Leading Educational Transformation

This subject has the following teaching availabilities in 2016:

During the pre-teaching period, students will be required to complete reading that will be provided via LMS.

340 hours

This subject explores Educational Leadership, with a special focus on leadership for school and systemic transformation. Adopting Caldwell 's view, transformation is considered to be significant, systematic and sustained change that results in high levels of achievement for all students in all settings taking account of the particular circumstances in different settings. The Leadership Framework developed in the subject provides a conceptual tool to consider school and systemic transformation and includes seven dimensions: moral imperative; personal competence; strategic vision; teaching and learning; developing people; developing the organisation; and systemic and social justice. The style of leadership examined here has evolved in response to the adaptive challenge of system change, which demands new ways of thinking and operating. Mobilising people to meet adaptive challenges is at the heart of leadership practice. Adaptive work requires reflection on moral purposes, and demands deep reflective enquiry into the realities that threaten the realisation of those purposes.

On completion of this subject, students will be able to:

• Understand the nature of school and systemic transformation;
• Understand the role of the leader in bringing about educational transformation;
• Participate more effectively in system change.

A case study report of 10,000 words, or equivalent (100%)

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

This subject is not available as a breadth subject.

On completion of this subject, students will:

• have an increased capacity to observe, reflect and understand the nature of effective school leadership
• have a detailed knowledge of reform issues and the need for effective working relationships within a school setting to deliver effective reform
• have an enhanced knowledge of the interrelationships between schools and other agencies/providers and their capacity to contribute to the effectiveness of schools.