| Unit name | Leading and Managing People in Education Settings |
|---|---|
| Unit code | EDUC30060 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Mrs. Lythgoe |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
The unit will introduce you to a range of theoretical concepts and practical applications that underpin the management and leadership practices crucial to the effective management of people in educational contexts, and with a large focus on schools. It combines lecture inputs and sessions run by a number of visiting speakers, along with a strong emphasis on active learning through discussion and case studies. You will be given opportunities to apply theoretical and conceptual knowledge to the critical analysis of people management and leadership issues in the organisational and professional contexts in which they work or are aspiring to work. This results in learning and reflection which relates to the professional contexts that students come from or aspire to work in.
The unit aims to include inputs from practitioners from local education settings in order to bring the theories and practices that we talk about to life. The outside speakers will bring a wide range of experiences to complement and extend the core components of the unit.
How does this unit fit into your programme of study
This unit will be a valuable opportunity for students to talk about their own experience, either managing or being managed in an educational setting. It will be enriching to bring an international perspective into discussions, so we are able to make comparisons with the UK.
An overview of content
The topics that will be covered in the unit are selected in response to the ever changing educational landscape and the challenges and opportunities that this creates for leaders and managers in educational settings. Topics covered include culture and ethos of organisations, leading and managing teams, recruitment and retention of the teaching workforce, wellbeing of staff and gender issues in leadership and management.
How will students, personally, be different as a result of the unit
On completion of this unit you will:
be familiar with a range of theoretical perspectives on the leadership and management of people in educational contexts;
understand the contributions made by research to knowledge about leading and managing people in educational settings;
have considered the relevance of theoretical concepts and practices in different professional contexts;
be able to apply theoretical understanding to the practice of managing and leading people in a range of educational settings;
have demonstrated the ability to analyse critically issues relating to people management in educational organisations and to consider developmental or remedial solutions;
Learning Outcomes
1. to explore a range of key topics relating to leading and managing people in education;
2. to develop knowledge and understanding of theoretical perspectives and concepts, and their application to management and leadership practices in educational contexts;
3. to critically analyse how management practices can be transferred and transformed between different contexts to make them more applicable to local situations;
4. to reflect on a range of skills useful to those who lead and manage others via vignettes and case studies;
5. to source academic texts related to leading and managing people in different educational settings though a VLE and through independent use of online databases and search engines.
Teaching sessions will involve a combination of lectures input, group discussion, input from outside speakers, reading groups and a formative assessment poster presentation.
Tasks which help you learn and prepare you for summative tasks (formative):
You will have the opportunity to prepare for their summative essay task throughout the unit. You will complete a Topic Guide which outlines your emerging plan for your final essay. This plan will be shared through a poster conference where peers and tutors will provide feedback in relation to the plan for the essay. You will also share literature and research that you will be using for your essay in a seminar session run as a reading group.
Tasks which count towards your unit mark (summative):
2,500-word written essay (100%, ILOs1-5)
When assessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUC30060).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
