EDM202: Future Leaders in Education

Module code: EDM202

Module provider: Institute of Education

Credits: 20

Level: Postgraduate Masters

When you'll be taught: Semester 2

Module convenor: Dr Jo Anna Reed Johnson, email: j.a.reedjohnson@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This module will equip students with the tools to critically evaluate policy and practice and develop models of sustainable leadership in education.  Different policy agendas and institutional approaches will be examined in this module.  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.

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

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.

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, with the added dimensions of volatility, uncertainty, complexity and ambiguity (VUCA), will be explored.

An understanding of leading and managing change, understanding the complexities of teamwork and collaboration will be developed.  The ways in which educational leaders can consider the triple bottom line when planning change and engaging others in professional development will be considered.

By drawing on current research evidence, critically reflecting on own practice or experiences, and being able to draw on empirical research, it is expected that, on successful competition of this module, students will come to a better understanding of their own role and identity as an educational leader and manager, and how to deal with change and the complexities of that in this every changing landscape.This in turn will positively affect the institutions in which they work.

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

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Demonstrate an understanding of the key concepts and issues surrounding educational leadership and management and how these relate to political, cultural and societal influences.
2. Critically examine the literature associated with educational leadership and management and relate this to professional practice.
3. Critically examine theories, frameworks and conceptual models of leadership and management from education and elsewhere and relate these to professional practice.
4. Reflect upon and enhance their own professional practice as educational leaders and managers.

Module content

Session 1 – Introduction to the nature of educational leadership and management

Session 2 - Exploring models of leadership, including considering sustainable leadership*

Session 3 - The ethical and moral dimension of educational leadership and management

Session 4 – Culture and identity in relation to educational leadership and management

Session 5 – Reading week – Formative Assignment Completed

Session 6- Leadership and Social Justice (Women and Diversity)*

Session 7 – Leading and Managing Change

Session 8 – Teamwork and Collaboration

Session 9 – Leading and Managing Professional Development*

Session 10 – Change in a Global Context and Motivation to Change

* Remotely delivered sessions/F2F dependent on visiting speakers

Structure

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.

Study hours

At least 25 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• 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 three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/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.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Written assignment, 750 words essay.

Reassessment

Additional costs