Developing your school as a learning organisation Phase 1
Run by School of Educational Sciences
30.000 Credits or 15.000 ECTS Credits
Organiser: Mr Jeremy Griffiths
Overall aims and purpose
To enable Headteachers to effectively lead and manage change while building resilience.
• The students will explore current thinking in relation to transformational leadership (vision, support, challenge) and distributed leadership;
• They will critically reflect and evaluate their current practice and leadership position within the context of this current thinking as a new leader, the professional standards (in particular leadership) and their school as a learning organisation;
• They will consider a current situation that requires change and conduct an intervention taking into consideration their leadership behaviours along with resilience building.
40-49%, Fail: Some consideration given to planning and structure, limited in depth of analysis and use of research, but demonstrating some understanding of the subject matter.
30-39%, Fail: Below the threshold level for Masters’, despite showing a little evidence of relevant study and knowledge.
0-30%, Fail: Seriously deficient, lacking any real evidence of subject knowledge or understanding.
60-69%, Merit: Shows significant insight, offers sustained and relevant analysis, well researched and referenced and written with a clear structure and style.
50-59%, Pass: Clear evidence of planning leading to a good structure, sound understanding of theories and analysis, and good use of research supported by appropriate evidence.
85-100%, Distinction: Outstanding work which demonstrates exceptional scholarship and is worthy of publication, or instrumental in developing professional practice.
70-84%, Distinction: Demonstrates excellence in power of analysis, argument, originality, range of research, organisation and stylistic quality.
A critical and comprehensive understanding of the links between transformational leadership, distributed leadership and effective change;
A critical understanding of the relationship between the professional standards and a research-informed personal conceptualisation of her/himself as a leader within the context of a school as a learning organisation;
A research informed knowledge and understanding of how to lead and mange change while building resilience.
|Portfolio Component 1||75.00|
Teaching and Learning Strategy
Independent and distance learning
Scheduled learning – lecture, group work, tutorial.
- 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
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/xme-4702.html
Essential 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.
Essential Arthur, C.A. and Hardy, L. (2014). Transformational leadership: a quasi-experimental study Leadership & Organization Development Journal, 35, 38-53.
Essential Alliger, G.M. et al. (2015). Team resilience: How teams flourish under pressure Organisational Dynamics, 44, 176-184.