ED3S026 - Effective Leadership 01 Aug 2019 - 31 Aug 2026 | Version 2
Associated Module Information
| Module Code: | ED3S026 | ||
|---|---|---|---|
| Module Title: | Effective Leadership | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | ITE and Education Practice | ||
| Faculty Sub Group: | Initial Teacher Education | ||
| Module Leader: | Christopher Williams | ||
| Module Team: | Wendy-Lee Jones | ||
| First Intended Intake: | SEP 2019 | Final Year of Intake: | 2025 |
| Date Closed: | |||
| Credit Value: | 20 | Credit Level: | 6 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100459 - education studies | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 2 |
|---|---|
| Valid From | 01 Aug 2019 |
| Valid To | 31 Aug 2026 |
Module Aims
To develop a critical understanding of the role of leadership in educational contexts.
To enable students to critically review, consolidate and extend a systematic and coherent body of knowledge.
To encourage innovation and imagination through synthesis of previous skills and knowledge in a range of leadership approaches.
To consolidate and extend the continuum of personal and professional development.
To develop and demonstrate effective leadership qualities within educational settings.
Content Summary
Session content will enable students to reflect upon the principles of effective leadership and consider the styles identified in research and consider the benefits and possible limitations of both.
Students will explore different styles of leadership, for example:
Visionary — mobilise people towards a vision. Works best when a clear direction or change is needed. Most positive climate.
Coaching — develop people for the future. Works best when helping people and building long-term strength. Positive climate.
Affiliative — create emotional bonds and harmony. Works best to heal rifts in teams or motivate people in stressful times. Positive climate.
Democratic — build consensus through participation. Works best to create consensus or get input. Positive climate.
Pacesetting — expect excellence and self-direction. Works best to get quick results from a highly competent team. Negative climate.
Commanding — demand immediate compliance. Works best in crisis or with problematic people.
Exploration of the key priorities to build leadership capacity.
Common characteristics of improvement at all stages of improvement:
•Define clearly the vision and strategic direction; this vision evolves as the establishment improves
•Establish and maintain a culture where improving standards and wellbeing for all learners is the main priority
•Make improving learning opportunities the key process that contributes to improving standards
•Deliver content that fully meets the needs of all learners
•Make sure that continuous professional development of staff improves the quality of provision and outcomes for learners
•Make all staff, especially those in management roles, accountable for their areas of work
•Make sure that self-evaluation outcomes derive from first-hand evidence and are linked closely to school improvement priorities
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Lecture | 20 |
| Seminar | 4 |
| Tutorial | 1 |
| Independent Study | 100 |
| Directed Study | 75 |
| Total Hours Selected | 200 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Critically analyse current leadership issues, including establishing effective relationships with colleagues and stakeholders. |
| LO2 | Appraise how leading others can enhance learning experiences. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Essay 1 | Critical review of a professional issue | 0 | 1999 | 100 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Essay 1 | ✔ | ✔ | |