Unit rationale, description and aim
Educational communities exist within complex ecologies. Ecclesial, theological, philosophical, social, cultural, and political dynamics influence the localised contexts in which leaders serve.
This unit draws from integral theology, organisational ecology, and cultural theories to help leaders understand and apply their own wisdom to enhance the life and culture of their learning community. It draws from complex systems organisational theory, practical theology, and contemplative practice to equip students with conceptual and spiritual resources to understand and respond to their complex, and unique, professional context. Distributed, self-organising, multi-layered, networked, agile, and team-based leadership models and modalities are explored.
This unit aims to equip students to make sense of their organisational complexity. They develop practical skills in redesigning and empowering cultures where complexity can be harnessed for innovation, improvement, and positive community relationships.
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.
Analysis of contemporary organisational theories (...
Learning Outcome 01
Use this analysis to critique their personal pract...
Learning Outcome 02
Integrate frameworks of spiritual, relational, and...
Learning Outcome 03
Content
Topics will include:
- Organisations as:
- Closed systems
- Open systems
- Complex systems
- Ecologies
- Leading complex cultures, climates, and modalities
- Models and theories for leading (self-organising, multi-layered, networked, agile)
- Theologies of communal life
- The school as
- Organisation
- Institution
- Community
- Family
- Ecclesia
- Mission
- Transrelationality as leadership practice
- Spiritual renewal and sustenance: Practices and priorities
Assessment strategy and rationale
The assessment tasks for this unit are designed for students to demonstrate achievement of each of the learning outcomes. 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 and professional standards and criteria consistent with University assessment requirements.
Learning in this unit draws from diverse disciplines to provide students with multiple perspectives through which to understand their educational community. Assessment 1 requires students to engage in critical analysis of how leaders’ actions impact the culture within their community, especially those with a Catholic or other faith-based mission. Assessment 2 requires students to move beyond conceptual and analytical commentary to articulate how their personal leadership practice contributes to the ecological health of their professional setting.
The assessment tasks and their weighting for this unit are mapped to demonstrate the achievement of the learning outcomes and the related academic and professional standards.
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 Review Critically re...
Assessment Task 1: Critical Review
Critically review and justify a range of strategies that are effective for building strong school cultures and ecologies.
50%
Assessment Task 2: Evaluation Evaluate the contr...
Assessment Task 2: Evaluation
Evaluate the contribution of your personal educational leadership practices to the ecological health of a school community/or system.
50%
Learning and teaching strategy and rationale
This unit may be offered in online and multimode and uses an interdisciplinary and reflective learning approach. Lectures and scholarly readings provide the knowledge base of complexity leadership theories for the unit, complemented by wider exposure to contemporary news reportage and social media (blogs, podcasts) on relevant topics. A range of leadership structures and modalities for leading through complexity are introduced. It then explores the value of personal spiritual practices for sustaining and renewing leaders. Students reflect on how their own journey of vocation, formation, and renewal contributes to the health of their educational community.
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 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 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, LO3
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 OutcomeLO2, LO3
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 OutcomeLO1, LO2, LO3
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 OutcomeLO1, LO2, LO3
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 OutcomeLO1, LO2, LO3
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 OutcomeLO1, LO2, LO3
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, LO2, LO3