Unit rationale, description and aim
Contemporary approaches to formation and leadership recognise that leaders have changing needs over time. Changing contexts require changing practices: a change of role, a change of school, a need for renewal after many years in a leadership role.
In this unit students will consider how their personal renewal and sustainability is enhanced through a range of theories, theologies, spiritual practices, and contemporary research in health and well-being.
It aims to nurture spirituality of the leader as an application of one’s Spirit to the circumstances and relationships of life and living as it changes over time. It aims to promote understanding, affect and behaviours that reflect the fullness of Christian life within self, relationships, professional practice, and communal participation.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Examine the relationship between spirituality and ...
Learning Outcome 01
Critique how contemporary cultures, including Firs...
Learning Outcome 02
Critically reflect on how the mission of Jesus inf...
Learning Outcome 03
Reflectively examine how educational leaders engag...
Learning Outcome 04
Critically explore how spirituality supports perso...
Learning Outcome 05
Content
Topics will include:
- Exploring the nature of formation and renewal
- The relationship of spirituality with and within religion
- Spirituality in an Australian context, respecting First Peoples’ contributions
- The Mission of Jesus: Foundation of spirituality and leadership
- Integral spirituality and ecology
Assessment strategy and rationale
The assessment tasks for this unit are designed for students to demonstrate achievement of each learning outcome. Assessment tasks build on each other through a developmental and applied approach and provide students with the opportunity to meet the unit learning outcomes and develop graduate attributes, professional standards, and criteria consistent with University assessment requirements.
The assessment strategy moves from conceptual and theoretical work through to the practical application of the learning undertaken in the unit. Assessment 1 provides the opportunity for students to locate and critically review key concepts and frameworks for personal formation and spiritual development. Assessment 2 develops this further into an analysis of these concepts as they relate to professional practice. Students will design a plan to enhance spiritual formation and practice within their educational community. In order to pass this unit, students are required to successfully complete both assessment tasks regardless of their mode of enrolment.
Overview of assessments
Assessment Task 1: Reflective Essay Drawing from...
Assessment Task 1: Reflective Essay
Drawing from concepts and scholarly literature explored in this unit, and your own formation experience, explain how your understanding of spirituality influences your educational leadership practice.
50%
Assessment Task 2: Develop a Plan Based on your ...
Assessment Task 2: Develop a Plan
Based on your insights about spiritual renewal and development from Assessment 1, 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 caregivers, students). You should also include details about how the renewal of your own leadership practices contributes to the plan.
50%
Learning and teaching strategy and rationale
This unit may be offered in online, on campus or multi-mode for the equivalence of 150 hours of study. Students are introduced to theoretical and theological concepts through lectures, readings, and other online resources (e.g., blogs, podcasts, social media). This grounds and scopes the development of critical reflection through discussion forums (online tutorials and LMS forums) that enable students to deepen their knowledge and understanding of the concepts and their application in educational settings. Linking these to appropriate professional standards requires students to evaluate their educational leadership practice within their own unique context. Continuous use of reflective writing practice underpins the learning across the unit.
Australian Professional Standards for Teachers - Lead
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Lead standards:
Relating toLead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students.
Relevant Learning OutcomeLO4
Relating toEvaluate 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.
Relevant Learning OutcomeLO3, LO5
Relating toLead 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.
Relevant Learning OutcomeLO1
Relating toLead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Relevant Learning OutcomeLO2
Relating toConduct 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.
Relevant Learning OutcomeLO4
Relating toInitiate strategies and lead colleagues to implement effective classroom management and promote student responsibility for learning.
Relevant Learning OutcomeLO5
Relating toImplement 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.
Relevant Learning OutcomeLO4, LO5
Australian Professional Standard For Principals - Professional Practice
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Professional Practice standards:
Relating to
Professional Practice: 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.
Relevant Learning OutcomeLO3, LO4
Relating to
Professional Practice: 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.
Relevant Learning OutcomeLO4, LO5
Relating to
Professional Practice: 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.
Relevant Learning OutcomeLO2
Relating to
Professional Practice: 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.
Relevant Learning OutcomeLO5
Relating to
Professional Practice: 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.
Relevant Learning OutcomeLO1