Leadership and School Development

This subject has the following teaching availabilities in 2015:

170 hours

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison website: http://www.services.unimelb.edu.au/disability

This subject works within the Developmental Learning Framework for school Leaders and the Effective Schools Model. It focuses on those aspects of technical, human, symbolic and cultural leadership that are most important for school literacy and numeracy leaders. The fifth capability of the framework, educational leadership, however, is the main focus. When considering educational leadership, the students will work their way through the challenges present in defining high quality instruction. Evidence from instructional rounds- learning to see, learning to judge – will be examined. The importance of distributed leadership and teachers as leaders of instruction will be a major focus of this course. The systematic measurement of quality pedagogy to assess evidence for high quality instruction will also be covered. Opportunities to develop leadership capabilities in these areas will be embedded into the subject.

On completion of this subject, students will:
• Understand the key principles in the Developmental Learning Framework for school Leaders
• Develop research led practices for leadership in numeracy / literacy
• Critically evaluate empirical research within the discipline of school leadership

Reflection on leadership (2,000 words) due mid-semester, 40%

Report on leadership for change in schools (3,000 words) due end of semester, 60%

Attendance at all classes (tutorial/seminars/practical classes/lectures/labs/online classes) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

City, E., Elmore, R., Fiarman, S., & Teitel, L. (2009). Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning. Harvard Press

Davies, B. (2009). The essentials of school leadership. Sage.

This subject is not available as a breadth subject.

On completion of this subject, students will:
• Be able to apply leadership theory to personal growth and professional practice
• Work self-directedly and collaboratively with peers to build leadership skills
• Have an increased capacity to observe, reflect and understand the nature of effective school leadership.