TEAC 7020 Contemporary Teacher Leadership

Credit Points 10

Legacy Code 102098

Coordinator Paul Rooney Opens in new window

Description From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. This multidisciplinary unit seeks to redefine and inform practice about what it means to be a teacher in the 21st century. Students will need to develop unique skills and understanding necessary for creating, sustaining and expanding communities of practice within and beyond classrooms. Through an examination of relevant literature connected with local and global networks, students will build personal leadership capacity and understanding of what is required to effect change, leadership and innovation in teaching. Learning outcomes are based on learning about leadership within an established community of practice. Students will collect evidence in a learning portfolio to demonstrate they meet the Australian Professional Standards for Teachers at the graduate level. The learning portfolio builds on requirements of 102086 Designing Teaching and Learning and the units throughout the Master of Teaching (Secondary). The final submission of the reflective learning portfolio provides evidence of classroom readiness.

School Education

Student Contribution Band HECS Band 1 10cp

Check your HECS Band contribution amount via the Fees page.

Level Postgraduate Coursework Level 7 subject

Pre-requisite(s) Students enrolled in 1714 Master of Teaching (Secondary) must have successfully completed 100 credit points

Co-requisite(s) Students enrolled in 1714 Master of Teaching (Secondary) must have completed or be enrolled in unit TEAC 7137 Secondary Professional Practice 2 or TEAC 7155 Professional Experience 2

Restrictions

Must be enrolled in the 1714 Master of Teaching (Secondary) or 1914 Graduate Certificate in Secondary Teaching 

Learning Outcomes

  1. Apply knowledge and skills necessary to create, sustain and expand communities of practice within and beyond their classrooms, faculties and schools
  2. Explain the role of relevant and appropriate professional learning to ensure effective on-going leadership and 21st century change in schools
  3. Evaluate current, future and virtual use of various digital technologies and innovations in schools and how pre-service teachers collaborate with others to effect positive change of themselves as part of 21st century teaching team
  4. Critically analyse the roles, responsibilities, cultural assets and personal/professional attributes required of leaders in understanding what is required to effect change and innovation in teaching
  5. Examine the political and social changes impacting education at global, regional and local levels
  6. Critically analyse research and pre-service teachers' individual practices to identify and address leadership needs and skills which are required to make them 21st century educational change agents

Subject Content

  1. What does teacher leadership look like in the 21st Century?
  2. How transformational are contemporary models of educational leadership?
  3. What is authentic leadership? How is authentic leadership ethical?
  4. How does contemporary leadership work in cross-cultural contexts at local and global levels?
  5. How does leadership provide sustainable solutions to increasing educational complexity?
  6. What evidence-based research informs actions / responsibilities / dimensions that characterise leadership for learning? How can I apply leadership for changing learning practices in schools?
  7. What are communities of practice and how do they contribute to successful curriculum transformation in teaching and learning?
  8. How can cultural assets that recognise Aboriginal and Torres Strait Islander knowledge and learning be applied in school curriculum change?

Assessment

The following table summarises the standard assessment tasks for this subject. Please note this is a guide only. Assessment tasks are regularly updated, where there is a difference your Learning Guide takes precedence.

Item Length Percent Threshold Individual/Group Task
Presentation/ Reflection 20 minutes (Group: 20% - Individual: 20%) 40 N Both (Individual & Group)
Report 2,500 words 60 N Individual

Teaching Periods

2022 Semester 1

Penrith (Kingswood)

Day

Subject Contact Paul Rooney Opens in new window

Attendance Requirements 80% attendance rate is imposed in all core subjects’ due to the nature of class activities that are aligned with subject assessments.

View timetable Opens in new window

Online

Online

Subject Contact Paul Rooney Opens in new window

Attendance Requirements 80% attendance rate is imposed in all core subjects’ due to the nature of class activities that are aligned with subject assessments.

View timetable Opens in new window

2022 Semester 2

Penrith (Kingswood)

Day

Subject Contact Paul Rooney Opens in new window

Attendance Requirements 80% attendance rate is imposed in all core subjects’ due to the nature of class activities that are aligned with subject assessments.

View timetable Opens in new window

Online

Online

Subject Contact Paul Rooney Opens in new window

Attendance Requirements 80% attendance rate is imposed in all core subjects’ due to the nature of class activities that are aligned with subject assessments.

View timetable Opens in new window