Year
2023Credit points
20Campus offering
No unit offerings are currently available for this unit.Prerequisites
EDEP600 Highly Accomplished/Lead Educational Practice 1
Unit rationale, description and aim
Emerging educational leaders need to demonstrate evidence of practice at the relevant career stage (Highly Accomplished or Lead Teaching Standards) and utilise a critical enquiry lens to value-add to their educational community. This unit is the second of two units undertaken in the Highly Accomplished/Lead Educational Practice specialisation in the Graduate Certificate of Education.
This unit uses the reflective critical enquiry proposal developed in the first unit EDEP600 as the focus of developing the ability to implement evidence-based practice in action. Emerging leaders will implement their proposals within a specified educational context, focussing on professional knowledge, professional practice and professional engagement. The critical enquiry will then be used as the basis for preparing for undertaking school-based processes within relevant state or territory policy for applying for highly accomplished or lead teacher accreditation status.
This unit aims to develop practices for school improvement and will be used as a basis to help students prepare for the submission requirements for Highly Accomplished/Lead accreditation.
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.
On successful completion of this unit, students should be able to:
LO1 - Implement a critical, ethical, evidence-based enquiry in leading educational change in line with the Australian Professional Standards for Teachers (Highly Accomplished and Lead) and relevant professional codes (GA1, GA2, GA3, GA4, GA5, GA7, GA8, GA9; APST 1.1, 1.2, 1.3, 1.5, 2.3, 3.1, 3.2, 3.3, 3.6, 4.1, 5.1, 5.4, 6.2, 6.4, 7.1)
LO2 - Analyse and evaluate school-based data including assessment data; develop a specific intervention strategy; and subsequently evaluate its impact on transforming practice for educational change (GA3, GA4, GA5, GA6, GA7, GA8, GA10; APST 1.2, 3.2, 3.6, 5.1, 5.4)
LO3 - Communicate the findings of their critical enquiry to academic and specialist audiences (GA5, GA7, GA8, GA9; APST 6.3, 7.4)
Graduate attributes
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA2 - recognise their responsibility to the common good, the environment and society
GA3 - apply ethical perspectives in informed decision making
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA6 - solve problems in a variety of settings taking local and international perspectives into account
GA7 - work both autonomously and collaboratively
GA8 - locate, organise, analyse, synthesise and evaluate information
GA9 - demonstrate effective communication in oral and written English language and visual media
GA10 - utilise information and communication and other relevant technologies effectively.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - HIGHLY ACCOMPLISHED
On successful completion of this unit, students should have gained evidence towards the following standards:
1.1 Physical, Social and intellectual development and characteristics of students Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students. |
1.2 Understand how students learn Expand understanding of how students learn using research and workplace knowledge. |
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds Support colleagues to develop effective teaching strategies that address the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
2.3 Curriculum, assessment and reporting Support colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements. |
3.1 Establish challenging learning goals Develop a culture of high expectations for all students by modelling and setting challenging learning goals. |
3.2 Plan, structure and sequence learning programs Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students. |
3.3 Use teaching strategies Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking. |
3.6 Evaluate and improve teaching programs Work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices. |
4.1 Support student participation Model effective practice and support colleagues to implement inclusive strategies that engage and support all students. |
5.1 Assess student learning Develop and apply a comprehensive range of assessment strategies to diagnose learning needs, comply with curriculum requirements and support colleagues to evaluate the effectiveness of their approaches to assessment. |
5.4 Interpret student data Work with colleagues to use data from internal and external student assessments for evaluating learning and teaching, identifying interventions and modifying teaching practice. |
6.1 Identify and plan professional learning needs Analyse the Australian Professional Standards for Teachers to plan personal professional development goals, support colleagues to identify and achieve personal development goals and pre-service teachers to improve classroom practice. |
6.2 Engage in professional learning and improve practice Plan for professional learning by accessing and critiquing relevant research, engage in high-quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable. |
6.3 Engage with colleagues and improve practice Initiate and engage in professional discussions with colleagues in a range of forums to evaluate practice directed at improving professional knowledge and practice, and the educational outcomes of students |
6.4 Apply professional learning and improve student learning Engage with colleagues to evaluate the effectiveness of teacher professional learning activities to address student learning needs. |
7.1 Meet professional ethics and responsibilities Maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all school and community contexts. |
7.4 Engage with professional teaching networks and broader communities Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning. |
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - LEAD
On successful completion of this unit, students should have gained evidence towards the following standards:
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. |
1.2 Understand how students learn Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn. |
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. |
2.3 Curriculum, assessment and reporting Lead colleagues to develop learning and teaching programs using comprehensive knowledge of curriculum, assessment and reporting requirements. |
3.1 Establish challenging learning goals Demonstrate exemplary practice and high expectations and lead colleagues to encourage students to pursue challenging goals in all aspects of their education. |
3.2 Plan, structure and sequence learning programs Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills. |
