ED3FRL-Reflective Leaders of Learning

Module Provider: Institute of Education
Number of credits: 40 [20 ECTS credits]
Level:6
Terms in which taught: Autumn / Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2023/4

Module Convenor: Dr Geoff Taggart
Email: g.taggart@reading.ac.uk

Type of module:

Summary module description:

Drawing upon relevant theories, this module will encourage students to see leadership and management as essential aspects of their work. It will (a) enable students to identify the organisational culture of their early years setting or school and (b) evaluate its impact on children’s well-being, development and learning and make adjustments where necessary (environment, curriculum, pedagogy etc.). It will also (c) address issues of equality and diversity as they affect all aspects of organisational life. It will (d) focus on reflective practice as the principal tool through which practitioners can effect these changes, presenting a range of ideas and models of reflection, which can be drawn upon. Finally, (e) different aspects of educational organisation will be presented, to help students identify areas for potential change, such as the use of the outdoors in a school setting and grouping children by ability, gender or age.

Aims:

• To take a creative and constructively critical approach towards adopting practice when benefits and improvements are identified.


• To evaluate the effectiveness of provision for supporting children’s learning and development and to take the lead role in making appropriate changes in the environment and/ or delivery of practice.


• To consider equality, diversity and inclusion issues when thinking about changes.


• To consider issues relating to the establishment of fair, respectful, trusting and constructive relationships with children, colleagues and/or parents/carers.


• To draw on theories of reflective practice to evaluate the impact on practice.

Assessable learning outcomes:

On successful completion of the module, students will be able to:

1. Discuss key theories of leadership and change management related to early years and/or primary contexts.


2. Develop and evaluate practice, using reflection, throughout the change process, demonstrating self-awareness. 


3. Identify the key principles of reflective practice, using these to justify your change and to develop practice and self-awareness.


4. Argue in relation to the effectiveness of the learning environment, with children’s interests, learning and development needs informing the decisions for change while considering principles of equality and diversity


5. Appraise alternatives and plan and implement actions to be able to lead and manage a process for change 


6. Communicate effectively with children, staff and other professionals, drawing on research and their own evidence to support the rationale of change.


7. Critically evaluate professional literature, in relation to applying theory within practice.

Additional outcomes:

The module will support students in becoming leaders of best practice and agents for change.

Outline content:

In relation to relevant child development theory, identify key areas within an early years or school setting which would benefit from change.

Intellectual models of reflection

Explore team dynamics and communication (e.g. principles of transactional analysis / assertiveness and ‘non-violent’ communication)

Apply management and leadership theory to practice, in particular appreciative inquiry.

Leadership skills for delivering effective change (e.g. goal setting and time management)

Identify strategies and techniques for personal and professional development

Global context:

In this module, the global context relates to the reflective leadership that goes beyond ‘culture’ and encompasses a holistic world-view, i.e. being all-inclusive and covering different cultures.

Brief description of teaching and learning methods:

Online materials will support a combination of lectures, seminars, group presentations and independent research. Complementary work-based tasks will contribute to the achievement of the intended learning outcomes.

Contact hours:

	Autumn	Spring	Summer
Lectures	20	20
Tutorials	5	5
Work-based learning	80	80
Guided independent study:	95	95
Total hours by term	200	200
Total hours for module	400

Summative Assessment Methods:

Method	Percentage
Portfolio	55
Oral assessment and presentation	30
Set exercise	15

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

1. Set exercise (15%): Provide a diagram or plan applying a model of change management to your change project (1000 words). You will be provided with a model of change management to do this.


2. Reflective Portfolio (55%), including three reflective accounts (3000 words in total) including:
   
   
   
   • Reflecting on a book reading (popular, non-academic book on inspirational leadership)
   
   
   • Reflecting on your own practice, including supporting evidence (e.g. observations of children, feedback from parents, Ofsted etc.).
   
   
   • Reflecting on the process of the change, linked to the theories and ideas of writers on reflective practice (e.g. Dewey, Schon, Brookfield)
   
   
   
   

The above focus on the following learning outcomes:

• Develop and evaluate practice, using reflection, throughout the change process, demonstrating self-awareness.


• Identify the key principles of reflective practice, using these to justify your change and to develop practice and self-awareness.


• Argue in relation to the effectiveness of the learning environment, with children’s interests, learning and development needs informing the decisions for change while considering principles of equality and diversity.


• Appraise alternatives and plan and implement actions to be able to lead and manage a process for change.

     3. A presentation (30%)

• A 15 minutes presentation on the process of leading, implementing and evaluating change, including the notes on the slides (no more than 1000 words).

The presentation focuses mainly on the following learning outcomes:

• Argue in relation to the effectiveness of the learning environment, with children’s interests, learning and development needs informing the decisions for change while considering principles of equality and diversity.


• Appraise alternatives and plan and implement actions to be able to lead and manage a process for change.


• Communicate effectively with children, staff and other professionals, drawing on research and their own evidence to support the rationale of change.


• Critically evaluate professional literature, in relation to applying theory within practice.

Formative assessment methods:

• Formative feedback on the diagram/plan (peer-assessment during tutorial)


• Formative feedback on a reflective account (peer-assessment during reflective forum)

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

40% overall aggregate

Reassessment arrangements:

Resubmission of assignment during the summer resit period. 

Presentation reassessed by submission of PowerPoint presentation and full explanatory notes during summer resit period.

Additional Costs (specified where applicable):

1) Required text books: Lewis, S. (2011). Positive Psychology at Work Wiley- Blackwell ISBN: 978-1-119-95056-1 - £27.99

2) Specialist equipment or materials: 

3) Specialist clothing, footwear or headgear: 

4) Printing and binding: 

5) Computers and devices with a particular specification: 

6) Travel, accommodation and subsistence: 

Last updated: 30 March 2023