EDST5110 Educational Leadership for Gifted Students 代写

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EDST5110 Educational Leadership for Gifted Students 代写

EDST5110 Educational Leadership for Gifted Students, UNSW S2 2017

School of Education

EDST5110

Educational Leadership of Gifted Students

Semester 2, 2017

(Online)

EDST5110 Educational Leadership for Gifted Students, UNSW S2 2017

Contents

Contents .............................................................................................................................. 2

1. LOCATION ............................................................................................................... 3

2. STAFF CONTACT DETAILS .................................................................................... 3

3. COURSE DETAILS ................................................................................................... 3

Student Learning Outcomes ...................................................................................... 4

Program Learning Outcomes ..................................................................................... 4

AITSL Professional Teaching Standards (Proficient, Highly Accomplished, Lead) ..... 4

4. RATIONALE FOR THE INCLUSION OF CONTENT AND TEACHING APPROACH 5

5. TEACHING STRATEGIES ........................................................................................ 5

6. COURSE CONTENT AND STRUCTURE ................................................................. 6

7. ASSESSMENT .......................................................................................................... 7

IMPORTANT:

For student policies and procedures relating to assessment, attendance and student support,

please see website, https://education.arts.unsw.edu.au/students/courses/course-outlines/

The School of Education acknowledges the Bedegal and Gadigal people as the

traditional custodians of the lands upon which we learn and teach.

EDST5110 Educational Leadership for Gifted Students, UNSW 2016

1. LOCATION

Faculty of Arts and Social Sciences

School of Education

EDST 5110 Educational Leadership for Gifted Students (6 units of credit)

Semester 2 2017

2. STAFF CONTACT DETAILS

Course Coordinator: Dr Kerry Barnett

Office Location: Room 106, John Goodsell

Email: k.barnett@unsw.edu.au

Phone: 02 9385 19868

Availability: Email to request appointment

3. COURSE DETAILS

Course name Educational leadership of gifted students

Credit points 6 units of credit (uoc)

Workload 150 hours including class contact hours, readings, class preparation, assessment

and follow up activities

Schedule The course is delivered online. All online course content will be completed in

Weeks 1-8 of Semester 2.

Summary of the Course:

This course is about leading the learning of gifted students. The course considers the current context of

education, reviews theory and research about successful leadership in schools, student thinking learning

and effective teaching relevant to gifted students. The course is designed to engage students in critical

reflection of relevant theory and research to be applied to professional practice. The course is delivered

in an online learning environment.

Note: This course is an elective in the MEd Leadership and MEd Gifted programs. For students enrolled

in MEd Gifted programs, it is assumed that students have taken EDST 5808 Key Concepts in Gifted

Education or participated in GERRIC’s mini-COGE.

The main ways in which the course has changed since last time:

• Different course lecturer

• New course content added (i.e., student thinking & learning, effective teaching, successful leadership).

• New assessment tasks

• Online delivery

Important information

Attendance: Students are expected to give priority to university study commitments. Unless specific and

formal permission has been granted, failure to attend 80% of classes in a course may result in failure.

See the Student Policies & Procedure document for additional information (posted to the LMS).

EDST5110 Educational Leadership for Gifted Students, UNSW S2 2017

Student Learning Outcomes

Outcomes

Assessment

EDST5110 Educational Leadership for Gifted Students 代写

Develop an advanced understanding of leading the learning of gifted

students, and the ability to synthesize and apply current theory

research and practice to complex school environments.

1,2,3

Engage in independent and collaborative inquiry to critically evaluate

the current context affecting the education of gifted students, theory,

research and practice on student thinking and learning, effective

teaching and successful leadership, and interact with peers in an

online environment to communicate the outcomes.

1,2

Demonstrate advanced critical thinking and problem-solving skills

through synthesis and application of current theory and research

related to student learning, effective teaching and successful

leadership in a professional action plan of leader practices to support

the learning of gifted students.

Program Learning Outcomes

Standard Assessment

Advanced disciplinary knowledge and practices

Demonstrate an advanced understanding of the field of education as it

relates to their specialist area of study, and the ability to synthesize

and apply disciplinary principles and practices to new or complex

environments.

