代写接单-UCL Institute of Education Leading in Diverse Cultures and Communities Module code: LCLL0062

UCL Institute of Education Leading in Diverse Cultures and Communities Module code: LCLL0062 CONTENTS MODULE TEAM

 ......................................................................................... 3 OVERVIEW ................................................................................................. 4 AIMS OF THE MODULE ........................................................................................... 4 INTENDED LEARNING OUTCOMES ............................................................................. 4 MODULE CALENDAR ............................................................................... 5 STUDYING FOR THIS MODULE .............................................................. 6 Reading ........................................................................................................ 6 Exploring....................................................................................................... 6 Thinking ........................................................................................................ 6 Questioning .................................................................................................. 6 Contributing ................................................................................................. 6 Enriching....................................................................................................... 6 PROTOCOLS FOR STUDYING ................................................................ 7 ON CAMPUS ........................................................................................................ 7 Attendance ................................................................................................... 7 ID cards......................................................................................................... 7 IOE study spaces available for students ....................................................... 7 In case of an emergency ............................................................................... 7 ONLINE CLASSES ................................................................................................... 7 PEER-LED GROUPS (ON CAMPUS AND ONLINE) ........................................................... 7 MODULE ASSESSMENT .......................................................................... 8 ASSIGNMENT OVERVIEW ......................................................................................... 8 SUPPORT FOR ASSESSMENT FROM THE MODULE TEAM ................................................. 8 SELF-SUPPORTING YOUR ASSESSMENT....................................................................... 8 ASSESSMENT MARKING CRITERIA ............................................................................. 9 2 Module Team Dr Tracey Allen Programme Leader MA Educational Leadership (Pre-Service) & Module Leader (Leading in Diverse Cultures and Communities) [email protected] Rebecca Hussain Programme Administrator [email protected] Mie Jensen PhD Candidate & Post Graduate Teaching Assistant [email protected] Dr Monica Mincu Module Tutor [email protected] Professor Kathryn Riley Module Tutor [email protected] 3 Overview In 2021/22, due to Covid 19 impacts, this module will be delivered via in-person teaching for students present in the UK; it will also be delivered as an online variant for students currently overseas. 1. International: An exploration of leadership matters across global, changing and emergency contexts. 2. Belonging:Asharpfocusonhowandwhyleadersshouldusetheiragency and reach to create educational environments which are places of belonging. 3. Equality,DiversityandInclusion(EDI):Exploringcomplexityofthe educational landscape in terms of student and staff outcomes and experiences, exploring leadership imperatives and approaches to levelling up. The assignment for this module will be based on your specific area of interest in a leadership topic related to the key themes of this module. You will be supported in developing your assignment in the following ways: assignment writing workshop; submission of an assignment proposal; one-to-one tutorial with a member of the module teaching team; submission of a summarised draft of your assignment; sight of a recent successful version of a student assignment for this module. Aims of the Module To build knowledge of fundamental aspects of diversity and complexity involved in educational leadership; To develop capacity for understanding and enhancing learning environments in the service of all groups of children and young people; Identify leadership behaviours that support equitable outcomes for children young people and staff in education settings; To be able to make effective use of relevant research and theoretical positions to guide effective practice. Intended Learning Outcomes By the end of the module, students should have gained an understanding of how leadership is shaped by global, national and localised factors and is bound in culture and context; developed insights into leadership and the needs of disadvantaged student communities; examined how demographic, cultural and social complexities impact upon leadership foci, challenges and approaches; explored educational leadership imperatives in relation to place and belonging; developed your understanding and critical appreciation of research, theory and effective education leadership practices. Although academic in focus, the module is rooted in real-world issues related to three major themes: international and comparative dimensions; matters of belonging and issues relating to equality, diversity and inclusion (EDI) in education: 4 Module Calendar LDCC 2021/22 Term 3 28 April 5 May 12 May 19 May 26 May On-Line Zoom IOE Room W3.07 Thursday 11:00-12:00 Thursday 17:30-19:00 Welcome and Introductions Assignment Workshop Welcome and Introductions International (1) International (1) International (2) International (2) Assignment Workshop Equality Diversity and Inclusion (1) Belonging (1) Equality Diversity and Inclusion (2) Belonging (2) 2 June Reading Week Independent study & preparation tasks, via Moodle Complete core readings and brief task Begin to prepare your assignment proposal Assignment proposal drop box opens today and closes on 20 June Book ahead for your one-to-one assignment tutorial Belonging (1) Belonging (3) 16 June Belonging (2) Assignment Q&A Equality Diversity and Inclusion (1) Assignment Q&A 20 June Deadline: Assignment proposal due Deadline: Book your one-to-one tutorial slot Belonging (3) Equality Diversity and Inclusion (2) 27-30 June One-to-one tutorial (Zoom) 14 July Deadline: Draft assignment due 31 August Deadline: Final assignment due 9 June 23 June 5 Studying for this module Consider setting aside at least three hours a week to get the best from this module. Each module session will include key resources for you to read, view, reflect on. There will also be a few questions included to stimulate your curiosity and scaffold your engagement with the materials. Reading Please do try to preview core readings so that you have some foundation to the topic ahead of the session. If there are key questions, tensions, interesting points arising from your reading, please share these during the session. Exploring We want you to explore the module materials as well as reach beyond these. Actively seek and explore at least a few other texts that can further inform and broaden your understanding of issues. Thinking There is rarely a fixed answer or blueprint for considering leadership matters. You are encouraged to think with an open mind and to think critically