Microsoft Word - EDUC XXXXXXXXXXv 1Topic Information
EDUC XXXXXXXXXX)
SCHOOL OF EDUCATION
EDUC9609
LEADERSHIP AND MANAGEMENT
IN RURAL CONTEXTS
TOPIC INFORMATION
www.flinders.edu.au/education
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CONTENTS
PAGE
SCHOOL OF EDUCATION VALUES 2
WELCOME 3
TOPIC OUTLINE 5
INFORMATION ABOUT THIS TOPIC 7
INFORMATION ABOUT ASSESSMENT FOR THIS TOPIC 11
GENERAL INFORMATION ABOUT ASSIGNMENTS 13
CONTACTING FLINDERS UNIVERSITY 17
XXXXXXXXXXLIBRARY RESOURCES 20
KEY DATES 21
FLINDERS UNIVERSITY GRADE DESCRIPTORS 22
The information in this booklet is necessary for successful study in the topic.
Therefore, you are expected to read all the information in this booklet prior to
commencing study and refer to it as necessary. If a question arises please consult
this booklet prior to contacting the topic coordinator.
Please be aware that you will need to submit your final assignment by the
submission date as stated in this Topic Information booklet (See ‘Key dates’). If
you consider this too difficult then you have the option of withdrawing from the
topic.
You must withdraw from the topic prior to census date to ensure a fee is not
incu
ed. However, before making this decision, please contact you Topic
Coordinato
lecturer to discuss this situation.
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THE COLLEGE OF EDUCATION, PSYCHOLOGY AND SOCIAL
WORK, FLINDERS UNIVERSITY
STATEMENT OF OUR ROLES, RESPONSIBILITIES AND
VALUES IN RELATION TO EDUCATION
The staff acknowledge their roles in working with students, colleagues and the
wider community.
We see the following activities in social commentary, teaching and research as
integrated, with each activity informing and complementing the others.
Our teaching role is to provide degrees in Education that are inspirational, promote
an enthusiasm for learning, equip teachers with professional expertise, and develop
life-long learners. We exemplify best educational practice to our students and to the
est of the University.
Our research role is to generate, advance and promulgate knowledge that will
inform the scholarly community, our industry partners and society. Our research
encompasses a variety of methods, subjects and audiences, providing information,
understanding and critique.
In our social role we advocate for cultural beliefs and public policies in which
education is a means of achieving social justice. We challenge presumptions and
practices which limit individuals’ potentials.
We endeavour to construct a School culture that encourages, promotes and
cele
ates:
• reflection and inquiry
• academic freedom and integrity
• collegiality, collaboration and respect for individuals
• diversity and social justice.
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WELCOME
Thank you for choosing to study and do more thinking about the role of leaders in
ural schools. From my viewpoint leadership in rural education is very important.
I am looking forward to meeting and engaging with you through the opportunities of
studying this topic. My approach to teaching is essentially dialogic – through sharing
your experiences, knowledge, reading and reflections, and so forth, we learning
individually and together.
For rural communities to survive, prosper and be the innovative places and spaces for
a world of 9 to 10 billion people by 2050 it is essential those who live and work there
have access to high quality education and other basic human services. This is
especially the case in developing countries.
Education leaders make a difference to learning outcomes, staff performance and
satisfaction, community capacity building, systems policy and operations, and more.
In EDUC9609 contemporary theorising of leadership management is critiqued against
experiential accounts and the practical wisdom of those in leadership in these
contexts.
The concepts of space and spatiality (Soja, 1996) are used as a basis of to explore how
educational leaders may construct their roles to facilitate the possibility of new ideas
ad new access/delivery models emerging. The qualities of the social spaces
created/found are problematized in terms of leading and managing the tension
etween the status quo and change. The uniqueness of rural contexts, rural places,
and spatiality, and the potential to reframe rural principalship, from one of
comparative evaluation with others, like u
an, to one where rural principalship
asserts its legitimacy instead of “rely[ing] on colonising responses to determine
legitimacy [and status and value]” is also considered in the topic (hooks in Soja, 1996,
p. 97).