1,2,3

Research-based learning

Demonstrate an in-depth understanding of research-based learning

and the ability to plan, analyse, present implement, and evaluate

complex activities that contribute to advanced professional practice

and/or intellectual scholarship in education

2,3

Cognitive skills and critical thinking

Demonstrate advanced critical thinking and problem-solving skills

1,3

Communication, adaptive and interactional skills

Communicate effectively to a range of audiences, and be capable of

independent and collaborative enquiry and team-based leadership

International outlook

Demonstrate an understanding of international perspectives relevant to

the educational field

Ethical and responsible professional practice

Demonstrate an advanced capacity to recognise and negotiate the

complex and often contested values and ethical practices that underlie

education

1,2,3

AITSL Professional Teaching Standards (Proficient, Highly Accomplished, Lead)

Standard Assessment

1.1,1.2,1.3,1.5 1,2,3

2.1,2.5,2.6 1,2,3

3.1,3.2,3.3,3.5 1,2,3

4.1,4.2,4.3,4.5 1,2,3

6.3,6.4 2

EDST5110 Educational Leadership for Gifted Students, UNSW S2 2017

4. RATIONALE FOR THE INCLUSION OF CONTENT AND TEACHING APPROACH

‘Studies over the last 35 years have connected leadership with the effectiveness of most of the major

dimensions of education and every important outcome of schooling’ (Murphy & Torre, 2014, p.6-7).

This course is included to enable you to develop an understanding of how successful leaders lead the

learning of gifted students that will contribute to their leadership practices in complex organisational

settings.

In this course, you will consider current contexts (i.e., national, system, schools and individual) affecting

gifted education, review recent research and practice on student thinking and learning and effective

teaching and relevance to teaching and learning of gifted students. However, the focus of the course is

examination of recent theory and research on successful leadership, and its relevance to leading the

learning of gifted students.

The course is delivered online to provide you with flexibility to engage in individual and collaborative

inquiry. The teaching approach is informed by recent research and practice on student thinking and

learning and effective teaching which has emphasised the importance of the student perspective.

5. TEACHING STRATEGIES

The course is delivered online and provides a flexible learning environment for students. Within this

learning environment students will engage with course material through online lectures that incorporate

material presented by a variety of experts in education. Online weekly activities will use a range of teaching

strategies to encourage students to engage in critical thinking and problem solving in the application of

current theory and research about leading the learning of gifted students to their own professional practice.

Online discussion forums will allow students to engage in collaborative inquiry, challenging and refining

ideas and sharing current practice. Self-directed reading will broaden student understanding of current

theory and research in leading the learning of gifted students. The preparation of written assignments will

draw on student reflection of current theory, research and practice, and assist in the dissemination of this

learning to diverse work contexts.

EDST5110 Educational Leadership for Gifted Students, UNSW S2 2017

6. COURSE CONTENT AND STRUCTURE

The course is structured to be completed online through the LMS (Moodle) and will be intensive for 8

weeks from Monday 17 July-Friday 15 September 2017. Students will be expected to engage for

approximately 3 hours per week in online activities (i.e., 24 contact hours). This time should be used each

week to complete the learning activities (see the LMS, Moodle for weekly learning activities). Learning

activities each week may involve viewing a power point presentations and videos, reading, writing and

reflecting on questions, posting and responding to group forum posts and completing assessment tasks.

Week Completion

Time

(Hours)

Topic Questions, Resources, Activities

17 July

3 Introductions (lecturer, participants, and course)

• Power point presentation

• Activities

24 July

3 What is the context (i.e., national, system, school, classroom and

individual) shaping the education of gifted students?

• Power point presentation

• Readings

• Activities

• Assignment 1 and 2

31 July

3 What is known about student thinking and learning? How is this

relevant to gifted students?

• Power point presentation

• Readings

• Activities

7 August

3 What is known about effective teaching practices? How is this

relevant to gifted classrooms?

• Power point presentation

• Readings

• Activities

14 August

3 What do successful leaders do in most contexts?

• Power point presentation

• Readings

• Activities

21 August

3 What are the characteristics and practices of leaders who enhance

teaching and learning capacity?

• Power point presentation

• Readings

• Activities

28 August

3 Creating productive cultures: Communities of professional practice

for teachers.

• Power point presentation

• Readings

• Activities

4 Sept

3 Creating productive cultures: Supporting communities of

professional practice for teachers?

