EDU576 │ Elective Subject │ 10 credit points
Overview
Leaders have the dual responsibility to maintain the foundational vision of a school while overseeing mandated and desired change. The term “reforming leadership” has been used because it has connotations with both continuity and change. Christian reformers made changes by going back to foundations.
This subject will enable school leaders (and aspiring leaders) critically reflect on and affirm the foundational vision of the school; identify the school culture and practices that either support or hinder this vision; and initiate vision congruent change.
The subject also provides leaders and developing leaders with insights into the complex nature of the change process especially in terms of the various stakeholder groups within the school community. Leaders and those aspiring to lead will be assisted in appreciating the important aspects of worldview and meaning held by various leading educators involved in educational change.
Prerequisites
- EDU400/400a Biblical Foundations of Education
- EDU501/501a Worldviews and Educational Practice
- EDU505 A Biblical Vision for Christian School Leadership
- EDU506 Biblical Principles of School Management
Teaching methods
| TYPE | HOURS PER WEEK | NUMBER OF WEEKS | TOTAL (NUMBER OF HOURS) |
| Online Semester Directed online learning and independent learning | 10 | 13 | 130 |
| Total | 130 |
Learning outcomes
Student who successfully complete this subject will be able to:
- Demonstrate specialised knowledge of effective change management and critical components of successful Christian educational leadership
- Critically evaluate the culture of a school in relation to the maintenance and communication of vision, need for change, and the identification of gatekeepers.
- Articulate the biblically-informed foundational vision of the school and practices that affirm this vision.
- With reference to contemporary research, formulate a detailed implementation plan for a proposed educational change.
- Critically reflect on the aspects of worldview and meaning held by various stakeholders involved in educational change.
Assessment
| TYPE | WEIGHTING |
| Critical Reflective Pieces | 20% |
| Cultural Critique | 30% |
| Innovation Implementation Plan | 50% |
Subject content
- Understanding leadership for school vision and innovation
- Meaning and culture
- The change process
- Why innovations fail
- Shaping school culture
- Planning for Innovation
- Impact on community
- Continuous reformation
Prescribed text and reading materials
Fullan, M. (2016). The NEW meaning of educational change. (5th ed.). Teachers College Press.
A list of reading materials will be available in the Subject Outline on eLearning Portal.
