Sustaining distributive leadership in learning and teaching: Cascade and perpetual effectiveness of the faculty scholar model, 2009
Expressions of Interest Sought - Faculty Scholars
Academic staff interested in participating in a Leadership in Learning and Teaching Project are invited to apply for one of five exciting new positions as Faculty Scholars in the Distributive Leadership Project. This project is supported by an Australian Learning and Teaching Council (ALTC) Leadership for Excellence in Learning and Teaching Program Grant. Jointly developed by Flinders and La Trobe University, the project builds on the distributive leadership framework established in the precursor University of Wollongong Faculty Scholars Project that incorporated Flinders and La Trobe Scholar participation during 2008.
For this project, the University is seeking one scholar from each faculty to undertake leadership training and then lead a project that targets the improvement of assessment practices in their faculty. Time release will be offered to the scholars to undertake their projects. This is a wonderful opportunity for the University to develop more learning and teaching leaders, and also for individual staff to receive leadership development and mentoring from both within and outside La Trobe.
The Faculty Scholars will collaborate with other scholars across four universities – the Flinders, La Trobe, James Cook and Canberra Universities – to organise and present a national roundtable on assessment in September 2009. Funding provided by ALTC will assist with scholar development activity and travel, and time release for their participation in the project will be funded by La Trobe.
Applications close on 8th December 2008. All applicants should read the information brochure (PDF 57kb) before completing the application form (DOC 114kb).
Ideas for project proposals should be discussed with Associate Deans (Learning and Teaching / Academic) to ensure they are aligned with faculty priorities. Assistance in developing project proposals may be provided by your faculty educational designer.
For further information please contact Dr Linda Pannan, Project Facilitator.
Resources
- The 2008 La Trobe Scholars’ report, 2008 Faculty Scholar Report [PDF 140KB]
- Extract from the ALTC Leadership Project Proposal [DOC 138kb]
- La Trobe University Assessment Policy (PDF 45KB)
- Centre for the Study for Higher Education, Assessing learning in Australian universities: Ideas, strategies and resources for quality in student assessment
Glossary
- Action learning
Action Learning positions inquiry at the core of organisational behavior, develops critical thinking and creates mutual respect among employees at all levels. Action Learning solves dilemmas of all sizes, and is particularly effective with complex problems that may appear unsolvable. It elevates the norms, the collaboration, the creativity and the courage of groups that solve problems of great urgency to the organisation. Action Learning solves problems and develops leaders simultaneously because its simple rules force participants to think critically and work collaboratively, and because the group’s coach, the Action Learning coach, assists group members to reflect, not on their problem solving, but on the elevation of their group functioning and on examples of their leadership skills. Action Learning participants become effective leaders as they solve difficult problems.
[from World Institute for Action Learning, 7 November 2007]
- Distributive leadership
Implies a distribution of power within the sociocultural context of universities, and a sharing of knowledge, of practice and reflection through collegiality.
[from the 2008 ALTC Grants Scheme application for this project; note the references cited in the proposal Leadership Project Proposal]
- Formative assessment
Formative assessment facilitates effective approaches to learning by monitoring student progress against explicit standards and by providing feedback to students. Feedback is a key element of formative assessment in that it provides students with information about how their performance compares with the standard required, and it assists them in achieving that standard.
[from La Trobe University Assessment Policy]
- Summative assessment
Summative assessment involves the making of judgements about student learning against explicit criteria and standards usually towards the end of a unit. These judgements are usually translated into grades. Summative judgements are used to accredit learners at the end of a unit or course.
[from La Trobe University Assessment Policy]