EDM202-Future Leaders in Education

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2023/4

Module Convenor: Dr Jo Anna Reed Johnson
Email: j.a.reedjohnson@reading.ac.uk

Type of module:

Summary module description:

This module will equip students with the tools to critically evaluate policy and practice and develop models of sustainable leadership in education.Ìý Different policy agendas and institutional approaches will be examined in this module.Ìý Reflection will be supported through engaging and reflecting upon the views of a range of ‘expert witnesses’ with varying levels of educational and / or political authority.ÌýÌý

A variety of theoretical models of leadership will be discussed and how these models might apply in practice.ÌýÌý

The module will explore the moral and ethical aspects of leadership in terms of their own personal professional identities as a leader in education. In exploring identities, it will consider socialisation and diversity within the landscape of leadership in education.ÌýÌý

Change and its impact, and how leaders respond to this are key drivers in terms of the new dynamics in which educational organisations need to operate.Ìý Developing an understanding of leading and managing change, understanding the complexities of teamwork and collaboration will be developed.Ìý

Aims:

• To develop an understanding of the key concepts and issues related to educational leadership and managementÌý


• To critically examine the literature associated with educational leadership and management and relate this to professional practice


• To critically examine theories, frameworks and conceptual models of leadership and management from education, and elsewhere, and relate these to professional practice


• To understand leadership as a distributed notion, interactive within and between levels of policymaking


• To enable participants to reflect upon, and enhance, their own professional practice as educational leaders and managers

Assessable learning outcomes:

By the end of this module participants will be able to:

• Demonstrate an understanding of the key concepts and issues surrounding educational leadership and management and how these relate to political, cultural and societal influencesÌý


• Critically examine the literature associated with educational leadership and management and relate this to professional practice


• Critically examine theories, frameworks and conceptual models of leadership and management from education and elsewhere and relate these to professional practice


• Reflect upon and enhance their own professional practice as educational leaders and managers

Additional outcomes:

Participants will have an appropriate understanding of comparative approaches to leadership and management – social, political and cultural dimensions.

Outline content:

Session	Session title
1	Introduction to the module The nature of educational leadership and management
2	Exploring models of leadership, including considering sustainable leadership Assignment preparation – identifying a possible topicÌýÌý
3	The ethical and moral dimension of educational leadership and management Assignment preparation – formative & summative elements
4	Culture and identity in relation to educational leadership and managementÌý
5	Reading Week – Formative Assignment Completed
6	Leadership and Social Justice (Women and Diversity) *
7	Leading and Managing Change
8	Teamwork and Collaboration
9	Leading and Managing Professional Development *
10	Change in a Global Context and Motivation for Change Assignment preparation

* Remotely delivered sessions/F2F dependent on visiting speakers

Global context:

This module will draw on Western theories of Leadership and Management in the main, but reference will also be made to other international contexts as appropriate (for example, China, Saudi Arabia) and how the international economic environment affects global organisational leadership and management practice (for example, the privatisation of Higher Education, globalisation and market forces).

Brief description of teaching and learning methods:

Teaching and learning activities will include lectures and seminars, peer-led group discussions, and individual/group tutorials – some F2F and some online. Independent study will be facilitated by handouts, self-directed tasks and directed reading.

Contact hours:

Ìý	Autumn	Spring	Summer
Lectures		25
Tutorials		5
Guided independent study:	Ìý	Ìý	Ìý
Ìý Ìý Wider reading (independent)		120
Ìý Ìý Wider reading (directed)		50
Ìý	Ìý	Ìý	Ìý
Total hours by term	0	200	0
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	100

Summative assessment- Examinations:

N/A

Summative assessment- Coursework and in-class tests:

One written essay, 4500 words in length.

For the assignment, students will be required to undertake a literature-based study related to leading and managing change. They should demonstrate their understanding of the complex nature of change; be familiar with a number of theoretical models of change; and show a clear grasp of what it means to lead and manage change in a specific context.Ìý Exact topics will be negotiated with the module leader. This assignment is then to be written up and submitted as a research report of 4,500 words.

Formative assessment methods:

Students are required to submit an – assignment proposal form by the midpoint of the module which needs to be approved by the module leader before any research is carried out. They will write a 750 word formative piece of work which will be assessed in terms of its strengths and weaknesses, and forms part of the literature review.ÌýStudents are also required to present their research ideas to the rest of the group for comments/feedback towards the end of the module.

Penalties for late submission:

The below information applies to students on taught programmes except those on Postgraduate Flexible programmes. Penalties for late submission, and the associated procedures, which apply to Postgraduate Flexible programmes are specified in the policy 'Penalties for late submission for Postgraduate Flexible programmes', which can be found here: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmissionpgflexible.pdf
The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

50%

Reassessment arrangements:

Resubmissions must be submitted within one calendar month of the notification of failure.

Additional Costs (specified where applicable):

1) Required text books:Ìý

2) Specialist equipment or materials:Ìý

3) Specialist clothing, footwear or headgear:Ìý

4) Printing and binding:Ìý

5) Computers and devices with a particular specification:Ìý

6) Travel, accommodation and subsistence:

Last updated: 30 March 2023