Note: This is an archived Handbook entry from 2015.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2015:July, Parkville - Taught on campus.
During the pre-teaching period Students will be required to complete reading that will be provided via LMS
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 24 hours |
Total Time Commitment:
Admission to the Master of Instructional Leadership (MC-INSLEAD)
|Recommended Background Knowledge:|| |
A recognised teaching qualification.
|Non Allowed Subjects:||None|
|Core Participation Requirements:||
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 Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.
CoordinatorDr Esther Care
Call: 13 MELB (13 6352)
This subject is designed around the key assumption that assessment leadership is a critical pre-cursor for successful school leadership and instructional decision making. Participants will explore assessment and reporting frameworks that focus on improved pedagogy. Important developments in assessment and reporting (Wilson et al., 2012; Hattie, 2011 and Griffin, McGaw and Care, 2012) will form a basis of the subject. Participants will be engaged in practical exercises that address student assessment, teacher use of assessment data to make instructional decisions and how educational leaders use the data to inform curriculum, staffing and organisational policy related matters at school level and higher levels. School leaders will examine ways of dealing with data and new forms of assessment. Students will explore the importance of developing data driven and evidence based decision and policy formulations. The subject aligns with the Australian Institute for Teaching and School Leadership National Professional Standard for Principals and considers theory and practice that guide self reflection, self improvement and self development.
There are two assessment tasks:
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.
Wilson, Mark.,Bejar, I. Scalise,K. Templin, J. , Wiliam, D. and Torres Irribarra, D. Outline the Methodological and psychometric issues. (2012) in Griffin, P., McGaw, B., & Care, E., Eds. (2012). Assessment and Teaching of 21st Century Skills. Dordrecht, Springer.
Hattie, J. (2009) Visible learning: A synthesis of over 800 meta-analyses related to achievement, Routledge, London
Griffin, P. (2009). Teachers' Use of Assessment Data. Educational assessment in the 21st century. C. M. Wyatt-Smith and J. J. Cumming, Springer: 187 - 212.
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
Based on the Sergiovanni model underpinning the leadership developmental framework
|Links to further information:||http://www.education.unimelb.edu.au/|
Master of Instructional Leadership |
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