Adaptive Educational Leadership 1 PG (12116.1)
Please note these are the 2024 details for this unit
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | Intensive |
Bruce, Canberra |
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Education |
| Discipline | Study level | HECS Bands |
| Academic Program Area - Education | Post Graduate Level | Band 1 2021 (Commenced After 1 Jan 2021) Band 1 2021 (Commenced Before 1 Jan 2021) |
This unit enables educators to critically analyse the theoretical and practical elements of leading and managing change in education settings. It explores the prevalence of change in education settings, and the importance of adaptive leadership in initiating and sustaining meaningful change in schools. This unit provides opportunities for educators to critically reflect on their own experiences of change in the educational context and explores what successful change management looks like in schools. This unit builds leadership skills in data analysis and interpretation, promoting the use of data informed decision-making to drive improved student outcomes and meaningful change. Educators examine a range of change theories and approaches to leadership and develop a plan for change in their current educational setting.
1. Critically examine experience and existing knowledge concerning change leadership in educational settings;
2. Demonstrate an understanding of the role leadership and data-informed decision making have in bringing about educational change;
3. Demonstrate an appreciation of the theories and research relevant to the study and practice of change leadership through an examination of contemporary literature; and
4. Apply relevant theoretical and professional knowledge to design a plan for change in an educational setting.
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
Learning outcomes
Upon successful completion of this unit, students will be able to:1. Critically examine experience and existing knowledge concerning change leadership in educational settings;
2. Demonstrate an understanding of the role leadership and data-informed decision making have in bringing about educational change;
3. Demonstrate an appreciation of the theories and research relevant to the study and practice of change leadership through an examination of contemporary literature; and
4. Apply relevant theoretical and professional knowledge to design a plan for change in an educational setting.
Graduate attributes
1. UC graduates are professional - communicate effectively2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
Prerequisites
None.Corequisites
None.Incompatible units
None.Equivalent units
None.Assumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2024 | Bruce, Canberra | Study Block 3 | 06 May 2024 | Intensive | Mr Matthew Brown |
The information provided should be used as a guide only. Timetables may not be finalised until week 2 of the teaching period and are subject to change. Search for the unit
timetable.
