Course - Educational leadership - LÆR2009
LÆR2009 - Educational leadership
About
Examination arrangement
Examination arrangement: Oral exam
Grade: Letter grades
| Evaluation | Weighting | Duration | Grade deviation | Examination aids |
|---|---|---|---|---|
| Oral exam | 100/100 | 30 minutes | A |
Course content
Academic content
During the last decades, the role of school leader has become more extensive and more demanding. It is characterized by an increasing focus on educational leadership. It is also characterized by an increased use of middle managers at various levels. These changes result
in an increasing need for middle managers with competency related to educational leadership. Middle managers, such as teacher specialists, grade level leaders, and leaders of developmental work, are often recruited from teachers within the school, which helps to emphasizes the need for increased leadership competence among future teachers.
Principals and middle managers are expected to be educational leaders or leaders or leaders of learning. This includes leading the school's professional community where teachers, managers and other employees reflect on common goals and values, and assess, develop, and improve their practice.
The aim of this course is to educate teachers who are also competent educational leaders who can lead professional learning and developmental work at school, motivate teachers, and initiate and lead conversations that promote educational reflections. Emphasis is also placed on how educational leaders manage to build trust and contribute to the development of self-regulated teachers. Different perspectives on educational leadership will be discussed. The aim of the course is that the students develop knowledge and skills that enable them to:
1) lead the development of goals and values at the school
2) lead developmental projects at the school
3) support and motivate teachers / colleagues
4) lead and facilitate professional learning among the teaching staff
5) lead the work of developing a learning-promoting and safe learning environment for the students.
Learning outcome
Knowledge:
The student:
- has good understanding of the construct of educational leadership and of different perspectives on this construct (instructional leadership, transformative leadership, distributed leadership, student centered leadership).
- understand the importance of educational leadership
- has broad knowledge of central theories of educational-psychology that support educational leadership (e.g., motivation, social relations, and self-regulation) as well as action theories and theory of cognitive dissonance
- has knowledge of educational development work, learning conversations, and the development of good and safe learning environments and professional learning communities.
Skills
The student:
- can reflect on different aspects of educational leadership and different educational leadership challenges
- can reflect on and analyze the importance of educational leadership for the development of student learning and well-being
- can lead learning conversations and develop professional learning communities
- can plan, facilitate, and lead developmental work at school
- can apply central educational and psychological theories for developing a good learning environment.
Learning methods and activities
Learning methods and activities
The learning activities in the course alternate between lectures, seminars, group work, and school visits. Student-active forms of learning will be emphasized in this course. The students are divided into smaller basic groups who work with work requirements between the teaching sessions.
It will be aimed at establishing a close collaboration with Trondheim municipality, both on the school and school owner level.
Compulsory assignments
- Group assigment 1
- Group assigment 2
Further on evaluation
Mandatory work requirements:
Both written and oral exercise(s) are mandatory (details will be given at the start of the course).
Mandatory work requirements are assessed as approved / not approved.
Assessment system for the course:
Mandatory exercise(s) must be approved for the student before the final examination.
The exam will be conducted as a group exam in the form of an oral presentation with a subsequent round of discussion. The themes for the presentations will be given 3 days before the exam. The ambition is that the group presentations and discussions are to be part of a mini-conference.
Grades: Letter grades (A-F)
No
Version: 1
Credits:
7.5 SP
Study level: Third-year courses, level III
Term no.: 1
Teaching semester: AUTUMN 2023
Language of instruction: Norwegian
Location: Trondheim
- School Development
Department with academic responsibility
Department of Teacher Education
Examination
Examination arrangement: Oral exam
- Term Status code Evaluation Weighting Examination aids Date Time Examination system Room *
-
Autumn
ORD
Oral exam (1)
100/100
A
2023-12-04 - 2023-12-05
-
Room Building Number of candidates - Spring UTS Oral exam 100/100 A
-
Room Building Number of candidates
- * The location (room) for a written examination is published 3 days before examination date. If more than one room is listed, you will find your room at Studentweb.
- 1) Individuelt tidspunkt blir publisert senere.
For more information regarding registration for examination and examination procedures, see "Innsida - Exams"