EDUC61792
Leadership of International Schools
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
<div> Brief Description of this Unit’s Content</div><div> </div><div> The course unit is arranged into four themes. </div><div> </div><div> Theme 1: Historical overview and Examining internationalism and Global Citizenship </div><div> • The birth and expansion of international schools</div><div> • How notions of ‘internationalism and Global Citizenship’ are located within ideological, political and epistemological contexts and structures. </div><div> • How international schools and related bodies extoll and promote this. </div><div> </div><div> </div><div> Theme 2: A critical perspective on implementing emancipatory education </div><div> • How private school organisation requires problematisation to evaluate how they may disrupt or reproduce inequities. </div><div> • 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?</div><div> • How state sector professional preparation fails to equip leaders with the critical tools for high-stakes independent leadership.</div><div> </div><div> Theme 3: Problematic influencers of change in international settings</div><div> • Overarching responsibility</div><div> • Permanent transformation</div><div> • Balkanisation</div><div> • Cultural considerations</div><div> • How these impact on teacher professionalism, motivation and retention.</div><div> </div><div> Theme 4: Productive motivators for leading internationally</div><div> • Human rights and educational focus</div><div> • Breaking down hierarchies – working to develop educational values</div><div> • Global Citizenship Education as leadership discourse</div><div> </div>
<div> Brief Description of this Unit’s Content</div><div> </div><div> The course unit is arranged into four themes. </div><div> </div><div> Theme 1: Historical overview and Examining internationalism and Global Citizenship </div><div> • The birth and expansion of international schools</div><div> • How notions of ‘internationalism and Global Citizenship’ are located within ideological, political and epistemological contexts and structures. </div><div> • How international schools and related bodies extoll and promote this. </div><div> </div><div> </div><div> Theme 2: A critical perspective on implementing emancipatory education </div><div> • How private school organisation requires problematisation to evaluate how they may disrupt or reproduce inequities. </div><div> • 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?</div><div> • How state sector professional preparation fails to equip leaders with the critical tools for high-stakes independent leadership.</div><div> </div><div> Theme 3: Problematic influencers of change in international settings</div><div> • Overarching responsibility</div><div> • Permanent transformation</div><div> • Balkanisation</div><div> • Cultural considerations</div><div> • How these impact on teacher professionalism, motivation and retention.</div><div> </div><div> Theme 4: Productive motivators for leading internationally</div><div> • Human rights and educational focus</div><div> • Breaking down hierarchies – working to develop educational values</div><div> • Global Citizenship Education as leadership discourse</div><div> </div>
<ul> <li> Encourage understanding of key discursive, sociological and policy motivators for leadership of international schools</li> <li> Explore the discourses and conceptualisations of leadership in this globalising context </li> <li> Critically examine the role of leadership in effecting emancipatory change as promoted by international schools</li></ul><div> </div>
<div> • Demonstrate knowledge of why change is a leader constructed policy imperative that requires critical and intellectual engagement from the leader </div><div> • Apply individualised analysis of educational leadership drawing on the relevant literature, and notionally apply to their own leadership practice </div><div> • Demonstrate knowledge of the relationship between international school values, cultures and structures and the globalising market-driven context and how this applies in their practice.</div><div> </div>
<div> • Critical thinking in relation to issues of non regulated education and leadership in developing countries and/or where state regulation is secondary</div><div> • Critical examination of sociological perspectives on international schools leadership to argue what a ‘good’ or ‘better’ school is in relation to discourse </div><div> • A sophisticated and critical engagement with international education policy as promoted by various franchises and bodies </div><div> </div>
<div> • Effective contributions to debates about international educational leadership </div><div> • Synthesis from a range of sources to develop coherent and compelling arguments </div><div> • Critical analysis and interpretation of research and conceptual papers in international schools’ leadership. </div><div> </div>
