EDF4088 · Leading for learning

Overview

This unit focuses on processes of leadership and how effective leadership can impact upon educational programs in early childhood and school settings. In particular, this unit engages you with opportunities to critically analyse diverse leadership approaches, including First Nations peoples’ perspectives and the contextual impact of each approach. By applying a variety of theoretical lenses and contemporary perspectives of understanding leadership, you will develop skills in becoming a reflexive leader who leads self with others. By navigating through historical and current political landscapes, this unit focuses upon the transformatory nature of early childhood and school leadership and its role in advocacy and activism with children, families, colleagues and communities. Using multiple lenses, you will critically explore one’s subjectivity and its impact on leadership styles and thereby bringing about changes that benefit all children, families and communities.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. demonstrate a comprehensive and diverse understanding of leadership approaches that have been and are currently used in early childhood and school settings and how this has impacted upon multiple understandings of quality
2. think critically in relation to the impact of effective leadership and the power that exists within relationships, including First Nations’ approaches of spiritual awareness and worldliness that extend beyond ideas of power
3. apply a range of theoretical perspectives to leadership and the various approaches that are used to lead and empower all in a transformative manner
4. investigate, analyse and evaluate the effectiveness of various local, global and national policy initiatives relating to leadership in education settings, including National Quality Standards (NQS), the Australian Professional Standards for Teachers (APST) and Quality Assurance processes
5. be cognisant of the presence of multiple perspectives through the exploration of notions of subjectivities and how leadership can support stronger reflexive practices with children, families, colleagues and communities
6. articulate and demonstrate an ability to critically engage with quality and how reflexive leaders can lead education programs with children, families and communities as a team.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study *Subject to variation due to professional experience requirements Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Student experience, not official rules. Nothing here changes what the Handbook says.