Toc Elm - Educational Leadership and Management (07112013)

Post on 02-Nov-2015

10 views

Category:

Documents

0 download

DESCRIPTION

k

TRANSCRIPT

<p>Summary of information on each course / module</p> <p>UNITAR International University : Master of Education (Educational Leadership and Management) Attachment C </p> <p>Summary of information on each course / module</p> <p>1Name of Course/ModuleEDUCATIONAL LEADERSHIP AND MANAGEMENT </p> <p>2Course CodeESEM5513</p> <p>3Name(s) of academic staffASSOC. PROF. DR. SAAD YASSIN</p> <p>4Rationale for the inclusion of the course/module in the programme The rationale to include this course in the MEd (ELMG) is the course will provide knowledge and skills in Educational Leadership and Management </p> <p>within the school system that will help learners understand their career paths. </p> <p>5Semester and Year offeredConventional : Semester 3, Year 1</p> <p>Distance Learning : Semester 3, Year 1 </p> <p>6Total Student Learning Time (SLT)Face to FaceOnline FacilitationTotal Guided and Independent Learning</p> <p>T/S = Tutorial/Seminar</p> <p>F = Forum</p> <p>P = Practical</p> <p>O= OthersT/S</p> <p>21P</p> <p>0F</p> <p>6O</p> <p>93120</p> <p>7Credit Value3</p> <p>8Prerequisite (if any)None</p> <p>9Objective(s)</p> <p>10Learning outcomes:At the end of the course, learners will be able to:</p> <p>LO1 : explain organizational behavior in schools, school as a bureaucratic organization and sociopolitical system; </p> <p>LO2 : discuss professional-bureaucratic interface, open system and contingency theories; </p> <p>LO3 : discuss school leadership, paradigms of leadership, Leadership Instruments Analysis, motivation and management conflict and stress, educational change and restructuring;</p> <p>LO4 : demonstrate team work, creative problem solving, creative thinking, and the decision making process; and lead in using effective approaches towards achieving students integration through using the cultural deficiency approach, LO5 : cultural difference approach, human relations approach, single-group studies approach, multicultural education approach and social justice education approach</p> <p>11Transferable Skills:</p> <p>TRANSFERABLE SKILLS</p> <p>YES</p> <p>NO</p> <p>KnowledgeArgumentPractical</p> <p>ResearchCreativity</p> <p>(Self-Appraisal</p> <p>(Management of Learning</p> <p>Communication and Presentation</p> <p>Problem Solving and Contribution</p> <p>Interactive and Group Skills</p> <p>12Teaching-learning and assessment strategy:</p> <p>TEACHING-LEARNING</p> <p>LO1</p> <p>LO2</p> <p>LO3</p> <p>LO4</p> <p>LO5Face-to-face learning (tutorial, discussion, seminar, forum)</p> <p>Problem/action-based learning (assignment, exercises, lab work, programming, cases, design, cooking)</p> <p>Cooperative learning (group discussions/activities/presentations)</p> <p>Technology-based learning (Internet search, games, mobile systems)</p> <p>Experiential-based learning (field work, project paper, on-site visits) </p> <p>Work-based learning (Internship, Practicum, Cooking, Work attachments)</p> <p>Assessment strategy</p> <p>Formative assessment (Online Forum Participation / TMA / Project / Presentation) - 60%</p> <p>Summative assessment (Final Examination) - 40%</p> <p>13Synopsis: The course examines the organizational behavior in schools, the paradigms of leadership, school leadership, school as a bureaucratic organization and sociopolitical system, professional-bureaucratic interface, open system and contingency theories. It also encompasses motivation and management, conflict and stress, educational change and restructuring; and team work, creative problem solving, creative thinking and approaches towards achieving students integration using cultural deficiency approach, cultural difference approach, human relations approach, single studies approach, multicultural education approach and social justice approach.</p> <p>14Mode of Delivery: Online Tutorial, Seminar, Forum, Discussion</p> <p>15Assessment Methods and Types:</p> <p>Assessment Methods and TypesContinuous assessment:</p> <p>Online Forum Participation / TMA / Project / Presentation </p> <p>60%</p> <p>Term end assessment: </p> <p>Final Examination</p> <p>40%</p> <p>TOTAL</p> <p>100%</p> <p>16Mapping of the Course/Module to the Programme Educational Objectives (PEO)</p> <p>Refer to MQA-02 Area 1 : Item No 1.2.2 Table 2</p> <p>17Mapping of the Course Learning Outcomes (CLO) to the Programme Learning Outcomes (PLO) Programme Learning Outcomes:</p> <p>PLO1:Learners are able to elucidate and apply knowledge and skills in real-world settings in the area of Educational Leadership and Management.</p> <p>PLO2:Learners are able to apply technology and scientific methods in conducting research in the area of Educational Leadership and Management.</p> <p>PLO3:Learners are able to apply critical and creative thinking skills in analyzing and solving complex problems in the area of Educational Leadership and Management.</p> <p>PLO4:Learners are able to demonstrate effective verbal, non-verbal, and written communication skills.