word, critical account of this dissemination process and its purposefulness. Students will also be required to submit (append) evidence of the institutional report or presentation they disseminated to their colleagues. EDUC62731 onl cond 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 Ainscow, M., and Sandill, A., 2010. Developing inclusive education systems: the role of organisational cultures and leadership. International Journal of Inclusive Education, 14(4), 401-416. Anderson, I. and Bennett, N., 2003. Developing Educational Leadership, London: Paul Chapman Publishing.  Bottery, M., 2004. The Challenges of Educational Leadership. London: Paul Chapman Publishing.  Chapman, C., 2006. School Improvement through External Intervention? London: Continuum.  Courtney, S.J., (2014). Post-panopticism and school inspection in England. British Journal of Sociology of Education. Advance online publication. DOI:10.1080/01425692.2014.965806.  Eacott, S., (2015). Educational leadership relationally: A theory and methodology for educational leadership, management and administration. Rotterdam: SensePublishers.  Fullan, M., 2001. The new meaning of educational change. London: RoutledgeFalmer.  Gunter, H.M., 2001. Leaders and Leadership in Education, London: Paul Chapman Publishing.  Gray, J., and Wilcox, B., 1995. Good School Bad School: Evaluating Performance and Encouraging Improvement, Buckingham: Open University Press.  Hadfield, M., and Chapman, C., 2009. Leading School Based Networks, London: Routledge.  Harris, A., and Chrispeels, J., 2006. Improving Schools and Educational Systems: International Perspectives, London: Routledge.  Harris, A., Hopkins, D., Day, C., Hadfield, M., Hargreaves, A., and Chapman, C., 2003. Effective Leadership for School Improvement, London: Routledge.  Lindahl, R.A., 2007. Why is leading school improvement such a difficult process? School Leadership and Management, 27(4), 319-332.  MacBeath, J., 2008. Stories of Compliance and Subversion in a Prescriptive Policy Environment. Educational Management Administration & Leadership. 36(1) 123–148.  Sergiovanni, T.J., 2001. Leadership-What’s in it for schools? London: Routledge Falmer.   eAssessment 50 Practical classes & workshops 5 0 145 Learning Hours:Face-to-face contact (course conference): 5 hours Online Tasks and Activities (group discussions): 50 hours Directed private study (course materials): 60 hours Directed Reading: 50 hours Assignment Preparation: 35 hours Total Hours 200