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This course relates the theory of educational leadership and management to school/centre improvement. The focus is on developing strategies for analysing the prevailing institutional culture, planning for improvements and on-going review.
MEd contact at the College of Education Postgraduate Office 3642987 ext 4877 postgraduate@education.canterbury.ac.nz
Course members will be able to:analyse own leadership practices in terms of recognised theories of educational leadership and change managementuse relevant literature to identify the types of school/centre leadership that make an impact on a range of student outcomeslist leadership conditions which enhance teacher learning and capacity building for leadership rolescritically review case studies of schools/centres to identify the challenges, success factors and strategies used to enhance the quality of leadership for school/centre improvementdesign a leadership development programme to enhance the leadership skills and knowledge of the teachers in own school/centre.
Subject to approval of the Head of School
EDTL863
Susan Lovett
MacBeath, John E. C. , Dempster, Neil; Connecting leadership and learning : principles for practice ; Routledge, 2009.
Robertson, Jan , Timperley, Helen; Leadership and learning ; Sage, 2011.
Anderson, Michelle. , Cawsey, Christine; Learning for leadership : building a school of professional practice ; ACER Press, 2008.
Aubrey, Carol; Leading and managing in the early years ; Sage, 2007.
Bishop, Russell , O'Sullivan, Dominic, Berryman, Mere; Scaling up education reform : addressing the politics of disparty ; NZCER Press, 2010.
Buck, Andy. , Bradshaw, John; Making school work : a practical approach to secondary school leadership ; Greenwich Exchange, 2007.
Crowther, Frank , Ferguson, Margaret, Hann, Leonne; Developing teacher leaders : how teacher leadership enhances school success ; 2nd ed; Corwin Press, 2009.
Davies, Brent; Developing sustainable leadership ; Paul Chapman, 2007.
Davies, Brent , Davies, Barbara J; Talent management in education ; SAGE Publications, 2011.
Earl, Lorna M. , Timperley, Helen; Professional learning conversations : challenges in using evidence for improvement ; Springer, 2008.
Ebbeck, Marjory Anne. , Waniganayake, Manjula; Early childhood professionals : leading today and tomorrow ; MacLennan + Petty, 2003.
Fleming, John , Kleinhenz, Elizabeth; Towards a moving school : developing a professional learning and performance culture ; ACER Press, 2007.
Fullan, Michael. , St. Germain, Clif., Ontario Principals' Council; Learning places : a field guide for improving the context of schooling ; Corwin Press, 2006.
Harris, Alma , Muijs, Daniel; Improving schools through teacher leadership ; Open University Press, 2005.
Katzenmeyer, Marilyn. , Moller, Gayle; Awakening the sleeping giant : helping teachers develop as leaders ; 3rd ed; Corwin Press, 2009.
Keesing-Styles, Linda. , Hedges, Helen; Theorising early childhood practice : emerging dialogues ; Pademelon Press, 2007.
Lambert, Linda; Leadership capacity for lasting school improvement ; Association for Supervision and Curriculum Development, 2003.
Mandinach, Ellen Beth. , Honey, Margaret., Center for Children and Technology (Education Development Center); Data-driven school improvement : linking data and learning ; Teachers College Press, 2008.
Marotz, Lynn R. , Lawson, Amy; Motivational leadership in early childhood education ; Thomson Delmar Learning, 2007.
Martin-Kniep, Giselle O; Communities that learn, lead, and last : building and sustaining educational expertise ; 1st ed; Jossey-Bass, 2008.
Muijs, Daniel. , Reynolds, David; Effective teaching : evidence and practice ; 2nd ed; SAGE Publications, 2005.
Murphy, Joseph; Connecting teacher leadership and school improvement ; Corwin Press, 2005.
Piercy, Thomasina , Curtis, Sarah, American Association of School Administrators; Compelling conversations : connecting leadership to achievement ; Lead + Learn Press,earning Press, 2006.
Reeves, Douglas B; Reframing teacher leadership to improve your school ; Association for Supervision and Curriculum Development, 2008.
Robinson, V. M. et al; School leadership and student outcomes : identifying what works and why : best evidence synthesis iteration (BES) ; Ministry of Education, 2009.
