|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||A critical account and evaluation A critical account and evaluation of either a macro level system change (i.e country level) or micro level system change (i.e. local level). The assessment will 1. Outline the context for change 2. Summarise the main drivers for change 3. Outline the role of system leaders- key players, core expectations, actions 4. Give an account of what happened 5. Provide a critical assessment of the impact of the change and conclude whether system leaders/ship made a difference or not. 4000 Words||100%|
|Supplementary Assessment||A critical account and evaluation A critical account and evaluation of either a macro level system change (i.e country level) or micro level system change (i.e. local level). The assessment will 1. Outline the context for change 2. Summarise the main drivers for change 3. Outline the role of system leaders- key players, core expectations, actions 4. Give an account of what happened 5. Provide a critical assessment of the impact of the change and conclude whether system leaders/ship made a difference or not. 4000 Words||100%|
On successful completion of this module students should be able to:
1. Critically evaluate different approaches to system change and improvement.
2. Critically appraise how system leadership processes and practices are enacted.
3. Compare different systems internationally to identify and evaluate different system leadership roles.
4. Assess the specific roles and responsibilities of individual system leaders and understand the specific leadership skills required.
5. Critically evaluate teacher collaboration as a catalyst for system level change and the barriers that might prevent change from occurring.
This module will focus on the leadership roles, functions, and responsibilities of those acting as system leaders, at different levels. The international evidence about system leaders/ship, however, consistently points to the need for clarity about:
• The definition, role, and functions of system leaders.
• The criteria for selection and the process of appointment.
• Core responsibilities and the expectations placed upon system leaders.
• The accountability structures and evaluative processes that surround their role as a system leader.
• Gauging the impact of system leaders/ship through agreed monitoring and evaluation processes.
Hence the 4 core strands of this module will cover the micro and macro aspects of leading within, across and between systems.
• examine the concept of system leadership and the role of system leaders.
• appraise the way policy impacts on leading system change and improvement.
• reflect on the ways in which teachers can be system leaders and how different forms of professional collaboration can build the capacity for change at the system level.
Core Strand 1 Macro level interpretations of system leaders/ship
This core strand will include theories of systems thinking, system change and system learning. A macro focus emphasises the collective impact of system leaders/ship to change, transform or improve the system. At the macro level, system leaders/ship is presented as broad set of expectations and leadership practices focused on change and improvement at scale.
Core Strand 2 Exploring change within education systems, and sub-systems internationally
This core strand will look at examples of system level change and the policies that have framed school and system improvement. It will look specifically at the processes of educational change and the system leader/ship roles.
Core Strand 3 Micro level interpretations of system leaders/ship. This core strand will focus on the specific roles, responsibilities, and functions of individual system leaders (including teachers, school leaders and other educational experts) within a specific educational context or setting. These roles and responsibilities include:
d) change agentry
Core Strand 4 Teachers Leading System Change – this core strand will focus on the specific ways in which teachers within a system can contribute to change and improvement. This core strand will consider how different forms of teacher collaboration can create the capacity for change and improvement. It will also consider the barriers to system leadership in practice.
Leading for equity and excellence is at the core of this specialist leadership pathway where equity is viewed as the central policy driver that aligns and adheres all other education policies in Wales. All too often, equity is seen as a bolt on issue, a project or a sub-set of policy priorities dealing separately with race, gender, sexuality etc. Policy alignment is critical if the equity is to be more than an aspiration or an afterthought. As the high performing education systems show, equity is a precursor to excellence not a byproduct of excellence. Hence all leaders within, between and across the system need to converge their practice around equity and excellence and this pathway will focus on the skills and aptitudes necessary to achieve system transformation.
|Skills Type||Skills details|
|Creative Problem Solving||Students will be supported to build skills in relation to critical analysis and develop a critical appreciation of the evidence they have engaged with in order to conceptualise and apply the knowledge in this topic to their own practice, and to develop their own theories of action in relation to the topic.|
|Critical and analytical thinking||1. A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice. Students will be assessed for their knowledge and critical awareness relating to the module topic. All students will be expected to relate this to their own practice.|
|Subject Specific Skills||2. A comprehensive understanding of techniques applicable to their own research or advanced scholarship, and; 3. Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.|
This module is at CQFW Level 7