EDPA6017 - School Effectiveness and Improvement - Arts and Humanities Assignment Help

Assignment Task

Overview
This unit of study will focus on school-based management and its link with school effectiveness. It will combine a study of relevant recent literature with practical issues, discussions and workshops. Students will review the literature relating to effective schools and explore links between developing strategies and creating conditions within schools to enable them to become more effective. Major aspects of school improvement will be addressed including: school based review, the role of school leaders, external support, research and evaluation, policy development and implementation and the significance of the impact of school "culture" on initiative for school improvement. Case studies and reports from overseas will be examined for lessons they have for school renewal strategies. A major component of the unit will be the analysis and development of strategies to assist schools to manage planning practices and procedures more effectively. Students are encouraged to share their experiences and perceptions, and to learn from each other while relating knowledge, principles and insights to their own contexts.

Assessment

• Assignment 1 – Essay: School systems around the world operate with standards for teachers and leaders. Critically analyse the capacity of standards to ensure the effectiveness and improvement of teaching and learning referring to literature and practice.
• Assignment 2 – Professional learning plan: How reasonable is it to judge the quality of individual schools based on how well their students do on standardised tests? Critically discuss some arguments used to support and oppose this practice from both literature and practice. Outline a professional learning plan for effective data-led lead change in an education setting. This could be a system, a school, or a department.
Detailed information for each assessment can be found on Canvas.
Late submission
In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:
• Deduction of 5% of the maximum mark for each calendar day after the due date.
• After ten calendar days late, a mark of zero will be awarded.
Special consideration
If you experience short-term circumstances beyond your control, such as illness, injury or misadventure or if you have essential commitments which impact your preparation or performance in an assessment, you may be eligible for special consideration or special arrangements.
Academic integrity
The Current Student website provides information on academic honesty, academic dishonesty, and the resources available to all students.
The University expects students and staff to act ethically and honestly and will treat all allegations of academic dishonesty or plagiarism seriously.
We use similarity detection software to detect potential instances of plagiarism or other forms of academic dishonesty. If such matches indicate evidence of plagiarism or other forms of dishonesty, your teacher is required to report your work for further investigation.
Attendance and class requirements
Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426
Study commitment
Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.
Prescribed readings
All readings for this unit can be accessed through the Library eReserve, available on Canvas
Learning outcomes
Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University’s graduate qualities and are assessed as part of the curriculum.
At the completion of this unit, you should be able to:
• LO1. develop a critical and reflective understanding of school effectiveness and school improvement
• LO2. explore and engage critically with recent research in school effectiveness and school improvement, relating these to your experiences
• LO3. critically apply knowledge and concepts in relation to your own professional context
• LO4. discuss characteristics of effective systems, schools and classrooms and their relationship to student outcomes
• LO5. develop your intellectual capacity, especially in relation to your learning, writing, research, dialogue and use of resources.
• The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise
Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2 Critical thinking and problem solving
Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3 Oral and written communication
Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4 Information and digital literacy
Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5 Inventiveness
Generating novel ideas and solutions.
GQ6 Cultural competence
Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7 Interdisciplinary effectiveness
Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8 Integrated professional, ethical, and personal identity
An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9 Influence
Engaging others in a process, idea or vision.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University’s graduate qualities and are assessed as part of the curriculum.

LO1 Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - AITSL
1.5.4. (Lead) Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.
LO2 Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - AITSL
2.1.4. (Lead) Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies, and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs.
6.2.4. (Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.
LO3 Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - AITSL
1.2.4. (Lead) Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
5.4.4. (Lead) Co-ordinate student performance and program evaluation using internal and external student assessment data to improve teaching practice.
LO4 Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - AITSL
3.1.4. (Lead) Demonstrate exemplary practice and high expectations, and lead colleagues to encourage students to pursue challenging goals in all aspects of their education.
3.2.4. (Lead) Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills.
6.3.4. (Lead) Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
LO5 Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - AITSL
6.2.4. (Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.
Course Syllabus
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EDPA6017 School Effectiveness and Improvement Reading List
Module 1 Improvement
Session 1: Leading improvement, innovation and change
Guskey, T. R. (2012). Defining student achievement. In J. Hattie & E. M. Anderman (Eds.). International guide to student achievement (pp. 3-6). New York: Routledge.
Shields, C.M. (2018). Transformative leadership as a socially-just response to a VUCA World (chap. 2). Transformative leadership in education: Equitable and socially just change in an uncertain and complex world (2nd ed.). New York: Routledge.
Lingard, B. (2010). Policy borrowing, policy learning: Testing times in Australian schooling. Critical studies in Education, 51(2), 129-147.
Session 2: School effectiveness and school improvement: a critical perspective
Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52(2), 221-258.
Hallinger, P. & Heck, R.H. (2011). Leadership and student outcomes. In J. Robertson & H. Timperley (Eds.) Leadership and learning (pp.56-70). London: Sage.
Session 3: Who leads? Distributed leadership for effective teaching and learning
Bauman, C. (2015). A refreshing perspective on teacher leadership: How teacher leaders effectively combine the use of autonomy and collaboration to enhance school improvement. Leading and Managing, 21(2), 46-59.
Campbell, C., Lieberman, A., &Yashkina, A. (2015). Teachers leading educational improvements: Developing teachers’ leadership, improving practices, and collaborating to share knowledge. Leading and Managing, 21(2), 90-105.
Grice, C. (2019). Distributed pedagogical leadership for the implementation of mandated curriculum change. Leading and Managing, 25(1), 56-71
Module 2: Effective Leading for Learning
Session 4: The role of principals and senior leaders in reform
Cranston, N., Tromans, C., &Reugebrink, M. (2004). Forgotten leaders: What do we know about the deputy principalship in secondary schools? International Journal of Leadership in Education: Theory and Practice, 7, 225-242.
Day, C. (2017). The Importance of high-quality leadership (chap. 7). Teacher’s worlds and work: Understanding complexity, building quality (pp.132-155). Abington: Routledge.
Gurr, D. and Drysdale, L (2016). Australia: The principal as leader – A review of Australian principal research, 2006-2013. In H. Arlestig, C. Day, O. Johansson (Eds.). A decade of research on school principals: Cases from 24 countries (pp. 245-268). Switzerland: Springer.
Session 5: Pedagogical leadership
Brooks, J. &Normore, A. H. (2018). Pedagogical leadership (chap. 6). Foundations of educational leadership: Developing excellent and equitable schools. New York: Routledge.
Grice, C. (2018). Leading pedagogical reform. International Journal of Leadership in Education, April, 1-16. doi: org/10.1080/13603124.2018.1463462
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited, School Leadership & Management, 40:1, 5-22, DOI: 10.1080/13632434.2019.1596077 (Links to an external site.)
 
