programme

Educational Organisation and Leadership

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Course TypeCourse CodeNo. Of Credits
Foundation CoreSES2012114

Semester to which offered : (I/ III/ V) III semester

Course Title: Educational Organisation and Leadership

Credits: 4 Credits

Course Code (new): SES201211

Type of Course: Elective Cohort MA Education/ECCE

Course Coordinator: Manasi Thapliyal Navani, Prabhat Rai

Email of course coordinator: manasi@aud.ac.in, prabhatrai@aud.ac.in

Pre-requisites: None

Course Objective:

The course aims to help students in the MA Education and MA Education (ECCE) to understand the theories of educational leadership and their implications for practices of educational administration in schools. The course, although, broad in its scope, engages in particular with the school systems in Delhi.The attempt through this course would be to encourage students to analyse and critically evaluate how multiple layers of policy; school’s objectives/ mission; and institutional dynamics negotiate and interact with each other and impact the functioning of the school system.Transaction of the course

Apart from classroom lectures, screening of videos and field observations the course will also involve a number of seminars and workshops by Schools Leaders especially School Principals and Directors. Their experiences and reflections will help to understand the nuances of theory and also provide possibilities of contextualising western research in this emerging area in Indian context. The students will also be trained to read literature, researches related to the educational leadership and critically analyse them.

Course Outcomes:

On successful completion of this course students should be able to:

  1. Describe major schools of thought on education leadership: researching leaders, leading and leadership, leading for learning, leading for change, leadership identities etc..
  2. Examine current theories of education policy and practice from a leadership perspective.
  3. Examine how leadership approach influences educational practices
  4. Relate leadership discourse to educational matters in different social and cultural contexts.
  5. Identify issues that facilitate and hinders school improvement and change management strategies
  6. Show improved skills in the areas of critical reading, thinking, writing, and analysis.

 

Brief description of modules/ Main modules:

Unit 1: Context and Constructs of Education Leadership (4Weeks)

  1. What is Educational leadership? Understanding the conceptual relationships between ‘leadership’, ‘education’, ‘management. Various models of conceptualizing educational leadership?
  2. Leadership and its relationship with the purpose and nature of education
  3. What does it mean to lead education?
  4. Education leadership and management processes
  5. The management myth

 

Essential Readings for Unit 1

  • Senge, P. (2000). The Industrial Age System of Education, in: Schools That Learn. London :Nicholas Brealey Publishing.
  • Batra, S. (2011). The Construct and Scope of Educational Leadership. The Learning Curve, Azim Premji Foundation, XVI, 7-12.
  • Stewart, M. (2006)”The Management Myth”. The Atlantic. http://www.theatlantic.com/doc/200606/stewart-business
  • Early, P. and Weindling, D. (2004) A changing discourse: from management to leadership

 

Unit 2: Structures and Processes (3 weeks)

  1. Context of the Educational Eco-System in India
  2. How are schools led?: context of the organisation of education in India
  3. Training and preparation of the education leader

 

Essential Readings for Unit 2

  • Leithwood, K. et al.(2004). Strategic leadership for large scale reforms. School Leadership and Management, 24, 1, Taylor Francis.
  • All India School Education Survey, 2007 and 2009 (VIIth and VIIIth, provisional), www.aises.nic.in
  • Directorate of Education, Delhi, School Information, www.edudel.nic.in
  • MCD Education, www.mcdonline.gov.in

 

Unit 3: Positioning Education Leadership (3 weeks)

  1.  Situating the challenges of school education from the Education Leadership perspective (at the level   of the school, cluster, block, district and state)
  2.  Educational reform in India: historical perspective, objectives, processes of reform
  3.  Policies, Acts and Educational Change

 

Essential Readings for Unit 3:

  • Fullan, M.G. (1995). The evolution of change and the new work of the educational leader in: Wang Kau-Cheun and Cheng Kai-Ming (ed) Educational Leadership and Change: An International Perspective, Hong kong: Hong Kong University Press.
  • Harris, A. (2002). School Improvement: What’s in it for schools? London: Routledge.
  • Quinn, Cheri. L. et al. (2006). Preparing new teachers for leadership roles. School Leadership and Management, 26, 1, pp. 55-68.
  • The Right of Children to Free and Compulsory Education Act (2009).

 

Unit 4: Educational Organisation and Change Facilitation (4 weeks)

  1. Perspectives on leading a School
  2. Change facilitation processes: School change model
  3. ICT and leading educational change
  4. Educational landscape in India in the near and distant future

 

Essential Readings for Unit 4:

  • Batra, S. (2003). From school inspection to school support in Neelam Sood edited Management of School Education in India, Delhi: NIEPA.
  • Bottery, M. (2006). Educational leaders in a globalizing world. School Leadership and Management, 26, 1,5-22.
  • Drucker, P. (1990). How to make the schools accountable: interview with Albert Shanker in: Managing the Nonprofit Organisation, Collins Business, New York, p. 131-138.
  • MacBeath, J. And McGlynn, A. (2002). Self-evaluation: What's in it for Schools? London: Routledge-Falmer.
  • Sergiovanni, T. J. (2001). School character, school effectiveness and layered standards in: Leadership: What's in it for Schools?, London: Routledge-Falmer, pp. 76-98.
  • Webb, R. (2005). Leading teaching and learning in the primary school. Educational Management Administration and Leadership, 33 (1), 69-91.

Assessment Schedule

S.No

Assessment

Date/period in which Assessment will take place

Weightage

1

Shadow an Education Leader (could be the head of a senior secondary or primary school, DIET Principal, Education Officer, SCERT Director). Interpret and analyse the range of experiences that occupy the time and work space of the chosen education leader. In the profile record the time spent at school/work on: specific tasks, preparation work, organisational management, pedagogical tasks, conflict resolution, self development (reading, reflection, note making, discussion groups etc.), teacher development and time spent outside school or work place.

 

First week of September

20%

2

Map the provision of school education in a district of Delhi NCR, of your choice. Mapping will include:

a) a data-based description and analysis of the number of schools in the district according to school types and levels

b) draw an organisational chart of the administrative structures of education in the district

c) draw an organisational chart of at least one private school in the district

 

First week of October

20%

3

Choose a policy or act and create a short questionnaire that you would administer with two identified education leaders at your FA site.

Investigate:

  1. their interpretation of the policy/act
  2. the extent to which they are able to implement recommendations of the policy/act
  3. the challenges they encounter in the context of the implementation of the policy/actrecommendations they would make for better implementation of the policy/act

Last Week October

25%

4

Prepare a blueprint for a five year educational change facilitation process in a district of your choice. What aspects of change facilitation would you envisage for teacher development, curriculum change, managerial functions, parent and community education? How would you develop roles and functions of key structures and education leaders?

 

Second Week: November

25%

5

Class Participation

Through the semester: ongoing presentations and discussions on assigned projects

10%