EDF5782 · School leadership in inclusive education

Overview

This unit offers professional learning to leaders and aspiring leaders in educational inclusion. It addresses education leadership as a way to enhance student learning for all students, and make informed choices about how to respond to circumstances in ways that embrace gender, race and diversity in their school context. You will explore and critically evaluate theories of educational leadership alongside the historical and contemporary experiences of cultural, linguistic and socially diverse minority groups. Key policy and legislative requirements which encourage attention to diversity, inclusion and participation will be examined. Your critical engagement with content and assignment work will provide opportunities to build knowledge of effective leadership styles and practices. As you develop your knowledge, you will consider how you might respond to your school circumstances; that is design strategies on how you might build staff capacity to embrace inclusive teaching and/or influence positive attitudes towards teaching students with diverse learning needs and/or manage resistance to change in your local school 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

Learning outcomes

1. understand theories of school leadership styles alongside theories of diversity and educational inclusion
2. analyse and critically evaluate a range of school leadership theories, theoretical perspectives and practical approaches to fostering a school culture that embraces principle of social justice, diversity and inclusion
3. identify the policies and legislative requirements which support diversity, inclusion and participation in Australia and around the world
4. identify effective strategies that support capacity building of teaching staff to embrace inclusive teaching approaches and influence positive attitudes towards inclusion.

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: • 12 hours of scheduled learning delivered on campus via weekly/regular directed learning activities, 12 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities, and the remaining hours to be allocated towards self-directed/independent study OR • 24 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities, and the remaining hours to be allocated towards self-directed/independent study^ ^ International students studying in Australia are not permitted to undertake this scheduled learning delivery mode 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.