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This course is designed to encourage new and aspiring teacher leaders (within named roles or without) to explore and develop strategies for leading curriculum change. The course will involve critical reflection on teacher leadership models that create and sustain effective curriculum practices. The course will be presented in two sections: Leadership by teachers; and theories and approaches to leadership of change. The research component requires an analysis of a professional learning conversation to establish the current coaching and mentoring skillset.
Click here to find out why I should take this courseTestimonials From Past Students“This course not only stimulated my interest, but challenged me professionally. All learning was relevant to my context and much of it is being applied” (2018 student)“Thanks for a well organised, stimulating and highly relevant course. I appreciated the prompt and very helpful responses to emails or phone calls” (2016 student)“Adobe online sessions to discuss assignments and ask questions were valuable” (2016 student)"I appreciated the valuable feedback given on the assignments and the assignment rubrics" (2015 student)"Timely feedback and personal one on one conversations about the research plan were helpful." (2014 student)"The lecturer always appears to be motivated by the course content and willing to engage in dialogue around it. I appreciated being about to read her work in relation to the course content. The flexibility of the assessment topics also meant that I was able to pursue and explore areas of interest to me." (2013 student)"Superb LEARN site, clear with excellent information." (2013 student) MEd contact at the College of Education Postgraduate Office 3642987 ext 4877 firstname.lastname@example.org
Participants who have successfully completed this course will be able to:1. Define the scope of leadership work by teachers;2. Use knowledge of change theories and approaches in the literature as a framework for reviewing own leadership of change initiatives; 3. Identify strategies for working with colleagues of differing ages and stages of confidence and experience;4. Formulate mentoring strategies for working with staff members to improve their curriculum knowledge and practices;5. Undertake a small investigation of one’s own coaching and mentoring actions by taping an authentic professional learning conversation with a colleague and analysing the questioning and listening skill-set to note strengths and areas for future development.
Subject to approval of the Head of School
Assignment 1The first assignment is a literature review addressing the question of how leadership by teachers improves student learning. The leadership context used for answering this question needs to relate to the course member’s own leadership experience. That leadership experience can be within a formal leadership role (e.g. curriculum leader, team leader, Head of Learning Area) or by seeing leadership by teachers as a more fluid activity, not necessarily tied to a formal leadership role because leadership is understood to occur in the flow of practice as influence occurs naturally around recognition that colleagues can influence each other’s practice. The review should conclude with a set of success criteria for showing how teacher leadership can be mobilised.Assignment 2The second assignment has two parts. The first is a review of theories and approaches to the leadership of change initiatives. The purpose is to recognize the complexities of working with colleagues to explore practice in ways which promote collegial relationships (learner to learner) and an explicit focus on learning. Change leadership theories then provide a lens to critically reflect on a recent example of change leadership in terms of the processes used and the extent to which they have enabled or hindered the success of the change initiative. Part two of the assignment provides an opportunity to have a focused learning conversation with a colleague for the purpose of analyzing one’s own language of coaching/mentoring so as to identify the current questioning and listening skill-set and how it could be further extended. Assessed forum participation.There are two assessed forums. The intention is to respond to a specified reading noting key points and challenges for practice. Dialogue with other course members is structured in the forum’s second component where course members choose another course member’s response and then submit a response to them which includes a question to consider.
Robertson, Jan , Timperley, Helen;
Leadership and learning;
Text books may be purchased from the University BookshopBusiness Hours 8.30am to 5.30pm Monday to Friday10am to 3pm SaturdayPhone: 0800 827 266 or (03) 364 2987 ext 3774 or 3775Email: email@example.com
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.On submitting assignments, students must confirm that the work being handed in is original and their own work.
Grading ScaleGrade GPA Value MarksA+ 9 90 – 100A 8 85 – 89.99A- 7 80 – 84.99B+ 6 75 – 79.99B 5 70 – 74.99B- 4 65 – 69.99C+ 3 60 – 64.99C 2 55 – 59.99C- 1 50 – 54.99D 0 40 – 49.99E -1 0 – 39.99A Pass is 50 marks or over
Teaching and the course will be assessed through the regular use of UCTL evaluative instruments.
Work is assessed and moderated by both course lecturers and moderated by other senior academics in literacy.
Work handed in after the due date with no extension granted is considered late. Late work will be accepted up to one week after the due date. If, for any reason, you are having difficulty in keeping to the deadline for assignments, you must make contact via email with one of the course lecturers so that we can work with you as to what is possible and reasonable. Marks will be deducted for lateness. Lecturers reserve the right not to mark late work, and no work will be accepted after assignments have been returned.
Requests for extension should go in the first instance in writing to the lecturer responsible for the course. It is possible to have an extension of up to 2 weeks following the published date.
Students may apply for special consideration if their performance in an assessment is affected by extenuating circumstances beyond their control, where:(a) they have suffered an acute illness, injury, or other reasonably unforeseeable circumstances:i. which has prevented them from completing any major item(s) of work for assessment in a course; orii. which has impaired their performance (including by interruption of pre-assessment revision) to the extent that the result(s) are likely to underestimate their true and evidenced level of mastery of the material in the course; or(b) i. they have been selected to perform, compete, adjudicate, or officiate as a national sporting representative at national or international competitions; orii. they are members of a national cultural group on tour nationally or internationally.Please note that applications must be supported by evidence. Further details are available at the above link.Applications for special consideration should be submitted via the Examinations Office website http://www.canterbury.ac.nz/exams/ within five days of the assessment. Where an extension may be granted for an assessment, this will be decided by direct application to the Course Co-ordinator and an application to the Examinations Office may not be required. Special consideration is not available for items worth less than 10% of the course and may not be available for some other items of assessment as specified in Course Outlines. (Refer to specific Course Outlines for this information.)Students prevented by extenuating circumstances from completing the course after the final date for withdrawing, may apply for special consideration for late discontinuation of the course. Applications must be submitted to the Examinations Office within five days of the end of the main examination period for the semester.NB: This information replaces any previous references to special consideration, Aegrotat or Backdated (Late) Withdrawal in the Course Information System, Learn or Course Outlines. If you are unclear about the implications or process please discuss with your Course Coordinator or contact the Student and Programme Office for assistance.
As well as attending classes, it is essential that all students regularly access the course Learn site. All course information such as the course kaupapa, notices, assessment information, required and recommended readings, audio recordings of some lectures, and other teaching resources etc. will be available on this site
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. Assignments are automatically sent through Turnitin to check for Plagiarism on submission of assignments.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.For ICT help call our free call number 0508 UC IT HELP (0508 824 843) or on 03 369 5000. Monday to Friday, 8am to 5pm (excluding public and university holidays).
Domestic fee $1,847.00
International Postgraduate fees
* Fees include New Zealand GST and do not include any programme level discount or additional course related expenses.
For further information see
School of Educational Studies and Leadership.