edu5ltb leadership
LEADERSHIP AND TEAM BUILDING
EDU5LTB
2019
Credit points: 15
Subject outline
In this subject participants consider the nature and the importance of leadership and team building in educational or similar organisations. Students are expected to use relevant leadership frameworks and recent research to evaluate current practices in educational (or related) organisations. Participants consider the use of personal and social attributes in educational leadership; communication skills; team building; leadership in the development of educational professionals; models of leading; ethical issues in leading; systems thinking; and developing interpersonal relationships in educational leadership. Participants are encouraged to develop skills of critical reflection, self and peer evaluation and apply these to analyse current educational leadership issues.
SchoolSchool of Education
Credit points15
Subject Co-ordinatorDorothy Smith
Available to Study Abroad StudentsNo
Subject year levelYear Level 5 - Masters
Exchange StudentsNo
Subject particulars
Subject rules
PrerequisitesN/A
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Leadership for the disillusioned: moving beyond myths and heroes to leading that liberates | Recommended | Sinclair, A. (2007) | ALLEN & UNWIN |
| Readings | International Handbook of Educational Leadership | Recommended | Waite, D. and Bogotch, T (2017) | Somerset : John Wiley & Sons, Incorporated |
| Readings | The Reflective Practitioner in Professional Education | Recommended | Lawrence-Wilkes, L. and Ashmore, L (2014) | Palgrave Macmillan |
Graduate capabilities & intended learning outcomes
01. reflect critically about their own leadership approaches and approaches to team building; consider also the approaches adopted by others.
- Activities:
- Do the set readings and reflect on them. Make a regular contribution to the online discussion blogs.
02. demonstrate familiarity with current research and literature in relation to educational leadership and team building, including the roles of communication skills; self-leadership; gender issues; ethical issues; and change and innovation.
- Activities:
- Do the readings, think about what you have read and make courteous and insightful contributions to online discussion. Attend the face-to-face workshops having done the preparation and participate in the discussions on each day. Take opportunity to share insights.
03. analyse and evaluate current research and contemporary literature in relation to educational leadership and team building, including the roles of communication skills; self-leadership; gender issues; ethical issues; and change and innovation.
- Activities:
- Do the readings, think about what you have read and make courteous and insightful contributions to online discussion. Attend the face-to-face workshops having done the preparation and participate in the discussions on each day. Take opportunity to share insights. Maintain a consistent effort towards analytical writing.
04. identify, discuss and suggest viable approaches to leadership strategies for future action, informed by recent research and literature in the field of educational leadership and team building.
- Activities:
- Do the readings, think about what you have read and make courteous and insightful contributions to online discussion. Attend the face-to-face workshops having done the preparation and participate in the discussions on each day. Take opportunity to share insights. Maintain a consistent effort towards analytical writing.
Subject options
Select to view your study options…
Melbourne, 2019, Semester 1, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorDorothy Smith
Class requirements
Lecture/WorkshopWeek: 11 - 13
Two 4.0 hours lecture/workshop per study period on saturday during the day from week 11 to week 13 and delivered via face-to-face.
"Saturdays March 16 and March 30"
WorkShopWeek: 11 - 13
Two 2.0 hours workshop per study period on saturday during the day from week 11 to week 13 and delivered via face-to-face.
"Saturdays March 16 and March 30"
Lecture/WorkshopWeek: 18 - 18
One 6.0 hours lecture/workshop per study period on saturday during the day from week 18 to week 18 and delivered via face-to-face.
"Saturday May 4"
Unscheduled Online ClassWeek: 10 - 22
Twelve 3.0 hours unscheduled online class per study period on weekdays during the day from week 10 to week 22 and delivered via online.
Scheduled Online ClassWeek: 10 - 22
Six 1.0 hours scheduled online class per study period on weekdays during the day from week 10 to week 22 and delivered via video conference.
"Synchronous webinars that will be recorde"
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Written responses to reading. Two tasks, to a total of 1500 words | 30 | 01, 02, 03 | |
| Group work. Equivalent to 1000 words | This task is peer assessed. | 20 | 02, 03 |
| One 2500 word essay | Students' ability to do this task is developed through the learning activities listed for this subject and through feedback provided for the other tasks. Students are strongly advised to engage with the online materials, attend face-to-face classes, do the set preparation and submit work on time. | 50 | 02, 03, 04 |