Faculty of Education and Arts
School: Education
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Unit Title
Early Career School Leadership in Diverse CommunitiesUnit Code
EDU4035Year
2015Enrolment Period
1Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
Online
Description
This unit focuses on the development of understandings and skills needed to provide leadership in schools catering for diverse populations including those in Indigenous communities. It is a recommended unit of study for students interested in undertaking early career leadership positions in schools located in remote areas, serving Indigenous communities or where catering for a population with challenging or diverse needs is required.
Equivalent Rule
Unit was previously coded EDU4030
Learning Outcomes
On completion of this unit students should be able to:
- Demonstrate an understanding of the key principles of good leadership.
- Demonstrate knowledge of the 'National Standards for School Leaders' and how this applies to remote schools.
- Identify online support available for school leaders in remote settings and catering for diverse needs from the Department of Education.
- Identify some of the key challenges faced by leaders in diverse communities.
- Identify the key characteristics required by a principal and other school leaders.
Unit Content
- Accessing funding, financial knowledge and associated literacies appropriate to schools in remote communities.
- Developing leadership relationships within a diverse community.
- Facilitating learning adjustments for the specific needs of students with diverse needs including Indigenous students.
- Interpreting the National Curriculum (ACARA) to meet the needs of a school serving a diverse community.
- The attributes of leadership in general and school specific situations.
- Understanding the `Australian Institute for Teaching and School Leadership' (AITSL) and its implications for remote and diverse schools.
Additional Learning Experience Information
An elective unit for Early Childhood Studies and Primary students. 3 hour workshops or the equivalent if delivered as a compacted unit.
Assessment
GS1 GRADING SCHEMA 1 Used for standard coursework units
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.
ON CAMPUS| Type | Description | Value |
|---|
| Case Study | Case study based on leadership in a school with a diverse population | 80% |
| Practicum | Available for students who have participated in Network Teach (SOE): peer mentoring, Great Mates: school student mentoring program. | 20% |
Text References
- Ridden, P., & De Nobile, J. (2012). Keys to school leadership. Camberwell, Vic. Acer Press.
- Bo, L.G. (2012). (Ed.). Reframing the path to school leadership: a guide for teachers and principals. (2nd ed.). Thousand Oaks, California. Corwin.
- Beresford, Q., Partington, G., & Gower, G. (Eds.). (2012). Reform and resistance in Aboriginal education. UWA Publishing: Crawley, WA.
- Manning, N. (2012). Playground duty. Sydney: University of NSW Press.
- Department of Education, Science & Training (2005). Supporting Indigenous student's achievement in numeracy. Canberra: DEST.
- Harrison, N. (2011). Teaching & learning in Aboriginal education. South Melbourne: Oxford University Press.
- Douglas, A. (2009). Leading Indigenous education in a remote location: Reflections on teaching to be "proud and deadly". PhD thesis, Queensland University of Technology.
- Cohan, A., & Honigsfeld, A. (Eds.). (2011). Breaking the mould of pre-service and in-service teacher education: Innovative and successful practices for the 21st century. Lanham: Rowman & Littlefield Education.
- Kamara, M. (2007). The changing leadership culture in Northern Territory Indigenous remote community schools: Implications for Indigenous female principals and school community partnerships. Fremantle: AARE Conference.
Journal References
- Principal.
- International journal of leadership in education: theory and practices.
- Aboriginal and Torres Strait Islander Studies Unit. The Australian Journal of Indigenous Education.
Website References
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 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 Access and Inclusion website.
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.
EDU4035|1|1
Faculty of Education and Arts
School: Education
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Unit Title
Early Career School Leadership in Diverse CommunitiesUnit Code
EDU4035Year
2015Enrolment Period
2Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
Online
Description
This unit focuses on the development of understandings and skills needed to provide leadership in schools catering for diverse populations including those in Indigenous communities. It is a recommended unit of study for students interested in undertaking early career leadership positions in schools located in remote areas, serving Indigenous communities or where catering for a population with challenging or diverse needs is required.
Equivalent Rule
Unit was previously coded EDU4030
Learning Outcomes
On completion of this unit students should be able to:
- Demonstrate an understanding of the key principles of good leadership.
- Demonstrate knowledge of the 'National Standards for School Leaders' and how this applies to remote schools.
- Identify online support available for school leaders in remote settings and catering for diverse needs from the Department of Education.
- Identify some of the key challenges faced by leaders in diverse communities.
- Identify the key characteristics required by a principal and other school leaders.
Unit Content
- Accessing funding, financial knowledge and associated literacies appropriate to schools in remote communities.
- Developing leadership relationships within a diverse community.
- Facilitating learning adjustments for the specific needs of students with diverse needs including Indigenous students.
- Interpreting the National Curriculum (ACARA) to meet the needs of a school serving a diverse community.
- The attributes of leadership in general and school specific situations.
- Understanding the `Australian Institute for Teaching and School Leadership' (AITSL) and its implications for remote and diverse schools.
Additional Learning Experience Information
An elective unit for Early Childhood Studies and Primary students. 3 hour workshops or the equivalent if delivered as a compacted unit.
Assessment
GS1 GRADING SCHEMA 1 Used for standard coursework units
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.
ON CAMPUS| Type | Description | Value |
|---|
| Case Study | Case study based on leadership in a school with a diverse population | 80% |
| Practicum | Available for students who have participated in Network Teach (SOE): peer mentoring, Great Mates: school student mentoring program. | 20% |
Text References
- Ridden, P., & De Nobile, J. (2012). Keys to school leadership. Camberwell, Vic. Acer Press.
- Bo, L.G. (2012). (Ed.). Reframing the path to school leadership: a guide for teachers and principals. (2nd ed.). Thousand Oaks, California. Corwin.
- Beresford, Q., Partington, G., & Gower, G. (Eds.). (2012). Reform and resistance in Aboriginal education. UWA Publishing: Crawley, WA.
- Manning, N. (2012). Playground duty. Sydney: University of NSW Press.
- Department of Education, Science & Training (2005). Supporting Indigenous student's achievement in numeracy. Canberra: DEST.
- Harrison, N. (2011). Teaching & learning in Aboriginal education. South Melbourne: Oxford University Press.
- Douglas, A. (2009). Leading Indigenous education in a remote location: Reflections on teaching to be "proud and deadly". PhD thesis, Queensland University of Technology.
- Cohan, A., & Honigsfeld, A. (Eds.). (2011). Breaking the mould of pre-service and in-service teacher education: Innovative and successful practices for the 21st century. Lanham: Rowman & Littlefield Education.
- Kamara, M. (2007). The changing leadership culture in Northern Territory Indigenous remote community schools: Implications for Indigenous female principals and school community partnerships. Fremantle: AARE Conference.
Journal References
- Principal.
- International journal of leadership in education: theory and practices.
- Aboriginal and Torres Strait Islander Studies Unit. The Australian Journal of Indigenous Education.
Website References
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 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 Access and Inclusion website.
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.
EDU4035|1|2
