Module XMC-4702:
Datblygu eich ysgol fel sefydliad dysgu Cam 1

Module Facts

Run by School of Educational Sciences

30.000 Credits or 15.000 ECTS Credits

Organiser: Dr Susan Jones

Overall aims and purpose

Galluogi Penaethiaid i arwain a rheoli newid yn effeithiol gan feithrin gwytnwch yr un pryd.

Course content

• Bydd y myfyrwyr yn edrych ar ddulliau cyfredol o feddwl yn ymwneud ag arweinyddiaeth sy'n gweddnewid (gweledigaeth, cefnogaeth, her) ac arweinyddiaeth wasgaredig;
• Byddant yn adfyfyrio'n feirniadol a gwerthuso eu dull presennol o ymarfer ac arwain yng nghyd-destun y dull o feddwl cyfredol hwn fel arweinydd newydd, y safonau proffesiynol (yn arbennig arweinyddiaeth) a'u hysgol fel sefydliad dysgu;
• Byddant yn ystyried sefyllfa gyfredol sy'n gofyn am newid ac yn cynnal ymyriad gan ystyried eu hymddygiad arweinyddiaeth ynghyd â meithrin gwytnwch.

Assessment Criteria

threshold

Trothwy

40-49%, Methu: Rhywfaint o ystyriaeth i gynllunio a strwythur, cyfyngedig o ran dadansoddi a defnyddio ymchwil, ond yn dangos rhywfaint o ddealltwriaeth o'r pwnc.

30-39%, Methu: Islaw'r lefel trothwy ar gyfer Meistr, er gwaethaf dangos ychydig o dystiolaeth o astudio a gwybodaeth berthnasol.

0-30%, Methu: Diffygiol iawn, heb unrhyw dystiolaeth go iawn o wybodaeth neu ddealltwriaeth o'r pwnc.

good

Da

60-69%, Teilyngdod: Yn dangos mewnwelediad sylweddol, yn cynnig dadansoddiad parhaus a pherthnasol, wedi ei ymchwilio'n dda a'i gyfeirio a'i ysgrifennu gyda strwythur ac arddull glir. 50-59%, Pasio: Tystiolaeth glir o gynllunio sy'n arwain at strwythur da, dealltwriaeth gadarn o ddamcaniaethau a dadansoddi, a defnydd da o ymchwil wedi'i ategu gan dystiolaeth briodol.

excellent

Ardderchog

70-100%, Rhagoriaeth: Gwaith rhagorol sy'n arddangos ysgolheictod eithriadol ac sy'n deilwng o gael ei gyhoeddi, neu sy'n allweddol wrth ddatblygu ymarfer proffesiynol. 70-84%, Rhagoriaeth: Yn dangos rhagoriaeth mewn grym dadansoddi, dadlau, gwreiddioldeb, ystod o ymchwil, trefniadaeth ac ansawdd arddull.

Learning outcomes

  1. Dealltwriaeth feirniadol a chynhwysfawr o'r cysylltiadau rhwng arweinyddiaeth sy'n gweddnewid, arweinyddiaeth wasgaredig a newid effeithiol;

  2. Dealltwriaeth feirniadol o'r berthynas rhwng y safonau proffesiynol a chysyniad personol, wedi'i seilio ar ymchwil, ohono ef/ohoni hi fel arweinydd yng nghyd-destun ysgol fel sefydliad dysgu;

  3. Gwybodaeth a dealltwriaeth wedi'i seilio ar ymchwil o sut i arwain a rheoli newid gan feithrin gwytnwch yr un pryd.

Assessment Methods

Type Name Description Weight
Portffolio Asesu 1 75.00
Aseiniad Adfyfyriol Asesu 2 25.00

Teaching and Learning Strategy

Hours
Lecture

Dysgu wedi'i drefnu - darlith, gwaith grŵp, tiwtorial.

 8
Work-based learning

Dysgu ar leoliad

 108
 

Dysgu annibynnol ac o bell

 184

Transferable skills

  • 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
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • 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

Resources

Reading list

  • Hanfodol Spillane, J. P. et al., (2015). Opportunities and
    challenges for taking a distributed perspective: Novice school
    principals’ emerging sense of their new position. British Educational Research Journal, 41, 1068-1085.

  • Hanfodol Arthur, C.A. and Hardy, L. (2014). Transformational leadership: a quasi-experimental study
    Leadership & Organization Development Journal, 35, 38-53.

  • Hanfodol Alliger, G.M. et al. (2015). Team resilience: How teams flourish under pressure Organisational Dynamics, 44, 176-184.