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
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School of Education
EDST5110
Educational Leadership of Gifted Students
Semester 2, 2017
(Online)
EDST5110 Educational Leadership for Gifted Students, UNSW S2 2017
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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
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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
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
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Student Learning Outcomes
Outcomes
Assessment
EDST5110 Educational Leadership for Gifted Students 代写
1
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
2
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
3
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.
3
Program Learning Outcomes
Standard Assessment
1
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
2
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
3
Cognitive skills and critical thinking
Demonstrate advanced critical thinking and problem-solving skills
1,3
4
Communication, adaptive and interactional skills
Communicate effectively to a range of audiences, and be capable of
independent and collaborative enquiry and team-based leadership
2
5
International outlook
Demonstrate an understanding of international perspectives relevant to
the educational field
6
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
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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
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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
0
17 July
3 Introductions (lecturer, participants, and course)
• Power point presentation
• Activities
1
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
2
31 July
3 What is known about student thinking and learning? How is this
relevant to gifted students?
• Power point presentation
• Readings
• Activities
3
7 August
3 What is known about effective teaching practices? How is this
relevant to gifted classrooms?
• Power point presentation
• Readings
• Activities
4
14 August
3 What do successful leaders do in most contexts?
• Power point presentation
• Readings
• Activities
5
21 August
3 What are the characteristics and practices of leaders who enhance
teaching and learning capacity?
• Power point presentation
• Readings
• Activities
6
28 August
3 Creating productive cultures: Communities of professional practice
for teachers.
• Power point presentation
• Readings
• Activities
7
4 Sept
3 Creating productive cultures: Supporting communities of
professional practice for teachers?
• Power point presentation
• Readings
• Activities
8
11 Sept
3 Course Review
• Power point presentation
• Activities
• Assignment 3
EDST5110 Educational Leadership for Gifted Students, UNSW S2 2017
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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
2
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
11
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
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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
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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
