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