EDLE653 - Integrating Capabilities for Renewal and Sustainability in Leadership

1.1 Physical, Social and intellectual development and characteristics of students

Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students.

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 

2.1 Content and teaching strategies of the teaching area

Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs.

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between First Peoples’ and non-First People Australians

Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 

3.6 Evaluate and improve teaching programs 

Conduct regular reviews of teaching and learning programs using multiple sources of evidence including: student assessment data, curriculum documents, teaching practices and feedback from parents/ carers, students and colleagues.. 

4.2 Manage classroom activities

Initiate strategies and lead colleagues to implement effective classroom management and promote student responsibility for learning. 

6.3 Engage with colleagues and improve practice

Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.

APSP 1-Leading teaching and learning

Principals create a positive culture of challenge and support, enabling effective teaching that promotes enthusiastic, independent learners, committed to lifelong learning. Principals have a key responsibility for developing a culture of effective teaching, for leading, designing and managing the quality of teaching and learning and for students’ achievement in all aspects of their development. They set high expectations for the whole school through careful collaborative planning, monitoring and reviewing the effectiveness of learning. Principals set high standards of behaviour and attendance, encouraging active engagement and a strong student voice

APSP 2- Developing self and others

Principals work with and through others to build a professional learning community that is focused on continuous improvement of teaching and learning. Through managing performance, effective continuing professional learning and feedback, they support all staff to achieve high standards and develop their leadership capacity. Principals support others to build capacity and treat people fairly and with respect. They model effective leadership and are committed to their own ongoing professional development and personal health and wellbeing in order to manage the complexity of the role and the range of learning capabilities and actions required of the role.

APSP 3-Leading improvement, innovation and change

Principals work with others to produce and implement clear, evidence-based improvement plans and policies for the development of the school and its facilities. They recognise that a crucial part of the role is to lead and manage innovation and change to ensure the vision and strategic plan is put into action across the school and that its goals and intentions are realised.

APSP 4-Leading the management of the school

Principals use a range of data management methods and technologies to ensure that the school’s resources and staff are efficiently organised and managed to provide an effective and safe learning environment as well as value for money. This includes appropriate delegation of tasks to members of the staff and the monitoring of accountabilities. Principals ensure these accountabilities are met. They seek to build a successful school through effective collaboration with school boards, governing bodies, parents and others. They use a range of technologies effectively and efficiently to manage the school.

APSP 5-Engaging and working with the community

Principals embrace inclusion and help build a culture of high expectations that takes account of the richness and diversity of the wider school community and the education systems and sectors. They develop and maintain positive partnerships with students, families and carers and all those associated with the wider school community. They create an ethos of respect taking account of the spiritual, moral, social and physical health and wellbeing of students. They promote sound lifelong learning from preschool through to adult life. They recognise the multicultural nature of Australia’s people. They foster understanding and reconciliation with Indigenous cultures. They recognise and use the rich and diverse linguistic and cultural resources in the school community. They recognise and support the needs of students, families and carers from communities facing complex challenges.

Assessment Task 1

Critically review the scholarship concerning one aspect of spiritual leadership taught in this unit (as listed below) in order to demonstrate your understanding of it.

25%

LO1, LO2, LO4, LO5

GA1, GA4, GA5

Assessment Task 2

 Drawing from concepts explored in this unit, and your own formation experience, explain how your understanding of spirituality influences your educational leadership practice

35%

LO1, LO2, LO3, LO4

GA1, GA4, GA5, GA8

Assessment Task 3

Based on your insights about spiritual renewal and development from Assessments 1 & 2, develop a school (or other educational site) plan for how to enhance the spiritual development of a specific group within your school (e.g., your team, the wider staff, parents and care-givers, students). You should also include details about how renewal of your own leadership practices contribute to the plan.

40%

LO3, LO4, LO5

GA2, GA4, GA5, GA8