Unit rationale, description and aim
Emerging educational leaders need to demonstrate reflexive evidence-based practice that impacts their educational setting. This is the first of two units undertaken in the Highly Accomplished/Lead Educational Practice specialisation of the Graduate Certificate in Education. This unit focuses on clarifying and reflecting on the emerging educational leaders’ current practice in action. Emerging educational leaders will learn to use ethical data collection measures to collect and collate data that demonstrates evidence of highly accomplished practice and to undertake substantial reflective and reflexive processes in order to evaluate how their current practice adds value to their educational community. Emerging leaders will then develop a critical enquiry proposal that addresses a problem of practice within their specified educational context, focusing on professional knowledge, professional practice and professional engagement. This critical enquiry will then be used as the basis for preparing a proposal which influences educational practice, aligning with AITSL Highly Accomplished or Lead).
This unit aims to support the ongoing professional learning needs of emerging educational leaders by guiding evaluation and reflection of current practice.
Campus offering
No unit offerings are currently available for this unit.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.
Describe the relationship between their consolidat...
Learning Outcome 01
Interpret, analyse and evaluate educational data t...
Learning Outcome 02
Evaluate the impact of intervention strategies on ...
Learning Outcome 03
Plan a critical, ethical, evidence-based enquiry i...
Learning Outcome 04
Content
Topics will include:
- Reflective professional practice; self-auditing, collegial engagement and mentoring to lead effectively in educational settings
- Principles of ethical data collection and analysis techniques commonly used in educational research
- Communities of practice; improving knowledge, practice and engagement within educational contexts
- Data and evidence; strategies to record, interpret and analyse qualitative and quantitative data relating to student learning and professional practice
- Develop researchable questions and refining, contextualising and justifying an educational intervention
- Designing and managing projects; strategies for responding to researchable questions and organising research processes, timelines and data
Assessment strategy and rationale
The assessment tasks, their sequence, timing and weightings are designed to allow you to progressively demonstrate achievement against the course learning outcomes by demonstrating your attainment of academic and professional standards. The two units in this specialisation focus on developing skills in school-based contextual issue identification, literature alignment and problem solving.
The assessment tasks are sequenced and timed to allow feedback and progressive development. By completing Task 1 you will demonstrate your strengths and weaknesses in alignment with the APSTs. Assessment task 2 follows to allow you to identify and review contextual issues to improve student learning. Task 1 and 2 are built on with Task 3 which requires you to develop an enquiry project proposal for your individual context.
A range of assessment procedures are used to meet the unit learning outcomes and develop APSTs and criteria consistent with University assessment requirements.
http://www.acu.edu.au/policy/student_policies/assessment_policy_and_assessment_procedures
Overview of assessments
Assessment Task 1 : Audit and Portfolio of Docume...
Assessment Task 1: Audit and Portfolio of Documentary Evidence at Highly Accomplished/ Lead APSTs
a) Present an audit of your present strengths and weaknesses with an accompanying portfolio of evidence at Highly Accomplished or Lead Educational Practitioner. From this audit, map a way forward to address these weaknesses and evidence these strengths.
b) Present a portfolio which will include one set of evidence which meets 2-4 standard descriptors and another incomplete set of evidence, with an annotated commentary of actions and evidence to address the gaps.
20%
Assessment Task 2: Review Describe the context a...
Assessment Task 2: Review
Describe the context and identify contextual issues to determine an area of need you wish to explore to improve student learning. Review the literature and guiding policies and practices in alignment with the problem. Review, synthesis and analyse the literature, policies and practices to determine several courses of action. Critically evaluate these courses of action and justify the most appropriate intervention for your context.
30%
Assessment Task 3: Enquiry Project Proposal Usin...
Assessment Task 3: Enquiry Project Proposal
Using the identified problem from assessment task 2, develop a proposal for a cause of action within an education setting which includes:
- Strategic goals aligned with AITSL standards and informed by evidence, school / system practices and policies;
- Implementation strategies
- Timeline for implementation
- Methods for data collection
- Processes for project evaluation and reporting. <
50%
Learning and teaching strategy and rationale
The nature of the learning outcomes of this unit require you to reflect in the mode of critical enquiry, iteratively interrogating practice, evidence and context. Accordingly, the learning and teaching strategy in this unit involves an ongoing collection, evaluation and reflection on evidence of professional knowledge, practice and engagement. Emerging leaders will develop a critical enquiry which is aligned with the relevant career stage (Australian Professional Standards for Teachers Highly Accomplished or Lead) which adds value to their educational context. The unit will conclude with a proposal of the critical enquiry research project which will be implemented in the subsequent unit EDEP601.
- Available online or multi-mode for cohorts by special arrangement