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The current and official versions of the course specifications are available on the web at https://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EDU8510 Building Pedagogical Leadership Capacity

Semester 1, 2021 Online
Short Description: Bldg Pedagog Ldrshp Cpcty
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : Band 1
ASCED code : 079999 - Education not elsewhere classi
Grading basis : Graded
Version produced : 14 April 2021

Staffing

Examiner: Joan Conway

Rationale

Building pedagogical leadership capacity within systems and schools has been shown to be critical to improving learning outcomes. Pedagogical leaders play an important role within learning organisations as the facilitators of professional conversations designed to model, explore and develop quality learning and teaching practices for organization wide application. In order to provide such pivotal guidance processes of knowledge acquisition, application in context and deep reflection need to be understood and utilised at both personal and organizational levels.

Synopsis

This course is designed to bring theory and practice together in an authentic workplace setting. Students will therefore need to be active participants in an educational setting. Engagement with a range of pedagogies will focus students on investigating suitable approaches for their diverse contexts, cultures, organizational settings, external frameworks and learner needs. Research, reflective processes and professional conversations will be utilised to build the skills and knowledge for pedagogical leadership.

Objectives

On successful completion of this course students should be able to:

  1. articulate personal pedagogical beliefs and applicability to practice (Assignments 1 & 2);
  2. communicate the importance of blending authoritative, organisation wide and personal pedagogical beliefs (Assignments 1 & 2);
  3. communicate a reasoned analysis of key pedagogical frameworks and authoritative approaches to maximizing learning outcomes especially in priority areas such as literacy and numeracy e.g. explicit teaching; co-operative learning; inquiry based learning; arts pedagogies; dialogic pedagogy; democratic pedagogies; and others (Assignments 1 & 2);
  4. lead conversations and professional development for peers targeted to differentiating learning according to the diverse needs of learners based on data from evidence-based assessment tasks (Assignment 2);
  5. synthesize pedagogical understandings in organisation-wide contexts through processes of deep reflection, double loop learning, knowledge creation, and the giving and receiving of feedback regarding quality pedagogical practice (Assignment 2);
  6. detail how to develop a professional learning community focused on reflecting on and improving practice (Assignment 2);
  7. apply advanced cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing (Assignments 1& 2).

Topics

Description Weighting(%)
1. Exploring the concept of pedagogy at a personal and professional level and the construct of 3D pedagogy 10.00
2. Investigating pedagogical theories and frameworks 20.00
3. Exploring concepts and pedagogies related to inclusion and differentiation 20.00
4. Establishing professional learning communities 10.00
5. Leading conversations around differentiation derived from evidence-based practice 20.00
6. Critically reflecting on self-efficacy and organisation-wide processes for improving pedagogical practices school wide 20.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2021&sem=01&subject1=EDU8510)

Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)

Crowther, F, Andrews, D & Conway, JM 2013, Schoolwide pedagogy: vibrant new meaning for teachers and principals, Hawker Brownlow Education, Moorabbin, Victoria.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

Student workload expectations

Activity Hours
Directed Study 80.00
Independent Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 40 40 14 Apr 2021
ASSIGNMENT 2 60 60 02 Jun 2021

Important assessment information

  1. Attendance requirements:
    There are no attendance requirements for this course. However, it is the students’ responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item. (Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.)

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    Not applicable.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.

Assessment notes

  1. Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at http://www.usq.edu.au/library/referencing.

Evaluation and benchmarking

In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:

  • conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
  • forms part of the Master of Education program, and is benchmarked against the internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.

Other requirements

  1. Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at: http://www.usq.edu.au/current-students/support/computing/hardware

  2. Students can expect that questions in assessment items in this course may draw upon knowledge and skills that they can reasonably be expected to have acquired before enrolling in this course. This includes information literacy, analytical, critical thinking, problem solving or numeracy skills. Students who do not possess such knowledge and skills should not expect the same grades as those students who do possess them.

Date printed 14 April 2021