Unit rationale, description and aim
Effective leadership is fundamentally influenced by individual leaders’ self-knowledge and their interactions with others in organisations. In a dynamic, knowledge-based and increasingly depersonalised society, effective educational leadership based on trusting relationships has become more important than ever before.
This unit supports students to explore this dynamic in educational settings, by using philosophical and/or faith frameworks that clarify how values and ethics impact leadership behaviours, such as sense-making and framing, and decision-making.
The aim of this unit is to support students to reflect, explore and identify their own inner values and promote personal and professional growth through an experiential, reflective critique of personal and contemporary educational challenges.
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.
Explain the nexus between intra and interpersonal ...
Learning Outcome 01
Through reflexive strategies, appraise how their o...
Learning Outcome 02
Critique approaches and models for analysing moral...
Learning Outcome 03
Critically analyse the reciprocity between the lea...
Learning Outcome 04
Justify their leadership practice based on philoso...
Learning Outcome 05
Content
Topics will include:
- The philosophical foundations of leadership and how values reflected in these approaches impact on personal and professional life in educational communities
- Personal analysis and reflection on values, beliefs, motivations, and behaviours and the consequences of these for leadership in education. This will involve understanding theories, such as the Theory of Planned Behaviour / Reasoned Action and extending these understandings by critiquing contemporary fields in the reciprocity between the inner world of leaders with their educational communities
- Current theories of moral and ethical literacy and their relationship to educational leadership
- Development of a leadership platform based on philosophy and values that will assist with understanding and explaining the inter-relationship and connection between values, beliefs and ideology in educational leadership situations
- Practical experiences of analysing ethical and moral dilemmas for individuals and the implications of these experiences for their future as leaders of educational communities.
Assessment strategy and rationale
The assessment tasks for this unit are designed for students to demonstrate achievement of each learning outcome. Assessment tasks build on each other through a developmental and applied approach, provide students the opportunity to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements. This unit draws from a self-reflexive assessment strategy and is designed to enhance students’ understanding of self as a leader. Assessment 1 provides students with critical reflection on foundational concepts, literature, and their relationship to their educational practice. Students critically examine the contribution of beliefs, values, and ethics to their professional identity and practice. Throughout the unit, students are required to keep a reflective journal of their growing knowledge and understanding, although this is not submitted for grading. Assessment 2 uses a metacognitive strategy requiring students to evaluate their development of self throughout the unit. This is reflected in a digital presentation of an ethical dilemma. The assessment strategy used allows students to demonstrate their knowledge related to perspectives on leadership as a vocation and service in both a creative and practical manner. 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 Analysis Critical an...
Assessment Task 1: Critical Analysis
Critical analysis of the contribution that ethics, values, and faith make to personal and professional leadership behaviours.
50%
Assessment Task 2: Digital Presentation A digita...
Assessment Task 2: Digital Presentation
A digital presentation of a case study of an educational leadership ethical dilemma, including insights for personal leadership practice.
50%
Learning and teaching strategy and rationale
This unit may be offered in fully online, campus or multi-mode 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. Lectures and reading are presented to introduce key concepts and frameworks. Reflective writing is used to focus student learning on personal values, ethics, and professional practice. These insights are then applied to a series of case study dilemmas, complemented by online discussion/forums on related topics. Students will keep a reflective journal of their learning and personal leadership practices throughout the semester which forms the content for their final evaluative essay.
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 toUse comprehensive knowledge of the Australian Professional Standards for Teachers to plan and lead the development of professional learning policies and programs that address the professional learning needs of colleagues and pre-service teachers.
Relevant Learning OutcomeLO5
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, LO2
Relating toModel exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community.
Relevant Learning OutcomeLO3, LO4
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 OutcomeLO4, LO5
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 OutcomeLO2, LO4
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, LO5
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, LO4, LO5
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, LO4, LO5