Education Policy and Leadership

EDUC61741 Education Policy and Leadership 20 Semester 1 Postgraduate Taught Level 6 Alexander Gardner-McTaggart Unit coordinator Education 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 10.0 Theme 1: What is policy? <ul> <li> Definitions</li> <li> Policy travel, borrowing and re-contextualisation</li> <li> Interrogating policy: Bacchi’s ‘WPR’ approach. </li> </ul> Theme 2: Policy reforms <ul> <li> How international discourses variously enable or hinder certain policies and/or reform agendas</li> <li> Welfarism</li> <li> The <a>Great</a> Education Reform Movement (GERM) <ul style="list-style-type: circle"> <li> Neoliberalism and choice</li> <li> Corporatisation and privatisation</li> </ul> </li> <li> The role of educational leadership in policy reform.</li> </ul> Theme 3: Policy actors <ul> <li> Who ‘does’ policy?</li> <li> The role of educational leaders</li> <li> Policy networks.</li> </ul>  Theme 4: Policy technologies <ul> <li> Definitions and debates</li> <li> Governing by numbers</li> <li> The role of educational leaders and leadership.</li> </ul> Theme 5: Policy enactment <ul> <li> How is policy ‘done’?</li> <li> Implementation or enactment?</li> </ul>  Theme 6: Policy research <ul> <li> Investigating policy.</li> </ul> Theme 1: What is policy? <ul> <li> Definitions</li> <li> Policy travel, borrowing and re-contextualisation</li> <li> Interrogating policy: Bacchi’s ‘WPR’ approach. </li> </ul> Theme 2: Policy reforms <ul> <li> How international discourses variously enable or hinder certain policies and/or reform agendas</li> <li> Welfarism</li> <li> The <a>Great</a> Education Reform Movement (GERM) <ul> <li> Neoliberalism and choice</li> <li> Corporatisation and privatisation</li> </ul> </li> <li> The role of educational leadership in policy reform.</li> </ul> Theme 3: Policy actors <ul> <li> Who ‘does’ policy?</li> <li> The role of educational leaders</li> <li> Policy networks.</li> </ul>  Theme 4: Policy technologies <ul> <li> Definitions and debates</li> <li> Governing by numbers</li> <li> The role of educational leaders and leadership.</li> </ul> Theme 5: Policy enactment <ul> <li> How is policy ‘done’?</li> <li> Implementation or enactment?</li> </ul>  Theme 6: Policy research <ul> <li> Investigating policy.</li> </ul> To develop students’ knowledge and understanding of debates regarding the development of education policy concerning, promoting or affecting leadership, both within and across national boundaries. <ul> <li> Demonstrate understanding of education policy in and for educational leadership and its relationship to wider changes at both national and international levels </li> <li> Show an understanding of key ideas underpinning changes and developments in education policy and in education policy that concerns leaders.</li> <li> Demonstrate an understanding of educational leadership practices and institutional arrangements as they have developed in the context of policy change.  </li> </ul> <ul> <li> Critical thinking in relation to policy change and development</li> <li> Critically examine theoretical perspectives on educational (leadership) policy as a field of contest</li> <li> Infer meanings from different forms of information about education policy.</li> <li> Problem-solving skills: identify problems and a range of options to resolve them and carry out the most appropriate. Also; problematise taken-for-granted social phenomena.  </li> </ul> <ul> <li> Contribute to debates about education policy development and change</li> <li> Examine educational leadership practices in the light of emerging understandings of policy change and development</li> <li> Examine the implications of policy frameworks and discourses for leadership practice  </li> </ul> <ul> <li> Analytical skills: critically examine the work of others in the field and policy positions; identify the discourses underpinning policy positions.</li> <li> Demonstrate effective skills in writing; in describing, explaining and synthesising arguments; and in constructing one’s own argument.</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 contribute to their achieving the learning objectives. Students will also learn through engaging in directed and independent wider reading.Learning processes in this course unit are distinctive in the requirement for students to explicitly frame an everyday aspect of their professional lives – here, a specific policy – as a problem to be investigated through a range of lenses. The everyday is rendered unusual through this framing, and as a site where students must identify the wider discourses in play and how they influence professional practice.    2 Written assignment (inc essay) 100% EDUC61741 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 Ball, S.  (2007) Education PLC, London: Routledge.Ball, S. (1998) Big Policies/Small World: An Introduction to International Perspectives in Education Policy, Comparative Education, 34: 2, Special Number (20): Comparative Perspective in Education Policy, pp. 119-130.Burch, P. (2009) Hidden Markets, New York, NY: Routledge.Clarke, J. and Newman, J. (1997) The Managerial State, Power, Politics and Ideology in the Remaking of Social Welfare, London: Sage.Courtney, S.J., (2015). Corporatised leadership in English schools. Journal of Educational Administration and History, 47(3), 214–231.Courtney, S.J., (2017). Corporatising school leadership through hysteresis. British Journal of Sociology of Education, 38(7), 1054–1067.Hall, D. Grimaldi, E., Gunter, H., Moller, J., Serpieri, R., and Skedsmo, G. (2016) Educational Reform and Modernisation in Europe: The Role of National Contexts in Mediating the New Public Management. European Educational Research Journal, 14 (16), pp. 487-507Hall, D. and Gunter, H. (2016) England: the European Educational NPM Laboratory in Gunter, H., Grimaldi, E., Hall, D., and Serpieri, R. (Eds) New Public Management and the Reform of Education: European Lessons for Policy and Practice. London: RoutledgeHall, D. and McGinity, R. (2015) Conceptualising teacher professional identity in neo liberal times: Resistance, compliance and reform, Education Policy Analysis ArchivesHall, D. (2013) Drawing a Veil over Managerialism: Leadership and the Discursive Disguise of the New Public Management, Journal of Educational Administration and History, 45 (3), 267-282.Hall, D., Gunter, H., and Bragg, J. (2013) The strange case of the emergence of distributed leadership in schools in England, Educational Review, 65(4), 467-487.Lipman, P. (2004) High stakes education, London: Routledge Falmer.       Ozga, J. (2000) Policy research in educational settings, Buckingham: Open University Press.Parker, S., Gulson, K.N., and Gale, T. (2017) (Eds.). Policy and Inequality in Education. Singapore: Springer.Pollitt, C. (2007) New Labour’s re-disorganization: hyper-modernism and the costs of reform, a cautionary tale. Public Management Review, 9, 529–543.Sachs, J. (2001) 'Teacher professional identity: competing discourses, competing outcomes', Journal of Education Policy, 16: 2, pp 149 — 161.Whitty, G. (2002) Making sense of education policy, London: Sage.Whitty, G. (2016). Research and Policy in Education. London: UCL/IoE Press. eAssessment 65 0 135 Course unit learning hours consist of the following:Online tasks and activities (e.g. journal, webinars, group discussions): 65 hoursPrivate Study: 60 hoursDirected reading: 40 hoursAssignment preparation: 35 hoursTotal: 200 hours