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Curricular information is subject to change
Through engagement with the content and processes of this module, participants will be enabled to:
1. Increase awareness, understanding and capacities to interrogate of policies that promote school self- evaluation, and to situate these within international discourses of reform and theories of educational change.
2. Revisit, and re-evaluate and be more articulate about tensions between being accountable and being professionally responsible: including values, visions and their lived realities, sensitive to school contexts and cultures.
3. Through individual discussion, deliberation and the completion of research on a school innovation, have enhanced greater awareness, understanding of, and capacities to influence individual and school capacity to generate reform impetus, while building leadership capacities in identifiable ways that give meaning and impetus to school vision, values and practice, while increasing capacity for leadership praxis
Module content is structured around carefully selected readings intended to scaffold the learning with an emphasis on research informed practice for the purposes of cultivating a more sustained and sustainable leadership praxis.
Key themes in this module include::
Accountable and responsible School Self evaluation
Developing partnerships both within and beyond the school
System leadership and school contexts
National and international policy.
Building institutional capacity.
Cultivating sustained and sustainable leadership praxis.
Sugrue, C. (2015) School Leadership in Context: National Policies, International Influences in C. Sugrue (Ed.) Unmasking School Leadership: A Longitudinal Life History of School Leaders (pp.25-45) Doedrecht: Springer
Solbrrekke, T. and Sugrue, C. (2011) Professional Responsibility – Back to the Future in Dyrdal, Solbrekke and Sugrue (Eds.) Professional Responsibility: new Horizons of Praxis. London: Routledge.
DES current policy will be core text in this module.
Sugrue, C., & Solbrekke, T. D. (2020). Rekindling education as praxis: The promise of deliberative leadership. In T. D. Solbrekke & C. Sugrue (Eds.), Leading Higher Education As and For Public Good Rekindling Education as Praxis (pp. 159-176). London & New York Routledge
|Student Effort Type||Hours|
|Autonomous Student Learning||
Not applicable to this module.
|Description||Timing||Component Scale||% of Final Grade|
|Assignment: A single assignment, of 5,000 words, documenting an innovation in a school other than the authors own, with a focus on evidence, analysis and possible lessons learned for building leadership capacity||Unspecified||n/a||Graded||Yes||
|Remediation Type||Remediation Timing|
|In-Module Resit||Prior to relevant Programme Exam Board|
• Feedback individually to students, post-assessment
Feedback will be provided to each student according to criteria provided in advance