Course Catalogue

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In this course, students will critically consider the idea of 'professionalism' and 'being professional' apropos the context of their roles and identity in the field of childhood practice. Students will be supported in comparing hegemonic understandings of professionalism with internal views of professionalism in terms of reflexivity and cultural mores. In so doing, students will be encouraged to take a 'double loop learning' approach to the notion of professional standards including considering: whose standards; why those standards and what standards? Within the contexts of the previous explorations related issues such as being reflective, career long professional learning and accountability will be analysed and evaluated. A core text will be the Standard for Childhood Practice (SSSC, 2015 revised) and students will be asked to use that to frame issues related to their own professional development.

Two hours twilight (with a pre-recorded resource supplied one week in advance of each session) session normally taking place on a Tuesday evening for six consecutive weeks

As published: https://www.gla.ac.uk/undergraduate/degrees/childhoodpractice/

NA

Leadership skills for childhood practice

Leading in integrated children's services

Students will:

1. In small groups, create an academic poster considering the question 'What does professionalism mean to us as leaders?' The poster will consider two main attributes the group considers to be key to being professional and why and two examples of how those attributes could be exemplified in leadership practice. Criticality should be apparent and links to the Standard of Childhood Practice (SSSC, 2015 revised) must be evident. (Equivalent to 1500 words effort - 50% weighting)

An alternative assignment will be provided where a student cannot participate in a group due to extenuating circumstances, such as ill health.

2. Individually, identify an aspect of and create a related plan for professional development. An accompanying rationale should be provided which uses ideas from the course to provide a rationale for how and why the identified aspect and associated plan could progress their leadership capacity. (1500 words +/- 10% - 50% weighting)

This course aims to:

1. encourage students to develop a critical and self-analytical approach to their understanding and application of 'professionalism' in leadership apropos their workplace identity, remits and future professional needs.

By the end of this course students will be able to:

1. Critically reflect on their professionalism as a leader to date

2. Critically review the construct of professionalism apropos their leadership roles and remits

3. Use the Standard for Childhood Practice (SSSC, 2015 revised) as a professional standards framework to identify issues relating to their professional development as a leader

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.