University of the West of England

MODULE SPECIFICATION

(Draft October 2005)

Code:	UTTGG3-60-M
Title:	Evidencing Leadership and Management Development
Version:	3
Level:	M
UWE credit rating:	60
ECTS credit rating:	30
Module type:	Project
Owning Faculty:	Social Sciences and Humanities
Field:	Primary, Early Childhood and Education Studies
Field Leader:
Valid from:	September 2008
Discontinued from:
Contributes towards:	MA Education, MA Education (RAICS), MA Education (SEN), MA Education (Early Years) PG Dip Education PG Dip Education (RAICS) PG Cert Education PG Cert Education (RAICS)
Pre-requisites:	None
Co-requisites:	None
Excluded combinations:	None

Learning outcomes:

On successful completion of the module participants will:

• have a developed understanding of the role of head teachers in schools in the context of the TTA national standards for headteachers;

• be able to critically analyse the contribution of head teachers to school improvement;

• understand key aspects of their role as agents of change within institutions;

• have reflected on and critically reviewed their own leadership style and their role as head teacher;

• have developed and critically evaluated a range of strategies for working with colleagues;

• be able to organise and present ideas and information coherently;

• be able to communicate effectively, including the capacity to communicate the processes and outcomes of their learning;

• be able to work effectively as an independent and self-motivated learner.

Syllabus outline:

The nature of leadership and management in school contexts; the national context and standards for head teachers; leadership styles; communication; time management; team working and supporting colleagues; conflict and negotiation; problem solving; delegation; monitoring teaching and learning; leading and managing change.

Teaching and learning methods:

Workshops, directed readings, individual and group tutorials.

Indicative sources:

BRUNDETT, M (1999) Principles of School Leadership, King’s Lynn: Peter Francis Publishing.

BUSH, T. & COLEMAN, M. (2000) Leadership and Strategic Management in Education. London: Paul Chapman Publishing Ltd.

DAVIES, B. & ELLISON, L. (2003) The New Strategic Direction and Development of the School. London: Routledge

FULLAN, M. (2003) The Moral Imperative of School Leadership. London: Sage Publications

LAW, S. & GLOVER, D. (2000) Educational Leadership and Learning: Practice, Policy and Research. Buckingham: Open University Press.

Assessment

Weighting between components A and B (standard modules only) N/A

ATTEMPT 1

First Assessment Opportunity

Component A

A portfolio of evidence of professional learning linked explicitly to the first five learning outcomes of the module and supported by a critical and reflective account of that learning. The account will be of approximately 6000 words.

Assessment Criteria:

A: Conceptual Domain (Core)

LM: The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument.

B: Literature Domain

LM: The assignment demonstrates that the student can reference an extensive range of relevant literature and utilise it in the development of analysis and discussion of ideas, including critical engagement with that literature.

C: Contextual Domain

LM: The assignment demonstrates that the student has an awareness of the significance of relevant contextual factors (eg personal, locational, historical, political etc) influencing the area of study and is able to critically engage with the contextual significance.

G: Action Domain

LM: The assignment demonstrates that the student can explore the relationship between theory and practice, and use reflection to develop personal theory and consider its implications for practice, with due regard to issues of equity and social justice, critically evaluating professional development needs and/or outcomes.

Second Assessment Opportunity (further attendance at taught classes is not required)

Component A

A portfolio of evidence of professional learning linked explicitly to the first five learning outcomes of the module and supported by a critical and reflective account of that learning. The account will be of 6000 words.

Assessment Criteria:

A: Conceptual Domain (Core)

LM: The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument.

B: Literature Domain

LM: The assignment demonstrates that the student can reference an extensive range of relevant literature and utilise it in the development of analysis and discussion of ideas, including critical engagement with that literature.

C: Contextual Domain

LM: The assignment demonstrates that the student has an awareness of the significance of relevant contextual factors (eg personal, locational, historical, political etc) influencing the area of study and is able to critically engage with the contextual significance.

G: Action Domain

LM: The assignment demonstrates that the student can explore the relationship between theory and practice, and use reflection to develop personal theory and consider its implications for practice, with due regard to issues of equity and social justice, critically evaluating professional development needs and/or outcomes.

H: Negotiated Domain

In addition to criteria specified under domains A-F, we accept the possibility of tutor and student negotiating an appropriate assessment criterion, to encompass specific elements of

SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes is not required.

Specification confirmed by ………………………………………Date ……………………..…

(Associate Dean/Programme Director)