The University of Southampton
Courses

EDUC6345 Leadership in Education

Module Overview

Students learn about, how to engage actively with the concepts and theories of leadership and management, develop new ways of thinking about educational leadership and to challenge themselves through the material being presented. Having been thoroughly armed in Session 1 with the historical provenance of leadership theories, as the weeks go by, students make short summative presentations to their peers. In this way, students learn how to present their observations and their own professional experience in relation to the prior experience of others,which is effectively what ‘theory’ is. In this way, the lecturer uses the group itself, with all its varied experiences, as a resource for everyone. The sessions are designed to ‘funnel’ the focus ever-narrower each week: Session 1 gives a broad, international (mostly US) perspective on leadership broadly applied across a range of disciplines; Session 2 narrows this to national leadership of education in the UK (the policy and politics of why we are where we are today); Session 3 narrows it further to the leadership of institutions (schools); and so on. In this way students are encouraged to think from the theoretical to the practical; and from the general to the particular. Students also learn how to write academic-style papers and presentations, which is an important skill to develop in young would-be lecturers and leaders.

Aims and Objectives

Module Aims

The aim of this module is to engage students with theory related to Leadership in Education in a Socratic way; in particular, to challenge assumptions and to develop their ways of ‘rationalising’ practice.

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Develop new ways of thinking about educational leadership issues and will be able to challenge yourself through the material being presented
  • Present observations and your own professional experience in relation to the prior experience of others
  • Think from the theoretical to the practical; and from the general to the particular
  • Learn how to write academic-style papers and presentations

Syllabus

The module will cover: Introduction to theories of leadership - A typology of leadership theories is constructed for the students comprising Trait, Behavioural, Contingency (Situational) and Transformational approaches, making particular reference to their evolution and developmental nature. Leadership in the field of education: a national perspective - Readings are chosen and presented in such a fashion as to offer participants a sequential, evolutionary view of the development of leadership and management issues at national policy-making level in the UK over the last few decades. Leadership in the field of education: institutional perspectives on management - Readings are chosen (and presented) in order to facilitate the transition from leadership at policy-making level (previous session) to management at the level of implementation (this session). How to write academic assignments and papers - The following instructions for student-authors are discussed: presentation and organisation of typescript (typescript, prelims, paragraphing, justification, subheading, punctuation, indenting, etc.); editorial guidelines (quotations, italics, abbreviations, numerals, capitalisation, the Harvard system, dates, spelling, etc.); and ethical issues like permissions, libel and defamation. Teacher instructional leadership for capacity building - The instructional leadership model and its dimensions is examined. Leadership for Learning to sustain school improvement - Looking at Leadership for Learning (LfL) as an alternative concept to instructional leadership.

Learning and Teaching

Teaching and learning methods

The content is presented in a sequential format so that students learn how leadership and management theories developed and why. The lectures are challenging, but as the weeks go by students make short summative presentations to their peers. There is no obligation on students to ‘perform’, but everyone is encouraged to contribute and the whole is moderated by the Module Leader / lecturer. Students are encouraged to present their observations and questions with particular reference to their own professional experience, remembering that the group itself, with all its varied experiences, is a resource for everyone. A complete set of lecture notes (including PowerPoint slides etc.) is handed out at the start of each session, which will help those for whom English is not a first language.

TypeHours
Lecture21
Wider reading or practice40
Tutorial3
Preparation for scheduled sessions36
Completion of assessment task100
Preparation for scheduled sessions36
Total study time236

Resources & Reading list

MacBeath, J. (1999). Schools Must Speak for Themselves. 

Kaparou, M. & Bush, T. (2015). Instructional Leadership in Centralised Systems : Evidence from Greek High Performing Secondary Schools. School Leadership & Management. 

Fullan, M (2001). The New Meaning of Educational Change. 

Kaparou, M. & Bush, T. (2015). Instructional Leadership in Greek and English Outstanding Schools. International Journal of Educational Management. 

Weber, M. In: Bush, T. In: Managing Education: theory and practice (1989). Legal Authority in a Bureaucracy. 

Kelly, A. (2015). Introducing the Concept of Salutogenesis to School Leadership Research: problematizing empirical methodologies and findings. International Journal of Leadership in Education. ,0 , pp. 0.

'Barnett, B. G. & O’Mahony, G. R' In: Lumby, J., Crow, G. & Pashiardis, P. (2008). 'Mentoring and coaching programs for the professional development of school leaders.' In: International Handbook on the Preparation and Development of School Leaders.. 

Riley, K. (1998). Whose School is it anyway?. 

Bush, T (1989). Managing Education: theory and practice. 

Kelly, A. (2005). The Praxes of School and Commercial management: Informing and reforming a typology fromInternational Journal of Leadership in Education field research,. 

Senge, P. (1990). The Fifth Discipline: the art and practice of the learning organization. 

Fullan, M (2005). Leadership & Sustainability: System Thinkers in Action. 

Seven Strong Claims about Successful School Leadership.

Fielding, M (2001). Taking Education Really Seriously: Four Years’ Hard Labour. 

Hallinger, P (2011). Leadership for learning: lessons from 40 years of empirical research, Journal of Educational Administration. 

Hallinger, P. & Heck, R. H (2010). Collaborative leadership and school improvement: understanding the impact on school capacity and student learning. School Leadership & Management. 

'Hargreaves, A' In: Bennett, N, Crawford, M & Riches, C.R (1992). 'Contrived Collegiality: the micropolitics of Teacher Collaboration' In:Managing Change in Education: individual and organizational perspectives.. 

Noble, T. & Pym, B. In: Bush, T. (1989). Collegial authority and the receding locus of power. In: Managing Education: theory and practice.. 

Assessment

Summative

MethodPercentage contribution
Assignment  (4000 words) 100%

Referral

MethodPercentage contribution
Coursework assignment(s) 100%

Repeat Information

Repeat type: Internal & External

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