Unit rationale, description and aim
Knowledge and understanding of civil and canon law, and theoretical concepts relevant to educational leadership in Catholic schools are required for school leaders to fully understand their role and responsibility within Catholic educational settings, and increasing accountability to external authorities, social, ethical, legal and financial complexity.
In addition to addressing the role and responsibilities of Catholic school leaders, the unit also addresses the related responsibilities of bishops, religious congregations, Diocesan authorities, parish priests and canonical administrators, governing councils, principals, school boards and school communities. Students in other faith-based schools will explore the responsibilities of their relevant ecclesial authorities.
Participants will also deepen understandings of the transition of Catholic school authorities to different forms of governance, to increase transparency and accountability in light of reducing numbers of religious governors and in response to changing government policy expectations. Compliance with both civil and canon law is identified and contextualised. Theories of governance such as Agency, Stakeholder, Resource Dependence and Stakeholder are discussed. Governance concepts examined include internal/external governance, synodality, co-responsibility and subsidiarity.
The aim of this unit is to increase participants’ understandings of their role and responsibilities within Catholic and other faith-based educational settings. It complements both EDLE661 and EDLE663.
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.
Contrast the concepts of governance, leadership an...
Learning Outcome 01
Explain the principles underpinning Church/Foundin...
Learning Outcome 02
Interpret and synthesise the principles of governa...
Learning Outcome 03
Content
Topics will include:
- The structures of governance and relationship to management
- Church governance – mission and Catholic social teaching
- Civil governance for Church entities
- Responsibility of boards to enact governance / Advisory boards in Church ministries
- Governance as stewardship
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 moves from description, then to analysis, and then to evaluation. Assessment 1 engages students in locating, describing, and critiquing the governance context in which their leadership is enacted. Assessment 2 responds to insights gained through Assessment 1 to create a plan for improved governance culture and practice within students’ leadership contexts.
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 Reflection Critical ...
Assessment Task 1: Critical Reflection
Critical reflection of students’ current Catholic/faith-based governance context. Areas for improvement should be identified and justified from scholarly literature. Proposed improvements in governance, leadership and management in order to enhance the governance context’s capacity to achieve its mission will be identified and justified.
50%
Assessment Task 2: Implementation Plan and Justif...
Assessment Task 2: Implementation Plan and Justification
Formulate and justify an improvement implementation plan. Particular attention needs to be paid to the implementation priorities including the development of policy, professional development, and evaluation processes that are in line with canon and civil law (as relevant).
50%
Learning and teaching strategy and rationale
This unit may be offered in online, on campus or in multimode, for the equivalence of 150 hours of study. The use of the Learning Management System will be integral to the unit in exploring concepts and testing understandings and propositions. Introductory concepts are presented through lectures and readings. Students are then provided opportunity to critique their current situation considering this. Collaborative discussion forums are used to help students develop critical insights of their contextual situation. These insights form the basis for developing a relevant professional learning plan for improvement.
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 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