Unit rationale, description and aim
Education is a dynamic set of processes, an endless recalibrating of what should be learned, how it should be taught, how it should be assessed, and what is its end purpose. Theorists, theologians, politicians, philosophers, and social commentators have differing views, and agreement often seems hard to find. Opportunity to engage directly with leading scholars, theologians, policy makers, and practitioners can be limited, particularly for educational leaders who are often engaged in busy professional lives.
This unit is presented as a series of seminars across the semester, supported by related scholarly readings and online resources. Topics and speakers will be determined each year in consultation with educational leadership scholars in the National School of Education, in consultation with the La Salle Academy and Catholic education partners. Availability of speakers will also inform the final shape of topics and modes of presentation. The first and second assessments engage students in a critical review of seminar topics, and the final assessment explores the practical implications of ideas explored across the presentations.
The aim of this unit is to engage students directly and critically with contemporary leaders, educationalists, theorists, theologians, and philosophers.
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.
Appraise significant priorities and challenges for...
Learning Outcome 01
Use scholarly literature to critically analyse the...
Learning Outcome 02
Synthesise diverse perspectives from literature an...
Learning Outcome 03
Content
Topics will vary year to year, based on evaluation of contemporary social, political, philosophical, and ecclesial developments.
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.
The assessment will relate directly to the achievement of the outcomes above. There are two graded assessment tasks. The first task will be a critical review of a key text related to the seminar topics. The second task draws from this synthesis to construct a practical response to the challenges presented in the seminars and readings.
The assessment strategy used allows students to demonstrate their knowledge related to perspectives on well-being in a creative and practical manner. In order to pass this unit, students are required to successfully complete all assessment tasks regardless of their mode of enrolment.
Overview of assessments
Assessment Task 1: Critical Essay Critical essay...
Assessment Task 1: Critical Essay
Critical essay identifying the significance of issues for contemporary educational leadership identified through scholarly readings and seminar/masterclass.
50%
Assessment Task 2: Develop a Personal Response D...
Assessment Task 2: Develop a Personal Response
Develop a personal response to the issues and their relevance to personal educational leadership context.
50%
Learning and teaching strategy and rationale
This unit will be offered as a series of seminars that are presented both live and recorded for students unable to attend. It is anticipated each seminar would be presented from across different campuses of the university, based on availability of speakers at the time, consistent with the national identity of the university. Stimulus and support materials will be available through the Learning Management System. Students will engage in pre-reading or access to online resources (blogs, podcasts, social media) relevant to the annual seminar topics.
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 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 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, 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