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ESA511 School Leadership 2 (8)

Abstract

In this subject students will explore theories, models and practices of educational leadership. Students will complete an emotional intelligence inventory to inform their personal leadership growth plan. The role of the principal in fostering a professional learning community for students, staff and community will be analysed from a theoretical perspective. Students will examine school leadership as an ethical, principled pursuit guided by moral responsibility and public accountability. Students who complete the subject will be educational leaders who have the theoretical, conceptual and practical knowledge to promote the success of all students.

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Continuing students should consult the SAL for current offering details prior to contacting their course coordinator: ESA511
Where differences exist between the handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration Grading System School:
One sessionHD/FLSchool of Education

Enrolment restrictions

Only credited to Master of International Education (School Leadership) and Master of Education students. Students given credit for this subject should not complete ESA502 Leadership in Education 2.
Incompatible subject(s)
ESA502

Learning Outcomes

Upon successful completion of this subject, students should:
- be able to explain and analyse the foundations of effective hiring practices and selection of staff;
- be able to apply the theories of effective staff development to enhance student learning and promote positive staff relations;
- be able to assess the role of school budgeting in terms of its that impact on student learning;
- be able to critically analyse the role of leadership in building cooperation and interaction among all partners in the school community and demonstrate this knowledge through the creation of a plan;
- be able to assess the range of effective strategies and support structures in dealing with crisis management;
- be able to relate contrasting leadership models to their impact on school effectiveness;
- be able to assess personal social-emotional competencies and their role in effective school leadership;
- be able to debate the role of the principal as instructional leader;
- be able to relate change theory research and practice with the impact on the school improvement and communication processes.

Syllabus

The subject will cover the following topics:
- Human resources: from theory to practice - The art of resource management - Building and sustaining learning communities through an understanding of child development theories and practices - Leadership theories - Community partnerships - School improvement planning

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The information contained in the 2018 CSU Handbook was accurate at the date of publication: 24 November 2017. The University reserves the right to vary the information at any time without notice.