Outline

Overview

Leadership purpose, qualities and practices are important to the development of a successful educational organisation. This course is intended to familiarize participants with research-informed principles, trends and issues of leadership in education from international perspectives. It will provide opportunities for individuals to reflect upon, analyse and critique their own leadership, relative to their own experiences, and the leadership of others within their own local and national contexts. The course will combine theoretical and empirical knowledge to illuminate, contextualise, and critically assess associations between contemporary policies, social trends, and organisational practices.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Yara Hilal, yara.hilal@sydney.edu.au
Tutor(s)	Virginia Moller, virginia.moller@sydney.edu.au

Assessment

The census date for this unit availability is 2 September 2024

Details
Criteria

Type	Description	Weight	Due	Length
Assignment	Reflection on practice task n/a	10%	Week 03 Due date: 12 Aug 2024 at 23:59	500 words
Outcomes assessed:
Assignment	Assignment 1 :Reflective Essay: From theory to practice n/a	35%	Week 06 Due date: 02 Sep 2024 at 23:59	2000 words
Outcomes assessed:
Assignment	Literature review task n/a	10%	Week 09 Due date: 23 Sep 2024 at 23:59	500 words
Outcomes assessed:
Assignment	Assignment 2: Critical Review of the Literature n/a	45%	Week 13 Due date: 03 Nov 2024 at 23:59	3000 words
Outcomes assessed:

Assessment summary

Reflection on practice task: Reflect on one or more incident/s in your professional practice by linking them to leadership theories and concepts discussed in the unit of study thus far. (500 words)
Reflective essay: From theory to practice: In this essay, you will have the opportunity to take a step back and reflect on your learning and professional experience. You will critically reflect on the theories and practices of educational leadership using your own professional experiences as a venue. Specifically, you will select a professional experience clearly describe it, and then use leadership theories to help you better understand and ground it. (2000 words).
Literature review task: Select one leadership issue discussed in the unit thus far, and review one research article to help you better understand this notion. (500 words)
Critical review of the literature: During the semester, a number of leadership and management issues have been raised. Select one of these issues. Review at least 12 research articles. (3000 words)

