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Session: 2022/23
Last modified: 30/03/2021 12:09:08
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Title of Module: Leadership - Working with Teams |
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Code: EDUC11141 |
SCQF Level: 11
(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: | Carole
Bignell |
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| Summary of Module |
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Through structured engagement with relevant textual and audiovisual resources, this module provides participants with opportunities to reflect on own practice in the area of leadership in education, and to plan the next steps in their professional development. A range of tasks and activities undertaken in the course of group and independent work serve to:
- Facilitate participants in reflecting on what they bring to the module in terms of prior experience of working with teams;
- Promote critical understanding of the qualities and skills that might underpin team leadership.
- Support participants in identifying areas of strength and opportunities for development in relation to the qualities and skills that might underpin team leadership.
Through discussions, debates and personal responses the main issues and tensions associated with effective team leadership are explored both from a historical perspective but also within the contemporary context. Current trends and their application in the education context are examined, and implications are considered. The module assessment will relate to the participant’s practice and specific work environment.
The module focuses on the qualities and skills needed for team leadership in the educational context, with a focus on the leadership and management of change within the participant’s professional context. Participants will undertake a reflective essay (or video plus essay submission) focusing on the main features of a change process in their own professional context and how a critical understanding of leadership of teams can impact on this process.
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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 reflect on his/her professional practice in the area of leadership in the light of relevant theories and research findings.
L2.
Assess critically and synthesise as appropriate the variety of perspectives and viewpoints associated with leadership of teams in an educational context.
L3.
Demonstrate a critical understanding of team leadership skills that might be required in the management of change, relating this to his/her professional experiences and context.
L4.
Demonstrate a critical understanding of the tensions and dilemmas facing those involved in leadership in education.
L5.
Develop and present reasoned arguments, expressing ideas clearly and coherently. |
| 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 11.
Deep understanding of key theories, concepts, principles and terminology in relation to team leadership in education
Critical understanding of how educational leadership has evolved over the years, how it operates within the current national context and how it may impact upon ones present and future professional practice.
Critical awareness of current team leadership practices in relation to their defined purposes, theoretical underpinnings and recent/current research findings.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
SCQF Level 11.
Apply knowledge, skills and understanding to leadership practice across a variety of professional contexts.
Critical reflection on professional practice and contemporary issues that impact on it.
Synthesise information and gain a coherent understanding of theories and practices in change management.
Retrieve, interpret and use primary and secondary information relevant to this module from a variety of sources including electronic databases.
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| Generic Cognitive skills |
SCQF Level 11.
Apply critical analysis, evaluation and synthesis to issues of leadership in an educational context.
Give reasoned opinions, identifying flaws in arguments and discriminating between what is of relevance and what is not, especially within the context of leadership in education.
Develop and demonstrate an ability to communicate effectively in a variety of professional settings.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Effectively and appropriately communicate knowledge and understanding of leadership in education practices to a range of audiences.
Make effective use of information retrieval systems and information technology applications to present documents in an appropriate form.
Use a range of (relevant) IT applications to support and enhance work on the module.
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise autonomy and initiative and taking responsibility for own work.
Work as part of a professional team to analyse information, formulate relevant responses and present these back to the group.
Work effectively in collaboration with others in groups or teams, taking a leadership role where appropriate.
Systematically identify and address own learning needs within the context of leadership, making use of academic research materials as appropriate.
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| 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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The module handbook, and other detailed material made available to participants, will give more specific information on the particular learning and teaching methodologies, and combinations of these methodologies. This will clarify expectations for module content and for the overall balance of learning and teaching methodologies to be used during the module.
This module is structured through individual and group tasks delivered through technology enhanced learning methodologies supported by the University Virtual Learning Environment (VLE). The use of Moodle enables asynchronous learning, as participants engage with their fellow learners and tutors through online learning and discussion forums. By working in this way, the tutor team seek to foster a community of professional practice, embracing a social constructivist model of online learning.
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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 | 20 |
| Asynchronous Class Activity | 20 |
| Tutorial/Synchronous Support Activity | 5 |
| Independent Study | 155 |
| 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:
Bush, T. (2010) Theories of Educational Leadership and Management (4th Ed.). London: Sage.
Harris, A. (Ed.) (2009) Distributed Leadership Different Perspectives. London: Springer.
Mullins, L. and Christy, G. (2016) Management and Organisational Behaviour (11th Ed.). Pearson: Harlow.
Northouse, P. (2016) Leadership Theory and Practice (7th Ed.). London: Sage.
Journals:
Educational Management Administration & Leadership
Management in Education: The Journal of Professional Practice
School Leadership and Management
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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:
All fulltime participants (part-time and distant learning participants 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 participants 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-participants/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 | Career-long Professional Education |
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| Moderator | Catriona Oates |
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| External Examiner | Cath Jones |
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| Accreditation Details | |
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| Version Number | 1.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Participants will have a choice of assessment mode. The overall assignment will be marked as a single component.
Choice 1
Assessment will be based on a video submission (25% of the final mark) and critically reflective essay (75% of the final mark). The video will outline the context for the essay. The essay will require participants to produce a critical reflection of 3,000 words, which discusses the main features of the change process in their professional context and how effective team leadership can impact on this process.
Choice 2
Assessment will be based on a 4,000-word essay that addresses the requirements in Choice 1 (above). No audio/video submission will be required.
Module handbooks, and other detailed material made available to participants, will clarify the relationship between formative and summative assessment tasks and the specific learning outcomes for the module. This will enable participants to relate feedback from formative assessment to their individual progress on the learning outcomes for the module and further prepare for summative submission. Detailed guidance as to how participants should prepare for formative and summative submissions will be provide via the VLE (Moodle).
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(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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This module is suitable for any participant; appropriate support will be provided where required.
UWS Equality and Diversity Policy
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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