EDUC9616 Leadership and Management in Education

2020

4.5

1 x 2-hour intensive workshop weekly

1 Admission into MEDLMOS-Master of Educational Leadership and Management
1a Admission into MEDLM-Master of Education (Leadership and Management)
1b Admission into GCELM-Graduate Certificate in Education (Leadership and Management)
1c Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years]
1d Admission into MEDCP-Master of Education (Cog Psych & Educational Prac)
1e Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment)
1f Admission into MEDSE-Master of Education (Special Education)
1g Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health)
1h Admission into MEDWS-Master of Education
1i Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years]
1j Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years]
1k Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years]
1l Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years]
1m Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
1n Admission into MEDWSP-Master of Education [1.5 years]
1o Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years]
1p Admission into MDPP-Master of Disability Policy and Practice
1q Admission into MDPPA-Master of Disability Policy and Practice [1.5 years]
1r Admission into MLE-Master of Leadership in Education
1s Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education
2 Admission into MED-Master of Education
2a Admission into GCE-Graduate Certificate in Education
2b Admission into GCLED-Graduate Certificate in Leadership in Education
2c Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
2d Admission into MCPEPA-Master of Cognitive Psychology and Educational Practice
2e Admission into MEDUA-Master of Education
2f Admission into MLEA-Master of Leadership in Education
2g Admission into MWPMHEA-Master of Wellbeing and Positive Mental Health in Education
3 Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
3a Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
3b Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
3c Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
4 108 units of study
Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m or 1n or 1o or 1p or 1q or 1r or 1s)) or ((2 or 2a or 2b or 2c or 2d or 2e or 2f or 2g)) or ((3 or 3a or 3b or 3c) and 4))

Prior leadership and management experiences.

This topic draws from a range of philosophical and ideological ideas to explore concepts such as leadership, management, managerial leadership, educational leadership, educational management and organisational leadership.

The concept of management is critiqued against understandings of leadership as a phenomenon. As such, important characteristics of leadership and management can be investigated.

Educational leadership and management are not ends in themselves, rather leading and managing are intentional activities that advance educational purposes institutionally and systemically. An educational leader's intentional and responsive engagement has consequences for the organisational culture and a leader's ongoing learning. In a similar way, how leaders work with the emergent and relational circumstances on a day by day basis is integral to the organisational culture.

Recent international trends regarding the theory and practice of leadership which include the standardisation and standard-based evaluative approaches to educational leadership need critique.

This topic aims to:

• explore a range of philosophical and ideological views on the concept and nature of leadership, management, managerial leadership, educational leadership, educational management and organisational leadership

• critique concepts of management against understandings of leadership as a phenomenon

• examine the intentionality of leading and managing which advance the educational purposes institutionally and systemically at a local level

• explore the relationship between an educational leader's day to day intentional and emergent activity with the implications for the organisational culture and the leader's ongoing learning

• review recent international trends regarding the theory and practice of leadership in relation to standardisation and standard-based evaluative approaches to educational leadership

It is expected that as a result of work in this topic, students will be able to:

• critique the concept and nature of leadership, management, managerial leadership, educational leadership, educational management and organisational leadership from a range of philosophical and ideological perspectives

• appraise concepts of management against understandings of leadership as a phenomenon

• evaluate the influence and intentionality of leading and managing which advance the educational purposes of an educational organisation at a local level

• examine an educational leader's intentional and emergent activity with the implications for the organisation's culture and the need for ongoing learning

• critically review recent international trends in educational leadership regarding standardisation and standard-based evaluative approaches to educational leadership