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: 1. to develop an understanding of schools as organisations and how context influences effectiveness 2. to appreciate the notion of teamwork and how distributed leadership is effective in organisations 3. to enable students to understand the key responsibilities of effective leadership eg leading teaching and learning, recruitment 4. to appreciate that the management of performance needs to be central to overall leadership and management at institutional level 5. to reflect on school leadership in the 21st century and how leaders need to think and act both locally and globally.
The module is divided into the following topics: 1. Context for leadership and management 2. Organisational cultures, structures and roles 3. Models of educational leadership 4. Leading and managing through teams 5. Distributed leadership 6. Creating strategic direction 7. Leading learning and teaching 8. Managing meetings, time and stress 9. Recruitment and selection 10. Induction and retention 11. Managing conflict 12. Leading and managing performance 13. Leadership for inclusion 14. Leading and managing change 14. Developing future leaders - international perspectives.
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%
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%
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%+
be able to effectively contextualise their understanding so as to critically evaluate the leadership and management of change in an institution/organisation with which they are familiar.
have a critical awareness of how effective leadership facilitates the building of successful learning communities.
have a critical understanding of leadership and management in the context of educational organisations.
|Models of educational leadership||50.00|
Teaching and Learning Strategy
Ten three hour lectures to deliver the themes studied in this module.
Students will use their private study time to complete the reading required for each lecture and for the completion of the two assignments.
- 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
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.
- Principles of Educational Leadership and Management - Bush, Bell and Middlewood (2019)
- Theories of Educational Leadership and Management - Bush (2020)
RECOMMENDED FURTHER READING 1. Belbin, R.M. (1993) Team Roles at Work. 2. Davies, B. (2009) The Essentials of School Leadership 3. ESTYN - Twelve secondary school improvement journeys (2013), A self-evaluati
ACADEMIC JOURNALS • Educational Management, Administration and Leadership • School Leadership and Management • International Journal of Leadership in Education