Educational Leadership and Management
Run by School of Educational Sciences
30.000 Credits or 15.000 ECTS Credits
Organiser: Mr Huw Clwyd Phillips
Overall aims and purpose
The overall aim is to enable students to have a critical understanding and appreciation of effective educational leadership:
- to develop an understanding of schools as organisations and how context influences effectiveness.
- to appreciate the notion of teamwork and how distributed leadership can be effective in organisations.
- to enable students to understand the key responsibilities of effective leadership eg leading teaching and learning, recruitment.
- to appreciate that the management of performance needs to be central to overall leadership and management at institutional level.
- to reflect school leadership in the 21st century and how leaders need to think and act both locally and globally.
In 2021 this module will start at the end of semester 1 and continue into semester 2 so that students have received the module content before they have their observational placement. This will enable students to be well prepared for the placement module, if they are taking it.
If, in semester 1 2021 lectures are timetabled as being-on line due to covid-19 restrictions, the learning outcomes for this module can be met fully and we will return to campus learning as soon as it is safe to do so. Any planned visits to schools will be replaced with on-line input from professionals in schools to enable students to engage with current educational practice.
The module is divided into the following ten sessions:
- Context for leadership and management
- Organisational cultures, structures and roles Models of educational leadership
- Leading and managing through teams
- Planning for assignment 1
- Leading learning and teaching Managing meetings, time and stress
- Recruitment and selection Induction and retention
- Managing conflict
- Leading and managing performance
- Leading and managing change Planning for assignment 2
- International perspectives on leadership
At this level students show evidence of planning which leads to a satisfactory assignment structure, satisfactory understanding of theories and analysis, and appropriate use of research. Arguments are supported by appropriate evidence. Assignment mark range - 50% - 59% Category - PASS
At this level students show good insight, offer sustained and relevant analysis. Assignments are well researched and referenced, written with a clear structure and style. Assignment mark range - 60% - 69% Category - MERIT
At this level students demonstrate excellence in power of analysis, argument and originality. Students also demonstrate excellent organisation, use a wide range of research and stylistic quality. Assignment mark range - 70%+ Category - DISTINCTION
By the end of this module, successful students will:
- Have a critical understanding of leadership and management in the context of educational organisations.
- Be able to effectively contextualise their understanding so as to critically evaluate the leadership and management in an educational organisation with which they are familiar.
- Have a critical understanding of the nature and leadership of change in educational organisations.
Teaching and Learning Strategy
Students will be given specific tasks to complete during directed independent study time eg feedback based on a reading, individual or collaborative presentations, preparation for assignments.
Contact time: 30 hours. A combination of lectures and seminars.
In semester 1 2020 lectures will be timetabled as being-on line due to covid-19 restrictions. The learning outcomes for this module can be met fully in this way and we will return to campus learning as soon as it is safe to do so. Any planned visits to schools will be replaced with on-line input from professionals in schools to enable students to engage with current educational practice.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- Show originality in the application of subject specific knowledge and understanding.
- Adapt and transfer ideas from one educational context to another.
- Identify problems, evaluate solutions and critique research associated with educational practice.
- Acquire and analyse data in an educational context.
- Adopt an ethically sound approach to research with children and vulnerable adults.