EDUC40410 Leading a Learning Organisation

Academic Year 2020/2021

This module will encompass discussions about quality teaching and learning and their evaluation; school purpose and vision; working collaboratively with individuals and teams both inside and outside of the school and education profession; learning from dilemmas and cases in leading and managing change; and (inter-)personal and professional learning and development. The focus of this module will be on educational leadership and management in the Irish primary and secondary school context through the analytic lenses of policy, research, theory and practice; however, cases generated from research in international contexts will be drawn upon comparatively. We will begin by looking at theoretical and empirical arguments about the importance of educational leadership in learning organisations. Then, drawing on contemporary professional issues, policy developments, and research contributions, we will spend time examining three principal themes: (1) research indicating how schools can be led and managed as (learning) organisations; (2) leadership of educational reform - organisational considerations for leading self and school development. The purpose of these ongoing deliberations is to enable you to identify your core leadership beliefs and values (your Leadership Credo), and to become more familiar with key aspects of leading a learning organisation and the implications of key considerations for the execution of leading a school community.

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Curricular information is subject to change

Learning Outcomes:

On successful completion of this module, students should be able to:
1. Distinguish the most salient factors from research literature on leading a learning organisation.
2. Demonstrate the capacity to apply leadership and change management theory and models to practice, with particular focus on what this would look like in your school
3. Examine the importance of and debate the complexities of collaboration and teaming.
4. Develop a capacity for collaboration with all stakeholders, including collaborative partnerships with professionals, parents, carers, and students.
5. Become more adept at conceptual interrogation and connecting understandings and insights into meaningful practices that build capacities in yourself and others.
7. Develop organisational learning that focuses on growing practice of inclusion- leading an inclusive school community.

Student Effort Hours: 
Student Effort Type Hours
Seminar (or Webinar)

24
Conversation Class

12
Specified Learning Activities

105
Autonomous Student Learning

90
Online Learning

12
Total

243
Approaches to Teaching and Learning:
Online 
Requirements, Exclusions and Recommendations
Learning Requirements:

A primary degree and professional experience

Learning Recommendations:

Two years professional experience


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Essay: Essay of 3,500 words. Coursework (End of Trimester) n/a Graded Yes

70
Assignment: This short assignment, My Leadership Credo, requires you, while drawing on material from the programmes various modules, to write your leadership creed Unspecified n/a Graded Yes

30

Carry forward of passed components
No
 
Resit In Terminal Exam
Summer No
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Feedback will be ongoing in a formative manner through online engagement, while feedback will be both formative and summative and individual in relation to both minor and major assignment, through brightspace

Name Role
Prof. Emeritus Ciaran Sugrue Lecturer / Co-Lecturer