Unit rationale, description and aim
In current times of exponential change, uncertainty and unpredictability, the role of education and leadership has become increasingly important. This requires educational leaders to understand the political, social and educational contexts in which improvement and innovation are initiated, as well as the emotional nature of change.
In this unit students will examine and critically reflect on leading improvement, innovation and change as core features of the educational landscape and central to the work of educational leaders today. Educational systems and schools are challenged to focus on improving outcomes for all students within a globalised and rapidly changing world.
The aim of this unit is to support students to further build on their knowledge about current theories and practices of leading improvement, innovation and change in education, and skills in analysing and building a case for change.
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.
Review key theories and models of innovation and c...
Learning Outcome 01
'EDLE658 - Leading Innovation - Graduate Capabilities v2 - '
Critically examine the values, principles, practic...
Learning Outcome 02
'EDLE658 - Leading Innovation - Graduate Capabilities v2 - '
Prepare a comprehensive proposal for change to imp...
Learning Outcome 03
'EDLE658 - Leading Innovation - Graduate Capabilities v2 - '
Content
Topics will include:
- Leadership of educational change, innovation and improvement: Theories, research, frameworks and practices
- Introduction to the leadership of improvement, innovation and change in educational settings: The impact of external and internal forces on educational settings, education systems and schools
- Theories, models and frameworks of innovation and change
- System and organisational complexity
- Leading change through creativity and innovation: Values, principles, practices and processes
- Responding to change and diversity: political and emotional dimensions, values and principles
- The application of models, methods and approaches to leading improvement, innovation and change in educational settings
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.
Assessment 1 introduces theories and models of innovation and requires students to critically review an innovation case study. Students evaluate the effectiveness of leadership approaches evident in the case study. Assessment 2 builds on these insights through the development of a comprehensive proposal for innovation relevant to the student’s professional setting. The proposal includes consideration of ethical leadership practices which will support the proposed change processes.
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 Case Study Analysis ...
Assessment Task 1: Critical Case Study Analysis
With reference to theories and models of innovation and change, and the research into leadership of educational change and improvement, critically analyse an educational improvement and/or innovation initiative from your professional context. Critically examine and reflect on the values, principles, practices and processes of the leadership required to lead the educational change and the impact on practice within this case study.
50%
Assessment Task 2: Comprehensive Change Proposal...
Assessment Task 2: Comprehensive Change Proposal and Leadership Reflection
Identify a critical challenge within your professional context in which you could exercise leadership of educational improvement, innovation and change to improve teaching and learning. Prepare a comprehensive proposal and plan for the change. The proposal and plan should include a rationale and case for change, a proposed approach to leading the change, and a considered and strategic plan to implement and evaluate the impact and sustainability of the proposed change.
Critically reflect on the values, principles, practices and processes required of your leadership to effectively lead the change.
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 unit will be delivered through a combination of lectures, tutorials, audio/visual resources and various online activities during the teaching period. Lectures introduce critical concepts in change and innovation theories and process. Critical conversations with teaching staff and other students promote learning through a theory-to-practice approach that will be responsive and relevant to the diversity of participants’ current knowledge and ongoing contextual experiences with a key component being the reflexive link between theoretical knowledge and practice. Critical evaluation of contemporary online tools and resources (blogs, podcasts, social media) assists students to challenge pre-conceived notions of educational innovation and change and gain exposure to alternative perspectives generated by collaborators in their learning processes within the unit.
Australian Professional Standards for Teachers - Lead
In connection to the learning outcomes, on successful completion of this unit, students should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Lead standards:
Australian Professional Standard For Principals - Professional Practice
In connection to the learning outcomes, on successful completion of this unit, students should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Professional Practice standards: