This module discusses the relationship between the leadership of teaching and learning and educational outcomes. It includes exploration and discussion of relevant theory and practice in relation to leading teaching and learning. The focus is on the application of students' knowledge in order to analyse and reflect upon their current approaches in order to strengthen their future approaches to effective leadership of learning in their professional setting.

Details -
The written proposal to develop an aspect of teaching and learning leadership in practice assesses LOs 1-4 (50%).
The academic poster presentation should report the changes made to practice and resulting findings and implications (Assesses LOs 1, 3, 4) (50%).

Both elements of the assessment must be passed.

BRUNDRETT, M (2011) Leadership for quality and accountability in education, London: Routledge
COLEMAN, M (2010) Educational leadership and management developing insights and skills McGraw-Hill Open University Press SAGE
HARVARD, A. (2010) Virtuous Leadership - An agenda for personal excellence. New York: Sage.
LEITHWOOD, K., HARRIS, A., & HOPKINS, D. (2008, February) Seven strong claims about successful school leadership. School Leadership & Management, 28(1), 27-174
LYNCH, M (2012) A Guide to Effective School Leadership Theories Routledge MONGON, D (2012) High-leverage leadership: improving outcomes in educational settings Routledge
MUIJS, D (2011) Collaboration and networking in education Springer
NORTHOUSE, P. (2009) Introduction to leadership: Concepts and practice. Thousand Oaks, CA: Sage
SAGOR, R (2012) The relentless pursuit of excellence: lessons from a transformational leader Corwin
SHEILDS, C (2013) Transformative Leadership in Education [Equitable change in an uncertain and complex world] Routledge

- University Library for a range of relevant texts, e-books and academic journals
- Materials and resources on the module VLE
- Access to academic and library support

A variety of learning and teaching methods are used such as presentations by specialist practitioners, group discussions, case studies, problem based learning activities and participant centred investigations. There is a strong emphasis on activity-focused learning and participants are expected to actively engage in all sessions. In addition, participants are required to engage in independent study so as to consolidate and build upon their learning in taught sessions. This takes the form of undertaking follow-up tasks and work based self-assessments and reading key texts and research papers.