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  2. Leading for Improvement [EPA6156]

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

    Leading for Improvement

  • Unit Code

    EPA6156

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit focuses on how educational leaders contribute to and manage the process of continuous improvement in a climate of political, economic and pedagogical change. It examines the importance of instructional leadership and change management in building a learning culture.

Equivalent Rule

Unit was previously coded EPA4156, EPA5156

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse the role of data collection and analysis in planning for improvement.
  2. Critically discuss instructional and program leadership.
  3. Critique common educational leadership strategies in the field in light of current evidence-based research.
  4. Design and develop strategies for initiating and leading sustained organisational change.

Unit Content

  1. Module Three: Initiating and sustaining change processes Initiating change, Leading change, Sustaining change.
  2. Module Two: Building instructional and program leadership Defining leadership (leadership models), Learning communities, Contextualised improvement planning.
  3. Module One: Data led planning and culture building Scenario planning, Identifying relevant data, Collecting, interpreting, reporting, applying.

Additional Learning Experience Information

Lectures, workshops and online support.

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
TypeDescriptionValue
Case StudyCase Study50%
AssignmentData-driven organisational improvement50%
ONLINE
TypeDescriptionValue
Case StudyCase Study50%
AssignmentData-driven organisational improvement50%

Text References

  • O'Donoghue, T., & Clarke, S. (2010). Leading learning: Process, themes and issues in international contexts. London, United Kingdom: Routledge.
  • Harris, A. (2008). Distributed school leadership: Developing tomorrow's leaders. Abingdon, United Kingdom: Routledge.
  • Anderson, M., Gronn, P., Ingvarson, L., Jackson, A., Kleinhenz, E., McKenzie, P., Mulford, B., & Thornton, N. (2007). Country Background Report. OECD Improving School Leadership Activity. A report prepared for the Australian Government. Department of Education, Science and Training. Melbourne, Australia: ACER.
  • Bush, T. (2008). Leadership and management development in education. United Kingdom: Sage Publications.
  • Cunningham, W., & Cordeiro, P. (2000). Educational administration: A problem based approach. Needham Heights MA: Allyn & Bacon.
  • Davies, B. (2007). Developing sustainable leadership. United Kingdom: Sage Publications.
  • McLaughlin, M. with Zarrow, J. (2001). Teachers engaged in evidence-based reform. In A. Lieberman and L. Miller. (Eds) Teachers caught in the action: professional development that matters. New York: Teachers' College Press.
  • Limerick, D., Cunnington, B., & Crowther, F. (2002). Managing the new organisation: Collaboration and sustainability in the post-corporate world. (2nd ed.). Sydney, Australia: Allen & Unwin.
  • Huffman, J., & Hipp, K. (2003). Professional learning community organizer, in J. B. Huffman and K. K. Hipp (eds) Professional Learning Communities: Initiation to Implementation. Lanham, MD: Scarecrow Press.
  • Hargreaves, A. (2009). The fourth way of educational reform. The 18th William Walker Oration: ACEL Monograph 45. September, 2009.
  • Gamage, D. (2006). Professional development for leaders and managers of self-governing schools. Dordrecht: Springer.
  • Fullan, M. (2009). The challenge of change: Start school improvement now. Thousand Oaks, CA: Corwin Press.
  • Doherty, J., MacBeath, J., Jardine, S., Smith, I. & McCall, J. (2001). Do schools need critical friends? In J. MacBeath and P. Mortimore (Eds) Improving School Effectiveness. Buckingham: Open University Press.
  • Dinham, S. (2008). How to get your school moving and improving. Camberwell, Australia: ACER.

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.

EPA6156|1|1

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

    Leading for Improvement

  • Unit Code

    EPA6156

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit focuses on how educational leaders contribute to and manage the process of continuous improvement in a climate of political, economic and pedagogical change. It examines the importance of instructional leadership and change management in building a learning culture.

Equivalent Rule

Unit was previously coded EPA4156, EPA5156

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse the role of data collection and analysis in planning for improvement.
  2. Critically discuss instructional and program leadership.
  3. Critique common educational leadership strategies in the field in light of current evidence-based research.
  4. Design and develop strategies for initiating and leading sustained organisational change.

Unit Content

  1. Module Three: Initiating and sustaining change processes Initiating change, Leading change, Sustaining change.
  2. Module Two: Building instructional and program leadership Defining leadership (leadership models), Learning communities, Contextualised improvement planning.
  3. Module One: Data led planning and culture building Scenario planning, Identifying relevant data, Collecting, interpreting, reporting, applying.

Additional Learning Experience Information

Lectures, workshops and online support.

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
TypeDescriptionValue
Case StudyCase Study50%
AssignmentData-driven organisational improvement50%
ONLINE
TypeDescriptionValue
Case StudyCase Study50%
AssignmentData-driven organisational improvement50%

Text References

  • O'Donoghue, T., & Clarke, S. (2010). Leading learning: Process, themes and issues in international contexts. London, United Kingdom: Routledge.
  • Harris, A. (2008). Distributed school leadership: Developing tomorrow's leaders. Abingdon, United Kingdom: Routledge.
  • Anderson, M., Gronn, P., Ingvarson, L., Jackson, A., Kleinhenz, E., McKenzie, P., Mulford, B., & Thornton, N. (2007). Country Background Report. OECD Improving School Leadership Activity. A report prepared for the Australian Government. Department of Education, Science and Training. Melbourne, Australia: ACER.
  • Bush, T. (2008). Leadership and management development in education. United Kingdom: Sage Publications.
  • Cunningham, W., & Cordeiro, P. (2000). Educational administration: A problem based approach. Needham Heights MA: Allyn & Bacon.
  • Davies, B. (2007). Developing sustainable leadership. United Kingdom: Sage Publications.
  • McLaughlin, M. with Zarrow, J. (2001). Teachers engaged in evidence-based reform. In A. Lieberman and L. Miller. (Eds) Teachers caught in the action: professional development that matters. New York: Teachers' College Press.
  • Limerick, D., Cunnington, B., & Crowther, F. (2002). Managing the new organisation: Collaboration and sustainability in the post-corporate world. (2nd ed.). Sydney, Australia: Allen & Unwin.
  • Huffman, J., & Hipp, K. (2003). Professional learning community organizer, in J. B. Huffman and K. K. Hipp (eds) Professional Learning Communities: Initiation to Implementation. Lanham, MD: Scarecrow Press.
  • Hargreaves, A. (2009). The fourth way of educational reform. The 18th William Walker Oration: ACEL Monograph 45. September, 2009.
  • Gamage, D. (2006). Professional development for leaders and managers of self-governing schools. Dordrecht: Springer.
  • Fullan, M. (2009). The challenge of change: Start school improvement now. Thousand Oaks, CA: Corwin Press.
  • Doherty, J., MacBeath, J., Jardine, S., Smith, I. & McCall, J. (2001). Do schools need critical friends? In J. MacBeath and P. Mortimore (Eds) Improving School Effectiveness. Buckingham: Open University Press.
  • Dinham, S. (2008). How to get your school moving and improving. Camberwell, Australia: ACER.

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.

EPA6156|1|2