| UNIT TITLE |
Leading in Challenging Contexts |
| UNIT CODE |
EPA4155 |
| CREDIT POINTS |
15 |
| FULL YEAR UNIT |
No |
| MODE OF DELIVERY |
On-campus
Online
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DESCRIPTION
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This unit focuses on effective leadership in diverse and demanding educational environments. It examines how school performance information can be used in a sustainable manner to enhance learning opportunities, with particular reference to the needs of Indigenous students.
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| LEARNING OUTCOMES |
On completion of this unit, students should be able to:
- critically discuss the techniques and tools available for analysing the context in which educational institutions operate;
- analyse the way in which culture influences effective teaching and learning, and
- design and develop strategies for sustained improved student performance in a context of uncertain staff and student continuity.
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| UNIT CONTENT |
1. Module One: Analysing the context
- Identifying relevant models of data collection
- Collecting and interpreting data
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Applying findings
2. Module Two: Understanding the prevailing culture
3. Module Three: Leading in a climate of transience
- Transient staff and students
- Maintaining corporate knowledge
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| TEACHING AND LEARNING PROCESSES |
Lectures, workshops and online support. |
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| GRADUATE ATTRIBUTES |
The following graduate attributes will be developed in this unit:
- Ability to communicate
- Ability to work in teams
- Critical appraisal skills
- Ability to generate ideas
- Cross-cultural and international outlook
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| ASSESSMENT |
| Grading Schema 1 |
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| Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners. |
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| Attendance at workshops provides additional opportunities to enhance understanding of unit outcomes and assessment requirements. |
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Item
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On-Campus Assessment
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Value
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Assignment
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Contextual analysis
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30%
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Assignment
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Contextual analysis
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30%
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Assignment
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Contextual analysis
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40%
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Item
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Online Assessment
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Value
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|
Assignment
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Contextual analysis
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30%
|
|
Assignment
|
Contextual analysis
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30%
|
|
Assignment
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Contextual analysis
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40%
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| TEXTS |
| None |
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| SIGNIFICANT REFERENCES |
| ACER & DEETYA. (2001). Learning for all: Opportunities for Indigenous Australians. Melbourne, Vic: ACER. |
| Angus, M., Olney, H., & Ainley, J. (2007). In the balance: The future of Australia’s primary schools. Melbourne, Vic: ACER. |
| Day, C., Harris, A., Hadfield, M., Tolley, H., & Beresford, J. (2000). Leading schools in times of change. Buckingham: Open University Press. |
| DEST, Department of Defence, KPMG Consulting Australia, & ACER. (2002). Changing schools: Its impact on student learning. Melbourne, Vic: ACER. |
| Dimmock, C. (2000). Designing the learning-centred school: A cross-cultural perspective. London: Falmer Press. |
| Ellyard, P. (2001). Ideas for the new millennium. (2nd ed.). Carlton South,Vic: Melbourne University Press. |
| Fullan, M., with Ballew, A. (2004). Leading in a culture of change. SanFrancisco: Jossey-Bass. |
| Hargreaves, A. (2003). Teaching in the knowledge society. Maidenhead, UK: Open University Press. |
| Louden, W., Wildy, H., & DEST. (2001). Developing schools’ capacity to make performance judgements: Data club final report. Canberra, ACT: DEST. |
| Walker, A., & Dimmock, C. (2002). Cross-cultural and comparative insights into educational administration and leadership: An international framework in school leadership and administration: Adopting a cultural perspective. New York: Routledge Falmer. |
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| WEB SITES |
| ACER Leadership Centre. www.acer.edu.au/leadership-centre |
| National College for School Leadership (UK). www.ncsl.org.uk |
| Organisation for Economic Cooperation and Development, (2002). The OECD schooling scenarios. www.oecd.org/document/10/0,2340en 2649 34521 2078922 1 1 1 1,00.html |
| Teaching Australia. www.teachingaustralia.edu.au |
| WA Leadership Centre www.det.wa.edu.au/leadershipcentre |
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| Disability Standards for Education (Commonwealth 2005) | |
| For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes, Graduate Attributes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Student Equity, Diversity and Disability Service website: |
| http://intranet.ecu.edu.au/student/support/student-equity |
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Academic Misconduct
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
- plagiarism;
- unauthorised collaboration;
- cheating in examinations;
- theft of other students’ work.
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
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