Stoelinga, Sara Ray. , Mangin, Melinda M; Examining effective teacher leadership : a case study approach ; Teachers College Press, 2010.
Timperley, Helen. , Robinson, V. M., New Zealand Council for Educational Reserarch; Partnership : focusing the relationship on the task of school improvement ; New Zealand Council for Educational Research, 2002.
Timperley, Helen. , Smith, Linda Tuhiwai, New Zealand; AUSAD : analysis and use of student achievement data : final evaluation report ; Ministry of Education, 2004.
Wrigley, Terry; Schools of hope : a new agenda for school improvement ; Trentham, 2003.
Text books may be purchased from the University Bookshop. Business Hours 8.30am to 5.30pm Monday to Friday10am to 3pm SaturdayPhone: 0800 827 266 or (03) 364 2987 ext 3774 or 3775Email: ubs@ubscan.co.nz
Library portalhttp://learn.canterbury.ac.nz/ http://ncsl.org.uk http://www.canterbury.ac.nz/exams/aegrotats.shtml
All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations.
The three assessments are marked against assessment rubrics which are provided with each assignment in the course information booklet. Each assignment will be awarded a letter grade using the College of Education 11 point scale for assignment grades. The final grade will be reported according to the UC 11 point grading scale taking account of the course weightings for each assessment in the course. Assignments are graded against the university 11 point scale A+ to E.Passing Grades: A+, A, A-, B+, B, B-, C+, C, C-.Failing Grades: D-Failing Grade: Work at this level is below a pass standard.E-Failing Grade: Work is deficient in almost all respects or is not submitted.
Distance students must participate in the course via Learn to meet the learning outcomes. Students are responsible for obtaining relevant lecture/course information via Learn. This will mean regular engagement with forums and course materials on the Learn site. Participation will enhance your understanding of issues and allow for discussion and clarification of complex issues. Online activity will ensure all students can discuss, debate and reflect.
The course coordinator will be responsible for ongoing and informal evaluation of the course. A written evaluation will be carried out by course participants at the completion of the course. Course participants will be asked to evaluate the course in terms of objectives, structure, timing, content, methods, tasks and assessment. The course will be externally moderated every three years according to the moderation cycle approved by the Postgraduate Board of Studies.
By staff internal to UC and external moderation every three years, according to approved MEd external moderation schedule.
Distance students please refer to the Assessment Guidelines for Students for the definition of late work. An assignment submitted late will not be marked. If a piece of assessment is submitted late, a grade of ‘E’ will be awarded.
Under exceptional circumstances (e.g. illness, accident, bereavement or critical personal circumstances) individual students may be granted an extension of the due date for an assignment. A student who wishes to apply for an extension to the due date for any piece of assessment must apply in writing to the course co-ordinator (susan.lovett@canterbury.ac.nz) and outline the reasons why the extension is being requested. Evidence to support the application must be included (e.g., medical certificate). Applications must be made before the due date of the assignment. The course co-ordinator will decide whether an extension will be granted. If an extension is granted, a new due date will be set and the student will be notified of this in writing. Students must use their university email account if they are contacting the course lecturers. Emails from other accounts, e.g., web-based accounts are often caught up in the University’s spam mail. To avoid email going astray, or held up, students are advised to use their student account.
No resubmissions are granted for any of the three assignments in this course.
Students will be expected to submit their assessments via the online assessment system in the Learn class site by 5.00pm on or before the due date. The lecturer may also ask students to submit assessment work through the software Turnitin, to check for plagiarism. If this option is available students will submit work through Turnitin and obtain a report, after submitting assignments for marking via the Learn site. It is the responsibility of the students to check their Internet access and ability to submit their work via the online system. Any technical difficulties should be notified well in advance of the due date so that assistance can be provided or alternative arrangements can be negotiated. (Students who have unreliable internet access are advised to attend to this early in the course to prevent last minute pressures.) If you require assistance, please email ictservicedesk@canterbury.ac.nz, or phone 0800 763 676 ext 6060.
Domestic fee $1,630.00
International Postgraduate fees
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see School of Educational Studies and Leadership .