• Power point presentation

• Readings

• Activities

11 Sept

3 Course Review

• Power point presentation

• Activities

• Assignment 3

EDST5110 Educational Leadership for Gifted Students, UNSW S2 2017

7. ASSESSMENT

Task Component Length Weight Student

Learning

Outcomes

Assessed

Program

Learning

Outcomes

Assessed

Date Due

1 Description of context 1500 words 20% 1,2 1,3,6 16 August

Initial forum post x 1

Response forum post x 6

Summary forum post x 1

250 words

150 words each

250 words

20%

(Hurdle)

1,2 1,2,4

Various

(See

LMS)

3 Professional action plan

3000

words

60% 1,3 1,2,3

October

Students are required to follow their lecturer’s instructions when submitting their work for assessment. All

assessment will be submitted online via LMS by 5pm. Student no longer need to use a cover sheet.

Students are also required to keep all drafts, original data and other evidence of the authenticity of the work

for at least one year after examination. If an assessment is mislaid the student is responsible for providing

a further copy. Please see the Student Policies and Procedures for information regarding submission,

extensions, special consideration, late penalties and hurdle requirements etc.

https://education.arts.unsw.edu.au/students/courses/course-outlines/

Assessment Details

There are three assessment tasks in this course. Brief details are provided below. The full assessment

details and criteria for each task are available on the LMS.

Assessment Task One: Description of Context

This task requires the preparation of a description of the current context affecting education generally, and

more specifically, the education of gifted students. The description of context should refer to contextual

factors operating at national, system, school, classroom, and individual levels (i.e., students and teachers)

which shape the education of gifted students in your professional work context.

This is a descriptive writing task. In descriptive writing, you are setting the background within which an

argument can be developed. In this case, you will provide the background for the professional action plan

(assessment task 3). Your description of the context should represent the situation as it stands, without

analysis or discussion; as such it should include information only.

Further guidelines for the descriptive writing task, assessment criteria and due dates are located on the

LMS (Moodle).

Assessment Task Two: Forum Posts x 8

This task requires you to formally post your responses to questions on Moodle based on weekly course

content. Two of your formal posts should be 250 words in length; one should initiate discussion and the

second one should summarise discussion on the forum. The other six forum posts should be 150 words

in length and a response to the post of one of your peers.

Note: The forum posts are a Hurdle task.

Online discussion and participation in the course forum is a requirement for course completion (Hurdle

task) and is viewed as ‘attendance in class’. Students are expected to attend 80% of classes, a lack of

attendance may jeopardise a student's overall standing in the course. (See the LMS, i.e., Moodle for

School of Education Student Policies and Guidelines).

EDST5110 Educational Leadership for Gifted Students, UNSW S2 2017

It is expected that students post responses on forums as online activities require, either initiating,

summarizing or responding to at least one peer post per week. Participation in discussion forums is a

requirement for each of the 8 weeks of class. You will have two weeks to post a response on the forum.

Further guidelines for writing the forum posts, assessment criteria and due dates are located on the LMS

(Moodle).

Assessment Task Three: Professional Action Plan

Drawing on what you have learned through critical inquiry of theory and research related to successful

leadership, student thinking and learning and effective teaching in this course, and considering the context,

prepare a plan that can be used as a guide in leading the learning of gifted students in your current

professional work context. The focus of the plan is to be on building a productive school culture.

Further guidelines for writing the action plan, assessment criteria and due dates are located on the LMS

(Moodle).

Assessment and feedback summary

Assessment Task Feedback Mechanism Feedback Date

1. Description of context Online

Qualitative/Quantitative

30 August

2. Forum posts x 8 Online

Qualitative/Quantitative

Within 5 days of post

3. Professional action plan Online

Qualitative/Quantitative

25 October

EDST5110 Educational Leadership for Gifted Students, UNSW S2 2017

UNSW SCHOOL OF EDUCATION

FEEDBACK SHEET

EDST5110 EDUCATIONAL LEADERSHIP FOR GIFTED STUDENTS

Student Name: Student No.:

Assessment Task

SPECIFIC CRITERIA (-)  (+)

Understanding of the question or issue and the key concepts involved

Depth of analysis and/or critique in response to the task

Familiarity with and relevance of professional and/or research literature used

to support response

Structure and organisation of response

Presentation of response according to appropriate academic and linguistic

conventions

GENERAL COMMENTS/RECOMMENDATIONS FOR NEXT TIME

Lecturer Date

Recommended: /20 (FL PS CR DN HD) Weighting: 60%

NB: The ticks in the various boxes are designed to provide feedback to students; they are not given equal weight in determining the

recommended grade. Depending on the nature of the assessment task, lecturers may also contextualize and/or amend these specific

criteria. The recommended grade is tentative only, subject to standardisation processes and approval by the School of

Education Learning and Teaching Committee.

EDST5110 Educational Leadership for Gifted Students 代写