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On successful completion of the module, students will be able to:
Synthesise and analyse research findings and other evidence in the context of inclusive school leadership approaches.
Demonstrate critical awareness of extant school leadership policies and practices in order to critically evaluate inclusive leadership policy and practice within a setting.
Evaluate and critically discuss the various ways of creating inclusive environments and cultures in educational settings.
Participants will develop a critical understanding of the terminology used to discuss inclusive practice and be aware of the socio-cultural and political perspectives that frame these terms. They will build a widening conception of inclusion as related to schools and critically discuss how this relates to extant school leadership policy and practice. Participants will synthesise and analyse research findings along with other sources of evidence to build a framework of literature within which to evaluate their own professional practice, leading to emergent development plans to enhance their own inclusive leadership skills.
Learning will include lectures, small group discussion workshops, seminars, independent study and tutorials. Participants will be expected to draw on their own professional experiences and personal contexts in order to contribute to, and lead, group activities in the context of problem-based learning.
Lectures
Hours: 10
Intended Group Size: Cohort
Workshops/seminars
Hours: 10
Intended Group Size: Cohort
Tutorials
Hours: 0.5
Intended Group Size: 1
Guided independent study
Hours: 279.5
Further details relating to assessment
The portfolio will comprise at least two components which include evaluation of key literature and analysis of professional practice. Refer to module handbook for full details.
001 Portfolio; 6,000 words; end of semester 2 100%
Module Coordinator - Amanda Nuttall
Level - 7
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 7PGS2