Area: | Department of Education |
Credits: | 25.0 |
Contact Hours: | 3.0 |
Lecture: | 1 x 3 Hours Weekly |
Syllabus: | A critical comparison of traditional and current perspectives on leadership and management. The significance of leadership for school-level planning, implementation and review. Leadership for the articulation of vision and the transformation of school culture. Strategies for the development of collegial relationships and the promotion of collective leadership. Instructional leadership as an activity central to the improvement of student learning outcomes and the professional enhancement of teachers. |
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Unit Outcomes: | On successful completion of this unit students will have - Compared the various theoretical approaches used to explain educational leadership. Assessed the appropriateness of these theoretical approaches for application in different school situations. Explained the influence of leadership on school operations and the members of the school community. Examined the effect of school leadership on classroom learning and teaching. Identified school leadership attributes conducive to school improvement. |
Texts and references listed below are for your information only and current as of September 30, 2003. Some units taught offshore are modified at selected locations. Please check with the unit coordinator for up-to-date information and approved offshore variations to unit information before finalising study and textbook purchases. |
Unit References: | Beyer, L.E. and Liston, D.P. (1996). Curriculum in Conflict: Social Visions, Educational Agendas, and Progressive School Reform. New York, Teachers College Press. Caldwell, B.J. and Hayward. D.K. (1998). The Future of Schools: Lessons From the Reform of Public Education. London, Falmer Press. Caldwell, B.J. and Spinks, J.M. (1992). Leading the Self-Managing School. London, Falmer Press. Chapman, J.D., Froumin, I.D. and Aspin, D.N. (1995). Creating and Managing the Democratic School. London, Falmer Press. |
Unit Texts: | Fullan, M. (2001). Leading in a Culture of Change. San Francisco, Jossey-Bass. |
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Unit Assessment Breakdown: | Assignment - 1 30%, Examination 30%, Assignment 2 - 40%. This is by grade/mark assessment. |
Field of Education: | 70300 Curriculum and Education Studies (Narrow Grouping) | HECS Band (if applicable): | 1 |
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Extent to which this unit or thesis utilises online information: | Not Online | Result Type: | Grade/Mark |
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Availability
| Year | Location | Period | Internal | Area External | Central External | | 2004 | Bentley Campus | Semester 1 | Y | | | | 2004 | Bentley Campus | Semester 2 | Y | | |
Area
External | refers to external course/units run by the School or Department, offered online or through Web CT, or offered by research. |
Central
External | refers to external course/units run through the Curtin Bentley-based Distance Education Area |
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