<div> • Demonstrate an ability to critically examine the work of others in the field and policy positions; and to identify the discourses underpinning policy/leadership positions. </div><div> • Demonstrate effective skills in writing, an ability to describe, synthesise and explain sophisticated arguments; and to construct own arguments.</div><div> • Construct and defend arguments through effective oral and presentational skills. </div><div> • Demonstrate the ability to study independently, gather, handle and process information effectively, and engage in reflective practice. </div><div> • Manage one’s time effectively.</div>
<p>Students’ learning for the taught element of this course unit is online: directed reading and engagement with online resources and material; and work in small (3-5 students) groups using online tools such as BlackBoard and PebblePad. 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.</p>
<p>Assignment (50%): a 5 minute video presentation which critically evaluates an aspect of international schools’ leadership that you have been involved with or that you have observed.</p><p>2000 word Critical evaluation of the dissemination process (50%): Students’ are expected to develop a short report or presentation of their reflections on the 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.</p>
EDUC61792 ELiP Online Conditions-Programme 09685, 10026, 10154, 10394,10438
MA Ed Leadership in Practice
MA Ed Leadership in Practice
PGDT Taught Component
Optional
MA ELiP
MA ELiP
PGDT Taught Component
Optional
N
<p><div> Andreotti, V. 2011. “(Towards) Decoloniality and Diversality in Global Citizenship Education.” Globalisation, Societies and Education 9 (3-4): 381–397. doi: 10.1080/14767724.2011.605323 </div><div> Cambridge, J. 2003. “Identifying the Globalist and Internationalist Missions of International Schools.” International Schools Journal 22 (2): 54–58.</div><div> Caffyn, R. (2010). We Are in Transylvania, and Transylvania Is Not England': Location as a Significant Factor in International School Micropolitics. Educational Management Administration & Leadership, 38, 321.</div><div> Doherty, C. 2009. “The Appeal of the International Baccalaureate in Australia’s Educational Market: A Curriculum of Choice for Mobile Futures.” Discourse: Studies in the Cultural Politics of Education 30 (1): 73–89</div><div> Gardner-McTaggart, A. 2016. “International Elite, or Global Citizens? Equity, Distinction and Power: The International Baccalaureate and the Rise of the South.” Globalisation, Societies and Education, Taylor and Francis, 14 (1): 1–29. doi: 10.1080/14767724.2014.959475 </div><div> Gardner-McTaggart, A. 2018b. “Leadership of International Schools and the IB Learner Profile.” Educational Management Administration and Leadership, Sage, online first. </div><div> Gardner-McTaggart, A. 2018c. “Birds of a Feather: Senior International Baccalaureate International Schools Leadership in Service.” Journal of Research in International Education, Sage 17 (1): 67–83. doi: 10.1177/1475240918768295 </div><div> Gardner-McTaggart, A. 2018d. “The Promise of Advantage: Englishness in IB International Schools.” Perspectives: Policy and Practice in Higher Education, 109–114. Taylor and Francis, online first. </div><div> Gardner-McTaggart, A., and N. Palmer. 2017. “Global Citizenship Education Technology and Being.” Globalisation, Societies and Education 16 (2): 268–281. doi: 10.1080/14767724.2017.1405342 </div><div> Keller, D. 2014. “Leadership of International Schools: Understanding and Managing Dualities.” Educational Management Administration & Leadership 43 (6): 900–917. doi: 10.1177/1741143214543201 </div><div> Lee, M., and E. Wright. 2016. “Moving from Elite International Schools to the World’s Elite Universities.” International Journal of Comparative Education and Development 18 (2): 120–136. doi: 10.1108/IJCED-01-2016-0002</div><div> Mancuso, S., Robers, L., & White, G. (2011, January 7). Teacher retention in international schools: The key role of school leadership. Journal of Research in International Education, 9(3), 306-323.</div><div> Marshall, H.. 2011a. “Instrumentalism, Ideals and Imaginaries: Theorising the Contested Space of Global Citizenship Education in Schools.” Globalisation, Societies and Education 9 (3-4): 411–426. doi: 10.1080/14767724.2011.605325</div><div> Matthews, J., and R. Sidhu. 2005. “Desperately Seeking the Global Subject: International Education, Citizenship and Cosmopolitanism.” Globalisation, Societies and Education 3 (1): 49–66. doi: 10.1080/14767720500046179</div><div> Pashby, Karen. 2011. “Cultivating Global Citizens: Planting New Seeds or Pruning the Perennials? Looking for the Citizen-subject in Global Citizenship Education Theory.” Globalisation, Societies and Education 9 (3-4): 427–442. doi: 10.1080/14767724.2011.605326</div><div> Roberts, L., and S. Mancuso. 2014. “What Kind of International School Leaders are in Demand Around the World? A Test of Differences by Region and Stability Over Time.” Journal of Research in International Education 13 (2): 91–105. doi: 10.1177/1475240914532214</div><div> Stevenson, H., P. Thompson, and S. Fox. 2014. IB Middle Years Programme in the UK: Implementation Practices a
Lectures
55
0
145
<p>Learning Hours are organised as follows:</p><p>Online tasks and activities (group discussions): 55 hours</p><p>Directed private study (course materials): 60 hours</p><p>Directed reading: 50 hours</p><p>Assignment preparation: 35 hours</p><p>Total hours: 200</p>