Dr Pam Bartholomaeus
Topic Coordinator
Location
Room 5.21
College of Education, Psychology and Social Work
Flinders University
Education Building
University Drive
Bedford Park SA 5042
Telephone (Topic Coordinator)
XXXXXXXXXXdirect
Fax XXXXXXXXXX
Email
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Prefe
ed method of contact
The topic coordinator prefers to be contacted by email in the first instance. If
necessary contact may be made by phone.
Important information
Check your personal details
Accurate personal details are a requirement of enrolment and in some cases are
equired by the Commonwealth Government for statistical purposes.
Check and update all personal information in the Student Information System ‘My
details’ menu including address, phone, emergency contact, citizenship and
esidency, cultural and disability details. Ensure your details are co
ect and kept up-
to-date at all times.
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TOPIC OUTLINE
EDUC9606 Leadership and Management in Rural Contexts
Value of topic: 4.5 units
Offered in semester 2, 2018
Prerequisite
Postgraduate standing
Awards serviced by this topic:
Postgraduate courses in Education
Other learning resources
Flinders University Li
ary online journals: http:
linkit.flinders.edu.au/flinders/az
TOPIC DESCRIPTION
EDUC9609 provides opportunities for an in-depth consideration of leadership and
management issues, challenges, and opportunities in rural* contexts with a
particular focus on education and communities.
* rural is used as the collective term for rural, regional and remote contexts-
during the topic, each is considered
The aims of the topic are to develop:
• knowledge and understanding about the challenges, opportunities and complexities
of rural education and communities
• knowledge, skills and dispositions for pro-active leadership and management of
education in rural contexts.
The content of the topic covers:
• futures, globalisation and sustainability
• framing rural contexts- local, national, international
• place, space and educational leadership
• the national framework for rural and remote education; ministerial council for
education, employment, training and youth affairs (MCEETYA)
• access, equity and gender
• policy, provision/delivery models and platforms
• school led community revitalisation- cases studies
• entrepreneurship and rural contexts
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LEARNING OUTCOMES
It is expected that on satisfactorily completing this topic students will have:
• gained significant and relevant knowledge about rural and remote contexts
• acquired a range of approaches and models for effective and efficient
leadership and management in rural and remote contexts
The purpose of this topic is to contribute towards the formation of educational
leaders and leadership for rural, regional and remote and contexts. The topic is
located within a critical national and global imperative- ensuring there are vi
ant,
productive rural communities for Australia's and the globe’s sustainability.
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INFORMATION ABOUT THIS TOPIC
EDUC 9609 comprises 3 strands of study.
While listed as discrete, in practice they overlap. The essences of education and
educational leadership press relentlessly for holistic consideration rather than
segmentation into categories.
The 3 strands are:
• Context
• Space, place and leadership
• Re-framing and re-forming leadership
There are readings for each strand and students are encouraged to use the readings
across the full topic. Students are also encouraged to read beyond what has been
listed and to share articles and so forth with the class.
It is expected that students will read a majority of the articles in each of the strands.
The reports included in the readings are there as references and you are encouraged
to at least read the executive summary of each.
The topic provides opportunity to engage with professional and personal issues and
environments that have contextual complexities other than those typically
experienced by u
an based educational leaders. They may include:
• a greater range and diversity of responsibilities other than teaching and learning
which are embedded in place and informed by place
• recruiting and retaining staff which is often very problematic/demanding
• accessing specialist assistance for students with learning needs and behavioural
challenges and raising achievement levels ‘across the board’
• year level range of responsibilities that are often larger (R-12) and varying
industrial conditions for primary and secondary teachers which can create
complexities for developing a high performing whole school culture
• small schools (<100) are predominantly in rural and remote locations; they
frequently have complex multi-grade teaching and administrative demands with a
consequent large management as well as teaching load for the principal; as well,
middle management is often non- existent
• Indigenous students who may also be mobile and require a diverse range of health
services and other community supports
• the pressure/expectation to be available and accessible to the local community
‘24/7’ is ‘a fact of life’
• limited access to post-secondary pathways-this foregrounds a major dynamic
which rural principals have to lead and manage, here represented as 3 questions viz
is it Learning