</p> <p>PLO5:Learners are able to demonstrate moral and professional ethics and skills.</p> <p>PLO6:Learners are able to exhibit humanity, social responsibilities, and social skills.</p> <p>PLO7:Learners are able to exhibit leadership, teamwork, creativity, innovation and entrepreneurial skills.</p> <p>PLO8:Learners are able to manage information and demonstrate aptitude for lifelong learning.</p> <p>Programme Learning Outcomes (PLO)</p> <p>Course Learning Outcomes (CLO)</p> <p>PLO1PLO2PLO3PLO4PLO5PLO6PLO7PLO8Learners are able to explain organizational behavior in schools, school as a bureaucratic organization and sociopolitical system.</p> <p>Learners are able to discuss professional-bureaucratic interface, open system and contingency theories</p> <p>Learners are able to discuss school leadership, paradigms of leadership, Leadership Instruments Analysis, motivation and management conflict and stress, educational change and restructuring</p> <p>Learners are able to demonstrate team work, creative problem solving, creative thinking, and the decision making processLearners are able to lead in using effective approaches towards achieving students integration through using the cultural deficiency approach, cultural difference approach, human relations approach, single-group studies approach, multicultural education approach and social justice education approach</p> <p>18\Content outline of the course/module and the SLT per topic:</p> <p>Course Material</p> <p>Tutorial/SeminarForumSelf-study</p> <p>Library Search</p> <p>Exam</p> <p>Assignment</p> <p>Total SLT (Hours)</p> <p>1. Introduction to Educational Leadership &amp; Management and Paradigms in Leadership</p> <p>3</p> <p>0</p> <p>0</p> <p>0</p> <p>0</p> <p>0</p> <p>3</p> <p>2. Organizational Theory and Strategic Management. The relevance of Theory to Good Practice. Models of Educational Management</p> <p>2</p> <p>1</p> <p>3</p> <p>1</p> <p>1</p> <p>1</p> <p>9</p> <p>3. School as a Bureaucratic Organization. Concept of Bureaucratic Organization. Scientific Management and The Schools</p> <p>2</p> <p>1</p> <p>3</p> <p>1</p> <p>1</p> <p>1</p> <p>9</p> <p>4. School as Sociopolitical System. Informal Groups in Organizations. The social system. Institutional Theory and Reform.</p> <p>2</p> <p>1</p> <p>3</p> <p>1</p> <p>1</p> <p>1</p> <p>9</p> <p>5. Open System Theory and Schools. Concept of the System. Open System Theory. Cycle of Events</p> <p>2</p> <p>1</p> <p>3</p> <p>1</p> <p>1</p> <p>1</p> <p>9</p> <p>6. Education Change. Purpose of Strategic Change. Restructuring Education and Target of Change. The Implementation of Strategic Change</p> <p>2</p> <p>1</p> <p>3</p> <p>1</p> <p>1</p> <p>1</p> <p>9</p> <p>7. Strategic and Development Planning in Education. Development Planning, Improvement, effectiveness and change. Approaches towards achieving students integration</p> <p>2</p> <p>1</p> <p>3</p> <p>1</p> <p>1</p> <p>1</p> <p>9</p> <p>8. Leadership and Management. Transformational and Transactional Leadership. Strategic Leadership. Contingency Theory of Leadership</p> <p>2</p> <p>1</p> <p>3</p> <p>1</p> <p>1</p> <p>1</p> <p>9</p> <p>9. Organizational Leadership. Leadership and moral, ethics, autonomy, roles, and nature of leadership and strategies to improve leadership.</p> <p>2</p> <p>1</p> <p>3</p> <p>1</p> <p>1</p> <p>1</p> <p>9</p> <p>10. Decision Making in Schools. Classical, Administrative, Satisficing, Incremental, Mixed-Scanning, Garbage Can models, and Janis-Mann Conflict Theory.2</p> <p>1</p> <p>3</p> <p>1</p> <p>1</p> <p>1</p> <p>9</p> <p>11. Improving leadership in schools, educating future leaders, selecting new administrators, transforming schools and strengthening their cultures, developing teamwork. Leadership Instrument Analysis </p> <p>2</p> <p>1</p> <p>3</p> <p>1</p> <p>1</p> <p>1</p> <p>9</p> <p>12. Motivation and Management. Content and Process Theories of Motivation. </p> <p>2</p> <p>1</p> <p>3</p> <p>1</p> <p>1</p> <p>1</p> <p>9</p> <p>13. Organizational Motivation. S-M-C-R Communication Model. Communication Analysis.</p> <p>2</p> <p>1</p> <p>3</p> <p>1</p> <p>1</p> <p>1</p> <p>9</p> <p>14. Conflict and Stress in Education and Creativity in Management.</p> <p>3</p> <p>0</p> <p>0</p> <p>0</p> <p>6</p> <p>0</p> <p>9</p> <p>TOTAL HOURS30</p> <p>12</p> <p>36</p> <p>12</p> <p>18</p> <p>12</p> <p>120</p> <p>19Main references supporting the course</p> <p>Cunningham, William G. &amp; Corderio, Paula A. (2008) Educational Leadership: A Bridge to Improved Practice. New York:Allyn &amp; Bacon, Inc</p> <p>Hanson, E. Ark. (2003) Educational Administration and Organizational Behavior (5th Edition) Boston:Pearson Education Inc.</p> <p>Additional references supporting the course</p> <p>1. Cunningham, William G. &amp; Cordeiro, Paula A. (2002) Educational Leadership: A Problem-Based Approach. New York:Pearson Education</p> <p>2. Durbin, Andrew J. (2001) Leadership: Research Findings, Practice and Skills. New York:Houghton Mifflin Company</p> <p>20Other additional information:None</p> <p>PAGE 1</p>

Recommended

View more >