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Leading Professional Learning 1 (EDUC90826)
Graduate courseworkPoints: 12.5Not available in 2017
Overview
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Contemporary organizations such as schools, to be effective, require the ability to adapt and transform their professional practice to respond to changing circumstances. An aspect of this transformation is the professional learning capacity of the organization and the leadership necessary to build and direct this.
This subject builds on a number of concepts; professional knowledge and learning at the individual practitioner level and intellectual, cultural and social capital at the organisational and systemic levels. It develops a model of professional learning that involves five elements: (1) a shared commitment to the goals and outcomes of the learning activity, that is, a professional learning community; (2) role differentiation in terms of professional learning and distributed leadership of learning to achieve this; (3) an explicit model of how to learn professionally that is referenced on contemporary theories of knowledge enhancement and embedded in professional practice; (4) issues associated with contextualising the learning in particular school cultures, that is, the climate for professional learning; and (5) the extent to which autonomous, self-managed and directed learning is possible in the professional community.
The model will be applied to a range of issues confronting contemporary schools and educational provision. Approaches to distributed leadership, including middle leadership of professional learning, will be evaluated.
Intended learning outcomes
On completion of this subject students should be able to:
- critically analyse contemporary theories of professional learning in terms of current theories of learning and their relevance to understanding pedagogic improvement and school transformation,
- critically evaluate the model of professional learning in terms of these contemporary theories and identify its implications for pedagogic improvement and school transformation.
Generic skills
On completion of this subject students should have:
- Critically analyse approaches to pedagogic improvement and school transformation in terms of contemporary theories of professional learning capacity.
- Develop a problem solving approach to fostering professional learning in a range of contexts.
- Display positive attitudes to the use of professional learning to enhance educational and pedagogic provision.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
- Essay – provide a rationale for the critical examination task (1000 words). Due mid-semester, 20%
- A critical examination (4000 words) of one or more aspects of the model of professional learning developed in lectures and its implications for leading change in schools. Due end of semester, 80%
Hurdle requirement: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
Not available in 2017
Time commitment details
170 hours
Additional delivery details
During the pre-teaching period students are required to complete readings that will be provided via LMS.
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Learning Intervention
Last updated: 10 February 2024