Building Positive Education Communities

This subject has the following teaching availabilities in 2015:

Pre-teaching period:

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

170 hours

To enrol in this subject, you must be admitted in PR-EDPOSED Professional Certificate in Education (Positive Education). This subject is not available for students admitted in any other courses.

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For the purposes of considering requests for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Overview, Objectives, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and the Disability Liaison Unit:
http://www.services.unimelb.edu.au/disability/

This subject explores how positive psychology practitioners can initiate, implement and lead change across the workplace, learning institution, or broader community, and facilitate the development of an evidence base for demonstrating the impact of their strategies to ensure change is embedded. Models for exploring and implementing organisational change are introduced, and examples of larger scale policy models are explored. Students will use an action research model in their schools that will be informed by theories from positive organisational scholarship, positive organisational behaviour, and appreciative inquiry.

Upon completion of this subject participants will be able to:

• Apply a range of approaches to introducing, exploring and implementing organisational change in schools;
• Apply the appreciate inquiry approach to facilitating discussion about organisational objectives and change;
• Apply the role of practitioner research in building an evidence base for demonstrating impact;
• Apply approaches to successful change management in education.

• Appreciative Enquiry Plan (500 words) - 20%
• Appreciative Inquiry Report (4500 words) - 80%

Cooperrider, D., Whitney, D., & Stavros, J., (2008) Appreciative Inquiry Handbook: For Leaders of Change, 2 nd Edition, Crown Custom Publishing.

This subject is not available as a breadth subject.

Graduates will develop the following generic skills:

• Problem solving skills, including engaging with, researching and identifying strategies to solve unfamiliar problems and bring about change;
• Analytical skills and the ability to construct and express logical arguments;
• To learn to critically investigate, modify and adapt new ideas and approaches;
• Plan effective work schedules and meet deadlines;
• Verbal and written communication skills;
• Change management skills;
• Use of evidence and data.