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Consistently strong and ongoing demonstration and evidence of superior organisational and conceptual skills. The work is extremely well conceived, coherent, logical and original. Impressive and original depth of understanding of the content and discipline is displayed. Information is gathered from a wide range of current & relevant sources beyond the core materials. Superior clarity in written presentation and expression with attention to detail in all aspects evident. Persuasively articulates argument displaying clear focus & academic rigour. Respectful of diverse backgrounds & experiences. Convincing synthesis of evidence, critical analysis and understanding of multiple perspectives to formulate a coherent argument. Scholarly critique of academic literature. Generates, develops, uses and justifies own ideas or original concepts based on a wide range of academic sources. Uses APA referencing style consistently and accurately in text of work and reference list. Effective use of relevant quotations and scholarly referencing at all times. Critical assessment and analysis of the relationship between theory, research and practice. Possible insightful and/or original deployments of theory or theoretical concepts. Implications for personal and professional practice are carefully considered and explored. Work potentially worth dissemination and/or postgraduate study.
Distinction	75 - 84	Consistently strong and ongoing demonstration of very good organisational and conceptual skills. The work is well conceived, coherent and logical. Thorough and comprehensive understanding of the content and/or discipline gathered from a wide range of current & relevant sources beyond the core materials. Fluent and succinct communication style appropriate to the assessment task. Grammar, spelling, use of language and punctuation is appropriate and accurate. Communicates effectively using a variety of relevant, imaginative, fluent and professional presentation styles and communication methods. Evidence of deep reflection on the presentation. Respectful of diverse backgrounds & experiences. Considered use of evidence and consistently demonstrates application of critical analysis. Justifies relevant conclusions and their implications. Scholarly critique of the literature using a variety of relevant sources to develop own ideas. Uses APA referencing style consistently and accurately in text of work and reference list. Effective use of relevant quotations and scholarly referencing at all times. Insightful critique or consideration of relationship between theory, research and practice. Personal/professional implications for practice considered.
Credit	65 - 74	Strong organizational & conceptual skills and evidence that the task is logical and coherent. Considers topics and issues in the broader disciplinary context. Evidence of having read current and relevant sources beyond the core materials. Communication is mainly clear, fluent and appropriate to document. Grammar, spelling, use of language and punctuation is accurate. Uses a variety of disciplineappropriate formats to communicate confidently & effectively. Evidence of reflection on the presentation. Demonstrates sensitivity to diverse backgrounds & experiences. Credible argument making relevant use of evidence, analysis and understanding. Able to apply concepts and draw and justify conclusions. Substantial critical appraisal of the relevant literature to develop own ideas. Uses APA referencing style consistently and accurately in text ofwork and reference list. Effective use of relevant quotations. Critical or evaluative discussion/thinking about links between theory, research and practice.
Pass	50 - 64	Demonstrates task organization and conceptual understanding in a style which is mostly logical and coherent. Clear understanding of topic. Demonstrates understanding of materials presented in core texts and readings. Communication is appropriate to the assessment task and is mostly fluent and clear. Grammar, spelling, use of language and punctuation mostly accurate. Communicates competently in a variety of formats appropriate to the discipline and report procedures in a structured manner using relevant information. Evidence of sensitivity to diverse backgrounds & experiences. Demonstrates some evidence of analytical and evaluative skills. Able to apply fundamental concepts and draw and justify conclusions. Evidence of critical appraisal of literature, with a recognition of different perspectives. Uses APA referencing style with minimal errors. Effective use of relevant quotations. Beginning to develop critical reflection and analysis of practice through theory and research. Relevant concepts etc applied in a generally appropriate and thoughtful way. Adequate attendance and participation in forums that meets stated criteria.
Fail	0 - 49	Communication is unstructured and unfocused and/or in a format inappropriate to the discipline. Not all material is relevant and/or is difficult to understand. May be evidence of insensitivity to diverse backgrounds & experiences. Little or no evidence of analytical and evaluative skills. Fails to draw on fundamental concepts and to justify conclusions. Literature is presented uncritically and in a purely descriptive way. Many errors or no use of APA conventions in referencing. Fails to meet University’s academic honesty policy. Very little or no consideration of the relationships between theory, research and practice. Inadequate attendance or participation in online forums that does not meet stated criteria.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Module I Leadership theory and Practice Session 1: What is leadership and what is management?	Seminar (2 hr)
Week 02	Module 1: Leadership theory and practice; Session 2: Leadership thoery	Seminar (2 hr)
Week 03	Module 1: Leadership theory and practice; Session 3: Leadership as practice	Seminar (2 hr)
Week 04	Module 2: Leadership practice: Global perspectives Session 4:Leadership policy in international contexts	Seminar (2 hr)
Week 05	Module 2: Leadership practice: Global perspective Session 5: IIndigenous Leadership and Education: Aboriginal and Torres Strait Islander people leading Education	Seminar (2 hr)
Week 06	Module 2: Leadership practice: Global perspective: Session 6: Leadership practices: an international oeuvre.	Seminar (2 hr)
Week 07	Module 3:Leading with and leading for; Session 7: Leadership for inclusion	Seminar (2 hr)
Week 08	Module 3: Leading with and leading for; Session 8: Leading with and for a moral purpose.	Seminar (2 hr)
Week 09	Module 3: Leading with and leading for: Session 9: Leading in and for diversity (socioeconomic disparities).	Seminar (2 hr)
Week 11	Module 4: Critical perspectives in educational leadership Session 10: Power and leadership	Seminar (2 hr)
Week 12	Module 4: Critical perspectives in educational leadership Session 11: Female educational leadership	Seminar (2 hr)
Week 13	Module 4: Critical perspectives in educational leadership: Session 12: Mental health and wellbeing in educational leadership	Seminar (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Critically engage with educational leadership literature and research
LO2. Develop a critical understanding of key concepts and theories of educational leadership
LO3. Apply theories of leadership to situations in practice, acknowledging the importance of context and local and global perspectives
LO4. Develop the capacity to reflect critically on and improve their own understanding of educational leadership and management
LO5. Reflect upon their own leadership purpose and that of others
LO6. Critically analyse issues of identity and ethics in leadership
LO7. Research academic literature to write a literature review.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.2.4. (Lead) Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn. 1.3.4. (Lead) Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.4.4. (Lead) Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers. 2.1.4. (Lead) Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies, and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs. 2.4.4. (Lead) Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.2.4. (Lead) Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn. 1.3.4. (Lead) Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.4.4. (Lead) Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers. 2.1.4. (Lead) Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies, and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs. 2.4.4. (Lead) Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 3.1.4. (Lead) Demonstrate exemplary practice and high expectations, and lead colleagues to encourage students to pursue challenging goals in all aspects of their education. 3.2.4. (Lead) Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills. 3.3.4. (Lead) Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem-solving, and critical and creative thinking. 3.5.4. (Lead) Demonstrate and lead by example inclusive verbal and non-verbal communication using collaborative strategies and contextual knowledge to support students’ understanding, engagement and achievement. 3.7.4. (Lead) Initiate contextually relevant processes to establish programs that involve parents/carers in the education of their children and broader school priorities and activities.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 3.1.4. (Lead) Demonstrate exemplary practice and high expectations, and lead colleagues to encourage students to pursue challenging goals in all aspects of their education. 3.4.4. (Lead) Model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school. 6.1.4. (Lead) Use comprehensive knowledge of the Australian Professional Standards for Teachers to plan and lead the development of professional learning policies and programs that address the professional learning needs of colleagues and pre-service teachers. 6.3.4. (Lead) Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students. 6.4.4. (Lead) Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 3.1.4. (Lead) Demonstrate exemplary practice and high expectations, and lead colleagues to encourage students to pursue challenging goals in all aspects of their education. 4.1.4. (Lead) Demonstrate and lead by example the development of productive and inclusive learning environments across the school by reviewing inclusive strategies and exploring new approaches to engage and support all students. 6.2.4. (Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers. 7.1.4. (Lead) Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community. 7.2.4. (Lead) Initiate, develop and implement relevant policies and processes to support colleagues’ compliance with and understanding of existing and new legislative, administrative, organisational and professional responsibilities. 7.3.4. (Lead) Identify, initiate and build on opportunities that engage parents/carers in both the progress of their children’s learning and the educational priorities of the school. 7.4.4. (Lead) Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 4.1.4. (Lead) Demonstrate and lead by example the development of productive and inclusive learning environments across the school by reviewing inclusive strategies and exploring new approaches to engage and support all students. 4.4.4. (Lead) Evaluate the effectiveness of student wellbeing policies and safe working practices using current school and/or system, curriculum and legislative requirements and assist colleagues to update their practices. 4.5.4. (Lead) Review or implement new policies and strategies to ensure the safe, responsible and ethical use of ICT in learning and teaching 7.1.4. (Lead) Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community. 7.4.4. (Lead) Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.2.4. (Lead) Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn. 6.2.4. (Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No changes

Additional information

More information can be found on Canvas.

Additional costs

There are no additional costs for this unit.

Site visit guidelines

There are no site visit guidelines for this unit.

Work, health and safety

There are no specific WHS requirements for this unit.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

EDPA6015: Leadership: International Perspectives

Semester 2, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

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