Unit rationale, description and aim
Catholic schools have responsibility for the vision and mission of a faith-based education within an increasingly pluralistic, multicultural, and secular world. Theology, ecclesiology, history, spirituality practices, and charisms of Catholic education all contribute to the communal life of a Catholic school. Catholic educators and leaders are critical to realising this vision and mission. The authentic integration of these requires foundational knowledge and skill in applying this to a range of educational leadership contexts: aspiring, middle, senior, principal, or system leadership.
In this unit, students are challenged to develop personal and lived responses to these for their own professional practice in schools and wider Catholic education system roles. Educators and leaders in other faith-based educational contexts are invited to apply this approach in their own faith and professional context.
The aim of this unit is that students understand and articulate the function and purpose of Catholic schools as an expression of the mission of the Church. They learn to identify and how to apply appropriate leadership theories and practices within their particular context. It serves as a foundational unit which informs units across the entire course.
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.
Critically analyse the development of understandin...
Learning Outcome 01
Critique contrasting and contested understandings ...
Learning Outcome 02
Evaluate a range of perspectives in educational le...
Learning Outcome 03
Propose practical actions in implementing the miss...
Learning Outcome 04
Content
Topics will include:
- Mission and purpose of Catholic schools
- Purpose and function of Catholic education and schooling
- Historical and contemporary perspectives
- Catholic schooling as mission
- “Leading learning” as mission
- Schools as communities of faith
- Catholic spiritual traditions
- Spiritualities as culture in Catholic schools
- Spirituality and Charism with Catholic schools
- Catholic social teaching and social justice and its emergence from biblical justice through to recent Church documents
- Biblical justice
- Catholic social teaching
- Catholic identity
- Historical and contemporary approaches to educational leadership, management and administration, including but not exclusively, popular adjectival leadership (e.g., transformational, servant, authentic), biographic and reflective approaches, emancipatory approaches, school effectiveness and school improvement or successful schools (including instructional leadership), and the Indigenous management movement.
- Practical application of these approaches and perspectives in Catholic and faith based educational organisations.
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, provide students the opportunity to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements. Assessment 1 establishes the knowledge base of the vision and mission of Catholic education, and Assessment 2 critiques the field of educational leadership in light of this knowledge base. Assessment 2 requires students to develop practical responses to both areas of study, drawing on insights they develop throughout the semester in the form of a reflective journal (the journal itself is not assessed) and from wider literature. 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: Critical Analysis Critically ...
Assessment Task 1: Critical Analysis
Critically analyse two church documents (or documents relevant to other professional settings) to identify leadership priorities that address contextually-based mission challenges.
50%
Assessment Task 2: Reflective Journal Students k...
Assessment Task 2: Reflective Journal
Students keep a reflective journal of their learning across the semester; at least one entry per week is expected. Drawing from insights developed through the journal, and the theological, ecclesial, and scholarly literature encountered through the semester, create a personal manifesto of professional practice.
50%
Learning and teaching strategy and rationale
This unit is offered in multi-mode (i.e., delivered online and in face-to-face contexts) and uses an active learning approach. It uses an integrated curriculum design model and process with two major areas of study: vision and mission of Catholic education, and educational leadership, Students examine a range of theological, ecclesial, and historical documents, then advanced concepts in the application of these to schools. The second area of study reviews and critiques approaches to educational leadership, management, and administration (both historical and contemporary. Students then develop personal practice implications in response to the integration of the two areas of study. Key concepts are introduced through lectures and seminars, complemented by various modes of collaborative discussion (online tutorials/discussion groups, forums, face-to-face seminars – as relevant). A reflective journal is kept throughout the unit and contributes to the final assessment.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the teaching period, comprising directed tasks and self-study.
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 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 OutcomeLO1
Relating toInitiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.
Relevant Learning OutcomeLO1
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 OutcomeLO2
Relating toModel exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community.
Relevant Learning OutcomeLO3
Relating toTake a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.
Relevant Learning OutcomeLO3
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 OutcomeLO4
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
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 OutcomeLO3
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 OutcomeLO3, LO4
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 OutcomeLO3, LO4