Session 6: Middle leading in schools
Day, C., Grice, C. (2019). Investigating the influence and impact of Leading from the Middle: A School-based Strategy for Middle Leaders in Schools, (pp. 4 - 51). Sydney, Australia: The University of Sydney.
Grootenboer, P., Ronnerman, K., & Edwards-Groves, C. (2017). Leading from the middle: A praxis-oriented practice. In P. Grootenboer, C. Edwards-Groves, & S. Choy (Eds.). Practice theory perspectives on pedagogy and education. Singapore: Springer.
Lipscombe, K., Grice, C., Tindall-Ford, S., & De-Nobile, J. (2020) Middle leading in Australian schools: professional standards, positions, and professional development, School Leadership & Management, DOI: 10.1080/13632434.2020.1731685 (Links to an external site.)
Module 3: Evaluating Effective Improvement
Session 7: Leading professional learning for school improvement
Liu, S., Hallinger, P., & Feng, D. (2016). Supporting the professional learning of teachers in China: Does principal leadership make a difference? Teaching and Teacher Education, 59, 79-91.
Grice, C. (2019). 007 Spies, surveillance and pedagogical middle leadership: for the good of the empire of education. Journal of Educational Administration and History, 51(2), 165-181.
MacBeath, J., Dempster, N., Frost, D., Johnson, G., &Swaffield, S. (2018). Enhancing teacher professionality (chap. 8). In Strengthening the connections between leadership and learning: Challenges to policy, school and classroom practice. Abington: Routledge.
Netolicky, D. M. (2016). Rethinking professional learning for teachers and school leaders. Journal of Professional Capital and Community, 1(4), 270-285.
Session 8: Schools and systems: leading system change
Jacobson, M., Levin, J., &Kapur, M (2019). Education as a complex system: conceptual and methodological implications. Educational Researcher 48(2), 112-119.
Day, C., Sammons, P., Stobart, G., Kington, A. &Gu, Q. (2007). Commitment and effectiveness: Contexts which make a difference to standards (chap. 11). In Teachers matter: Connecting lives, work and effectiveness (pp. 215-235). Maidenhead: Open University Press.
Day, C., Grice, C. (2019). Change Leadership: A System Level Case Study, (pp. 4 - 56). Sydney, Australia: The University of Sydney.
Session 9: Localisation or centralisation: policy, accountability and quality
Caldwell, B. (2012). Review of related literature for the evaluation of empowering local schools. Canberra: Department of Education, Employment and Workplace Relations. Retrieved from: http://foi.deewr.gov.au/system/files/doc/other/ (Links to an external site.) review_of_related_literature_for_the_evaluation_of_empowering_local_schools.pdf
Caldwell, B. J., &Spinks, J. M. (2013). Expectations and impact of self-management. In B. J. Caldwell & J. M. Spinks, The self-transforming school (pp.17-27). London & New York: Routledge.
Gobby, B. (2018). Problematisations, practices and subjectification: Educational leadership in neoliberal times (chap. 6). In G. Lakomski, S. Eacott, & C. Evers (Eds.). Questioning Leadership. New York: Routledge.
Module 4: Measuring impact
Session 10: Leading measurement for continuous improvement
Ainscow, M., Dyson, A., Goldrick, S., & West, M. (2012). Making schools effective for all: Rethinking the task. School Leadership & Management: Formerly School Organisation, 32(3), 197-213.
Bernhardt, V. L. (2013). The continuous school improvement framework. In V. L. Bernhardt. Data analysis for continuous school improvement (pp. 11-40). London and New York: Routledge.
Session 11: Effective school frameworks, professionalism and challenges
Gu, Q. (2014). The role of relational resilience in teachers’ career long commitment and effectiveness. Teachers and Teaching: Theory and Practice, 20(5), 502-529.
Chapman, C. (2019). From hierarchies to networks: possibilities and pitfalls for educational reform of the middle tier. (Links to an external site.) Journal of Educational Administration (Links to an external site.), 57(5), pp. 554-570.
Day C. (2019). What is teaching about? Professionalism and the limitations of standards and competences. European Journal of Education (1–4). https://doi.org/10.1111/ejed.12348
Session 12: Policy, Accountability and quality assurance for schools and school systems
Gowlett, C. (2018). Performativelyresignifying leadership (chap. 7). In G. Lakomski, S. Eacott, & C. Evers (Eds.). Questioning leadership. New York: Routledge
Heffernan, A. (2017). The accountability generation: Exploring an emerging leadership paradigm for beginning principals.
MacBeath, J., Dempster, N., Frost, D., Johnson, G., &Swaffield, S. (2018). Challenging policy, school and classroom practice (chap. 8). In Strengthening the connections between leadership and learning: Challenges to policy, school and classroom practice. Abington: Routledge.

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