Leading Schools Through Leading Self

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.

170 hours

Admission to the Master of Instructional Leadership (MC-INSLEAD)

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, 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 Student Equity and Disability Support: http://services.unimelb.edu.au/disability

This subject is designed around the key assumption that self-leadership is a critical pre-cursor for successful school leadership. Students will explore key educational frameworks that enable to them expand their own self awareness and allow them, as educational leaders, to assist school staff and school students to develop greater self awareness. Authentic Leadership will be a major topic in this subject and will be analysed via two prominent, evidence-based frameworks: George and Simms (2007) and Walumbwa, Avolio, Gardner, Wernsing and Peterson (2008). Students will explore the importance of developing relational transparency and an internalized moral perspective in ensuring successful educational leadership. The new science of positive psychology will be used to encourage students to engage in appreciative reflection of self and others, to study strength-based approaches to creating change in schools and to explore the social factors that influence education. This subject aligns with the Australian Institute for Teaching and School Leadership National Professional Standard for Principals and considers theory that guides self reflection, self improvement and self development. The subject also explores the importance of school leaders behaving with integrity and moral purpose.

• Analyse and integrate the key frameworks that explore authentic leadership and school leadership
• Understand and apply the reflective-practitioner model in creating educational change.
• Understand and apply a positive psychology approach to school leadership
• Critically evaluate the empirical research that examines inner leadership.
• Develop your school leadership skills.

There are two assessment tasks:

• 2500 word action-reflection assignment due middle of semester (50%)
• 2500 word action-reflection assignment due end of semester (50%)

This subject has a minimum hurdle requirement of 75% attendance at all tutorials, seminars and workshops.

Bonniwell, I. (2006). Positive psychology in a Nutshell. London: Personal Well being Centre.

George, B. & Sims, P. (2007). Finding your true North. San Francisco CA: Wiley

This subject is not available as a breadth subject.

• Reflective and narrative skills will be fostered through the use of storytelling as an in-class technique and through reflective assignment work.
• Problem solving skills and critical thinking skills will be fostered through the on-line forums, the analysis of educational research articles, during in class exercises and discussion and by applying theories to your own school as a case study.
• Written communication skills will be developed through the assignment work.
• Work with the interplay of research, practice, and theory within the broad discipline of school leadership.
• Balancing the needs of key stakeholders.