Pursuing equity and excellence in practice EDUC5952
- Academic Session: 2020-21
- School: School of Education
- Credits: 20
- Level: Level 5 (SCQF level 11)
- Typically Offered: Runs Throughout Semesters 1 and 2
- Available to Visiting Students: No
- Available to Erasmus Students: No
This course is designed to provide novice headteachers with the intellectual, professional and personal knowledge and critical capabilities to lead their school in the initial phase of their headship, through focused challenge tasks mapped to the school improvement planning cycle plans. The course complements and runs in parallel with Course 1: Shaping professional identity and practice.
Shaping professional identity and practice
Summative assessment: participants will be asked to identify three issues related to achieving equity and excellence in practice from their situational analysis and present an educational argument for addressing one of the identified issues through critical engagement with research literature and in debate with the wider educational community (2,000 words). Participants will be required to develop their educational argument through professional problem solving in the form of an academic poster to present to tutors and peers for discussion and feedback (Equivalent 2,000 words plus a plan for action).
The aim of this course is to provide novice headteachers with the intellectual, professional and personal knowledge and critical capabilities to lead their school in the initial phase of their headship through focused challenge tasks mapped to the school improvement planning cycle to achieve equity and excellence in education. The course complements and runs in parallel with Course 1: Shaping professional identity and practice.
Intended Learning Outcomes of Course
By the end of this course students will be able to:
undertake a situational analysis of the school and its community
engage members of the school and its community in applying appropriate tools to evaluate the strengths and development needs of the school and its community
engage members of the school and its community in creating and developing a strategic vision for the school/educational establishment
develop an understanding of, and apply theory in the design of curriculum, pedagogy and assessment
work through the community and with other agencies and partners to advocate for and maximise the outcomes for children and young people
demonstrate and apply the use of academic and professional literacies to overtake the learning outcomes for the course.
Minimum Requirement for Award of Credits
Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.