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Session: 2022/23
Last modified: 14/12/2022 14:59:46
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Title of Module: Leadership Issues |
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Code: EDUC08004 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | R
McGill |
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| Summary of Module |
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Students develop a broad knowledge of the defining features of leadership in general and the importance of leadership skills in the early childhood settings. Leadership styles and the connection to their own personal development are addressed, as well as context specific research regarding distributed leadership in education.
Theories of motivation and delegation are investigated and an awareness of the importance of teamwork in early childhood settings developed. The importance of self-evaluation and audit in a setting is highlighted under the topic of quality assurance and students develop a critical awareness of quality and the importance of reflection for their own development and their potential workplace.
Students will develop a sound understanding of the importance of leadership qualities for the improvement of children’s outcomes and be able to apply their theoretical knowledge to workplace scenarios and a placement experience.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-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.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Critically examine the role of the leader/manager in childhood settings, considering theories regarding leadership style and qualities of an effective leader.
L2.
Examine the importance of self-reflection for educational practitioners and settings, reflecting on the audit process, relevant theory, policy and practical applications.
L3.
Investigate theories of motivation and delegation and apply them to the childhood workforce.
L4.
Investigate strategies, accountability, communication and autonomy in successful teamwork and their application in childhood settings.. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 8.
Understanding of a limited range of core theories, principles and concepts of leadership and management. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Carry out routine lines of enquiry, development or investigation into professional problems and issues which may be associated with leadership and management within Integrated Children’s Services. |
| Generic Cognitive skills |
SCQF Level 8.
Critically evaluate evidence based solutions to defined and routine problems and issues. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Convey complex information to a range of audiences and for a range of purposes associated with relevant professional contexts. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Take continuing account of own and others’ roles, responsibilities and contributions in carrying out and evaluating tasks. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Research and investigation, including research in the field,collecting, presenting and analysing data. (Independent and group work), problem solving, presentations by University lecturers, presentations to peers and seminars will be used to develop learning and teaching in this module.
Student handbooks, and other detailed material made available to students, will give more specific information on the particular learning and teaching methodologies, and combinations of these 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 Delivery | 36 |
| Work Based Learning/Placement | 35 |
| Independent Study | 129 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Siraj- Blatchford, I., Manni, L. (2007) Effective Leadership in the Early Years Sector The ELEYS Study Institute of Education . University of London.
Rodd, J. (2006) Leadership in Early Childhood 3rd Edition. Maidenhead. McGraw Hill. Open University Press.
Hay, S. (2007) Essential Nursery Management: A Practitioner's Guide (Essential Guides for Early years Practitioners). London. Routledge.
Robins, A. and Callan, S. (2009) Managing early years settings: supporting and leading teams edited by .
Cable, C., Miller, L., & Goodliff, G. (2010). Working with children in the early years (2nd ed.)
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(**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)
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| Engagement Requirements |
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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:
In line with the Academic Engagement and Attendance 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 Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure
For the purposes of this module, academic engagement equates to the following:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Childhood Studies/Practice |
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| Moderator | N Allan |
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| External Examiner | J Shaik Mopidevi |
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| Accreditation Details | Contact School for current details. |
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| Version Number | 3.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| A case study approach will be used based on current theories of management and leadership in early childhood services and the challenges that may be faced by managers and/or lead practitioners in this sector. (100%) |
(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.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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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.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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