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Module Descriptors

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Session: 2022/23

Last modified: 22/06/2022 11:36:15

Title of Module: Leadership of Learning

Code: UGED10004 SCQF Level: 10
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:C  Bignell

Summary of Module

Teachers are leaders at all stages in their careers.  With this in mind, this module will prepare students to take up roles as teacher leaders within their classrooms and within the wider school community.  In doing so, it asks students to critically engage with key leadership concepts and educational policies that are understood to inform and shape the way that leadership happens in schools. 

The overarching focus of the module is leadership in teaching and learning. Readings and related discussions focus on: the moral purpose of leaders; teacher (and leader) autonomy, identity and professionalism; the teacher as leader of learning; leadership styles and the implications of these; and the teacher’s role in leadership for school improvement. 

This module will develop learning from the third year Critical Analysis of Teaching module through enabling students to engage critically with research related to effective pedagogies and how these are framed within the context of leadership in schools.  It will also contribute to the subsequent fourth year dissertation module by providing students with opportunities to informally inquire into leadership processes within the school context. 

The module will support students towards meeting the following standards for GTCS Standard for Provisional Registration:

1.1 Professional values.

1.2 Professional Commitment.

1.3 Professional Standards, specificaly leadership.

2.2.2 Contributing to learning community & school culture and ethos.

3.1.3 Creating and sustaining effective working relationships with colleagues.

3.2.2 Embracing diversity to ensure that every learner feels welcome, included and ready to learn.

3.3.1 Engaging critically with research.

 

  • In relation to learning for sustainability, students will be encouraged to: • Adopt an enquiring and critical approach to understanding leadership in schools. • Demonstrate critical reflection through discussion with school staff about the way in which leadership is enacted in schools and the challenges and opportunities encountered within this.

  • Through participating in the module, students will develop UWS Graduate Attributes and globally relevant skills, abilities and behaviours that will support them in becoming work ready and successful. A broad range of personal, academic and professional attributes are embedded within the activities and content of the module. In this module a particular focus will be given to developing critical thinkers who are knowledgeable, analytical, inquiring and research minded young educators.


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

HybridC
Online with mandatory face-to-face learning on Campus

HybridO
Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:

 

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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1

 

Term 2check markTerm 3

 

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Demonstrate a critical understanding of theories, research and principles related to leadership in a school context.

L2. Apply this knowledge and understanding to leadership practices within schools.

L3. Critically define key terms and analyse issues that may arise within the context of leadership in schools.

L4. Offer professional insights into leadership opportunities and challenges in the school context.

L5. Effectively communicate his/her understanding of leadership in the school context.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 10.

Demonstrating knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of a subject/discipline/sector.

Demonstrating a critical understanding of the principal theories, concepts and principles.

Practice: Applied Knowledge and Understanding SCQF Level 10.

Applying knowledge, skills and understanding to practise in a range of professional level contexts that include a degree of unpredictability and/or specialism.

Generic Cognitive skills SCQF Level 10.

Critically identifying, defining, conceptualising and analysing complex/professional problems and issues.

Offering professional insights, interpretations and solutions to problems and issues.

Critically reviewing and consolidating knowledge and thinking in a subject.

Communication, ICT and Numeracy Skills SCQF Level 10.

Presenting information about specialised topics to informed audiences.

Communicating with peers, senior colleagues and specialists on a professional level.

Autonomy, Accountability and Working with others SCQF Level 10.

Exercising autonomy and initiative in professional/equivalent activities.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
Lectures, tutorials, workshops and use of the Moodle VLE, employing a range of learning and teaching methodologies including exposition, discussion, paired and group work, problem-based learning and student presentations, will be used, as appropriate, to develop student learning. Student handbooks and other material made available to students will give more detailed information on the particular learning and teaching methodologies to be used for timetabled student sessions. This will clarify for students both their expectations for timetabled sessions, and their expectations for the overall balance of learning and teaching methodologies to be used during the module.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below: 		Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery30
Asynchronous Class Activity24
Independent Study146
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Bush, T. & Glover, D. (2014) ‘School leadership models: what do we know?’ School Leadership and Management. Vol. 34(5), pp. 553-571.







Harris, A. (ed) (2009) Distributed Leadership: different perspectives. Dordrecht: Springer.

Harris, A. & DeFlamini, J. (2018) ‘Distributed leadership in practice: evidence, misconceptions and possibilities’. Management in Education
in Education. Vol. 30(4), pp. 141-146.

Harris, A. & Jones, M. (2019) 'Teacher leadership and educational change', School Leadership & Management, 39(2), pp. 123-126.


Hunzicker, J. (2017) From Teacher to Teacher Leader: A Conceptual Model. International Journal of Teacher Leadership. Vol. 8(2), pp. 20-46.

Mowat, J. & McMahon, M. (2019) 'Interrogating the concept of ‘leadership at all levels’: a Scottish perspective', Professional Development in Education, 45(2), pp. 173-189.


Northhouse, P. G. (2016) Leadership: theory and practice. London: Sage.


Pineda-Báez, C., Bauman, C. & Andrews, D. (2020) 'Empowering teacher leadership: a cross-country study', International Journal of Leadership in Education, 23(4), pp. 388-414.

Wenner, J. & Campbell, C. (2017) 'The theoretical and empirical basis of teacher leadership: a review of the literature', Review of Educational Research, 18(1), pp. 134-171.


Journals:
Educational Management Administration & Leadership
Management in Education: The Journal of Professional Practice
School Leadership and Management

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
It is expected that students will attend all scheduled classes or participate with all delivered elements as part of their engagement with their programme of study. Please refer to UWS Regulation 1.1.64. In accordance with module and programme handbooks, any student whose attendance has fallen below the 75% minimum requirement for a module could be withdrawn from and given a re-attend decision for that module. To assure placement partners that students are appropriately prepared to undertake periods of school experience, unsatisfactory attendance across academic modules may prevent progress to placement, or result in withdrawal from the programme, as a student would be deemed not to have met the professional requirements of the programme as accredited by the GTCS.

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelEducation
ModeratorA Pirrie
External ExaminerF Hendry
Accreditation DetailsGeneral Teaching Council Scotland. Contact School for current details.
Version Number

2.05

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Assessment: (also refer to Assessment Outcomes Grids below)
Summative assignment will be in the form of a written assignment of 3000 words that demonstrates the student’s knowledge and understanding of leadership of learning within the primary education sector and within the context of one or more of the contemporary themes.
Students are required to draw upon examples from their year four placement to critically explore the relationship between leadership theory and practices within the school context. Should a student be unable to attend/write with reference to placement, modified assignment guidance will be provided.

(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essaycheck markcheck markcheck markcheck markcheck mark1000
Combined Total For All Components100% 0 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
TThis module is appropriate for all students irrespective of age, disability, gender and gender identity, race, ethnicity, religion or belief, or sexual orientation. To promote inclusive practice, procedures and processes have been subject to Equality Impact Assessment where appropriate.

In line with the Equality Act 2010 and UWS Equality Outcomes 2017-21, the School of Education encourages the disclosure of support requirements, including disability, at the recruitment stage and throughout the duration of the module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced. The School will endeavour to make reasonable adjustments to teaching and learning approaches and arrangements for assessment, and (when applicable) periods of school placement, where a student has disclosed specific requirements.


UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

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