3.3 Use teaching strategies Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem solving and critical and creative thinking. |
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. |
4.1 Support student participation Demonstrate and lead by example the development of productive and inclusive learning environments across the school by reviewing inclusive strategies and exploring new approaches to engage and support all students. |
5.1 Assess student learning Evaluate school assessment policies and strategies to support colleagues with: using assessment data to diagnose learning needs, complying with curriculum, system and/or school assessment requirements and using a range of assessment strategies. |
5.4 Interpret student data Coordinate student performance and program evaluation using internal and external student assessment data to improve teaching practice. |
6.1 Identify and plan professional learning needs Use comprehensive knowledge of the Australian Professional Standards for Teachers to plan and lead the development of professional learning policies and programs that address the professional learning needs of colleagues and pre-service teachers. |
6.2 Engage in professional learning and improve practice Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers. |
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. |
6.4 Apply professional learning and improve student learning Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning. |
7.1 Meet professional ethics and responsibilities Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community. |
7.4 Engage with professional teaching networks and broader communities Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities. |
Content
Topics will include:
- Critical enquiry as research in professional practice; principles for safe and ethical practices, including participant engagement, data collection, analysis and reporting
- Reflecting on, synthesising and evaluating evidence of professional knowledge, professional practice and professional engagement
- Conducting practitioner research; implementing research methods and techniques commonly used in educational research
- Principles of ethical data collection and analysis techniques commonly used in educational research
- Data and evidence; strategies to record, interpret and analyse evidence of impact on educational community
- Synthesising and evaluating critical enquiry; evaluation of evidence of impact on educational change
- Preparing research reports
- Evidencing the Teacher Standards (Highly Accomplished and Lead)
Learning and teaching strategy and rationale
The nature of the learning outcomes of this unit require you to iteratively interrogating practice, evidence and context in line with the Australian Professional Standards for Teachers (Highly Accomplished and Lead). Accordingly, the learning and teaching strategy in this unit involves an ongoing research and critical enquiry focus on evidence-based practice that commenced in EDEP600. The critical enquiry aims to inform your practice as an emerging educational leader and its alignment with the Australian Professional Standards for Teachers Highly Accomplished and Lead Standards and add value to your educational context. The unit will conclude with a final report on the critical enquiry research project.
Assessment strategy and rationale
The assessment tasks, their sequence, timing and their weightings are designed to allow you to progressively demonstrate achievement against the course learning outcomes by demonstrating your attainment of academic and professional standards. This is unit two of a suite of two units in this specialisation that focus on developing skills in school-based contextual issue identification, literature alignment and problem solving.
The assessment tasks are sequenced to allow feedback and progressive development. By completing Task 1 you will implement your enquiry project developed in EDEP600. Task 2 will allow you to present your findings to a specialised audience for feedback and review.
A range of assessment procedures are used to meet the unit learning outcomes and develop APSTs and criteria consistent with University assessment requirements.
(http://www.acu.edu.au/policy/student_policies/assessment_policy_and_assessment_procedures)
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1: Enquiry Project Report Implement a critical enquiry project (as designed in EDEP600), collect and analyse data and evidence to assess the effectiveness of the educational change being investigated, and prepare a final report following conventions for reporting research. | 50% | LO1, LO2, LO3 | GA1, GA2, GA3, GA4, GA5, GA6, GA7, GA8, GA9, GA10 |
Assessment Task 2: Portfolio of Documentary Evidence at Highly Accomplished/ Lead APSTs Viva voce and reflection. Students will present their portfolio of evidence at Highly Accomplished or Lead level to a specialised audience demonstrating the impact on the educational community. This specialised audience could be in the form of a referee or colleague. Students will be required to reflect on the feedback given. | 50% | LO1, LO2, LO3 | GA1, GA2, GA4, GA5, GA6, GA7, GA8, GA9 |
Representative texts and references
Australian Institute for Teaching and School Leadership. (2014). Evaluation of the implementation of the Australian Professional Standards for Teachers: Interim report on baseline implementation: 2013 Key Findings.
Fullan, M. (2006). The future of educational change: System thinkers in action. Journal of Educational Change, 7(3), 113-122.
Gurr, D. (2019). Australian Considerations in Relation to Instructional Leadership and Leadership for Learning. In Instructional Leadership and Leadership for Learning in Schools (pp. 77-104). Palgrave Macmillan, Cham.
Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329-352.
Hattie, J. (2015). High-Impact Leadership. Educational Leadership, 72(5), 36-40.
Holmes, K., Clement, J., & Albright, J. (2013). The complex task of leading educational change in schools. School Leadership & Management, 33(3), 270-283.
Labone, E., & Long, J. (2016). Features of effective professional learning: A case study of the implementation of a system-based professional learning model. Professional development in education, 42(1), 54-77.
Lieberman, A. (Ed.). (2007). The Roots of Educational Change: International Handbook of Educational Change (Vol. 1). Springer Science & Business Media.
Malone, H. J. (2015). Leading Educational Change: Global Issues, Challenges, and Lessons on Whole- System Reform. Teachers College Press.
Mayer, D., Mitchell, J., Macdonald, D., & Bell, R. (2005). Professional standards for teachers: A case study of professional learning. Asia‐Pacific Journal of Teacher Education, 33(2), 159-179.