about what you read and encounter, at theoretical, policy and practice levels. We also approach the module with a level of courtesy and openness to a plurality of ideas as well as recognising and respecting differences. Questioning All tutors appreciate questions. This is a very important element of learning so please do raise questions in your own minds and for sharing during sessions. Contributing As participants in the module, we all have a responsibility to listen to others and make room for others, as well as to contribute to group elements within the module. To ensure that there is opportunity for everyone to contribute we advise that you take turns, share out work in a mutually agreeable way, this level of responsibility and contribution is important to the dynamics of the group as well as your own individual leadership of self and situations. Enriching We want you to enjoy the module, grow understandings of leadership as well as shape your individual sense of what it means to be a leader in your current or intended context, and in relation to yourself as a leader. Studying this module will be an intense experience so try to engage in your studies in a sustainable and consistent way. Reach out to the Programme/Module Leader and the module administrator if there are any issues. 6 Protocols for Studying On Campus Attendance Students should arrive at teaching rooms no more than 15 minutes before each teaching session. If students wish to arrive earlier they should remain on Level 4 and Level 3 areas where there is more space available. This is to avoid large groups of students in the corridors and outside of teaching rooms. Please scan your own attendance via the black box outside the classroom. If you plan to be absent please contact the module administrator ([email protected]). ID cards Students must have their ID cards with them at all times on campus. This will be required to enter the main IOE campus and other study spaces around the university. IOE study spaces available for students Level 3 area (Core A where the new W3 teaching rooms are located) Computer cluster area Level 3 (Bedford Way Entrance) IOE Library In addition students can access a number of bookable spaces across the campus here. In case of an emergency If a fire alarm sounds during a teaching session staff and students should evacuate immediately. Students must leave as quickly as possible via the nearest available exit. Staff should ensure all students have left the room before leaving. Online Classes Mute your microphone when the session is in progress. Use the Raise hand button to signal to the tutor/your peers that you would like to contribute whilst the session is in progress. Start Video when it is your turn to contribute. Stop Video when you are not taking your turn to speak; some users find this more comfortable and it will also reduce demands on bandwidth. Peer-Led Groups (On campus and online) Small, peer-led groups are used throughout the module. Ensure that you take turns to speak and that all who want to speak are given the space. Speak and listen courteously to all group members. 7 Module Assessment Assignment overview This module is assessed by successful completion of a 5,000-word assignment. This assignment must demonstrate knowledge and understanding of at least one key aspect of leadership in education and must be focused on one or more of the key themes of this module (International matters; Belonging; Equality, Diversity and Inclusion). The focus of the assignment will be agreed with the module tutor at assignment proposal stage and draft submission stages. The final grade awarded will be in relation to the assessment marking criteria relevant to this module. Support for Assessment from the Module Team You will be supported in developing your assignment in the following ways: Assignment writing workshop; Submission of an assignment proposal; One-to-one tutorial with a member of the module teaching team; Submission of a summarised draft of your assignment; Access to a recent successful version of a student assignment for this module. Self-Supporting your Assessment There are a number of things that you can do to improve your likelihood of success with this module assessment: Make use of online academic writing guidance via https://www.ucl.ac.uk/ioe- writing-centre/ and https://www.ucl.ac.uk/languages-international- education/ucl-academic-communication-centre Go beyond the course material provided by your tutors. Try to be critically reflective of what you read. Reflect on the quality of your own writing are your ideas clearly expressed, have you presented a coherent set of key themes? Proof-read your work on more than one occasion prior to submission. Check your similarity score prior to submission of your final work. 8 Assessment Marking Criteria Outstanding grasp, Clear understanding, Basic understanding high level of good level and insight critical insight of insight Inadequate understanding and insight Demonstrates little knowledge of the field Minimal attempt, no attempt, non-submission A B C D E F Pass Pass Pass Marginal fail Fail Fail GRASP OF FIELD OF STUDY A B C D E F Extensive, insightful critical review of literature Wide-ranging, coherent and critical review of literature Basic critical competence in reviewing literature Unfocused or inaccurate review of literature Demonstrates significant weaknesses in the knowledge base, and/or simply reproduces knowledge without evidence of understanding High creativity and independence of thought Elements of creativity and independence of thought Little development of ideas Confusion in application of knowledge Shows little or no critical ability. Poor, inconsistent analysis UNDERSTANDING & EVALUATING RESEARCH & METHODOLOGIES A B C D E F Sophisticated understanding, high level of critical evaluation of scholarship, research and methodologies Consistent and fluent understanding and critical evaluation of scholarship, research and methodologies Adequate understanding and evaluation of scholarship, research and methodologies Lack of understanding and evaluation of scholarship, research and methodologies Little or no skill demonstrated in selected techniques applicable to own research or advanced scholarship Outstanding Thorough Basic understanding understanding of how understanding of how of how research and research and enquiry research and enquiry enquiry create and interpret knowledge and how these apply to students own research/practice create and interpret knowledge and how these apply to students create and interpret knowledge and how these apply to students own research/practiceown research/practice. Lack of understanding of how research and enquiry create and interpret knowledge and how these apply to students own research/practice Lacks any understanding of how established techniques of research and enquiry are used to create and interpret knowledge Creative and critical handling, presenting and inferring from data Competent and critical handling, presenting and inferring from data Rudimentary handling, presenting and inferring from data Inadequate or confused handling, presenting and inferring from data Inadequate or confused handling, presenting and inferring from data throughout STRUCTURE, COMMUNICATION & PRESENTATION A B C D E F Exceptional clarity, cogency focus and Clarity, focus and fluency Basic clarity, focus and competence Poorly organised and unfocused Fails to evidence or discuss/apply appropriate examples of literature relating to current research and advanced scholarship in the field. References to literature/ evidence and use of academic conventions are flawed/irrelevant 9


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