EDF5019 - Teacher as professional leader - 2017

Teachers have a complex and powerful role as leaders in the classroom, school, and community. This unit invites students to develop a deep and actionable understanding of their current and future role as a teacher in which they can plan for lifelong professional engagement and learning. Students develop an understanding of the value of, and engage with, professional learning communities such as professional associations with the goal of developing their own professional learning as well as contributing to the profession and shaping local and global policy contexts. Teachers collaborate, support and lead other teachers and community partners. Students develop skills in setting goals and developing strategies to lead others in collaborative and constructive small-scale professional learning projects. An important part of teaching is to be cognisant of, and work within, a diverse range of regulatory frameworks including legislation, policy, guidelines and professional registration requirements. Students locate their practice by engaging with and interpreting such frameworks as well as broader concerns of ethical and professional conduct, workplace policy and community expectations. In this unit students are encouraged to position themselves as active contributors to shaping education locally and globally.

Upon successful completion of this unit students should be able to:

1. articulate dimensions of professional practice
2. interpret and act on the diverse range of regulatory and other frameworks that influence a teacher's work within and beyond the educational setting
3. articulate their envisioned educational future and career profile with reference to key trends shaping local and global contexts and the values and strategies for their own lifelong professional learning
4. engage with professional learning communities and respond to educational and professional issues related to and extending beyond curriculum
5. set goals and develop strategies to lead others in collaborative and constructive small-scale professional learning projects.

Case study (1600 words, 40%)

Professional portfolio (2400 words, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Contact hours for off-campus students:
   • equivalent to 24 hours engagement in online or blended platforms
3. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Dr Michelle Ludecke

Early years education

Early years and primary education

Primary education

Primary and secondary education

Secondary education