This initial unit focuses on the key challenges in developing transformative leadership capabilities – both for those in designated leadership roles in schools and those aspiring to such positions. Using relevant scholarly and practice-based sources, case-studies and scenarios, students will be challenged to both reflect on current and likely future issues facing public schooling and public school leaders as well as identifying their own individual (and where appropriate their team) leadership development needs.
Costa, A. L., & Kallick, B. (1993). Through the lens of a critical friend. Educational leadership, 51, 49-49.
Chrispeels, J. H., Burke, P. H., Johnson, P., & Daly, A. J. (2008). Aligning mental models of district and school leadership teams for reform coherence. Education and Urban Society, 40(6), 730-750.
Zaleznik, A. (2004). Managers and Leaders – Are they Different? Harvard Business Review, January, 1-10.
Kirkpatrick, S., & Locke, E. (1991). Leadership: Do Traits Matter? Academy of Management Review, 5(2), 48-60.
Pham, Quang Duc. (2015). A Rudimentary Guide to Educational Leadership. THF Working Paper, Working Paper No. 14/2015, 1-69.
Judge, T., Bono, J., Ilies, R., & Gerhardt, M. (2002). Personality and Leadership: A Qualitative and Quantitative Review. Journal of Applied Psychology, 87(4), 765-780.
For the Foundations of Leadership Unit, paticipants are required to complete a Transformational Action Plan (TAP). The TAP is designed as a context-specific, design-based approach targeted to address a specific issue in a school organisational setting within the lifespan of the CESL program. Participants will engage with the course coordinator and the teaching team in determining the issue to be addressed in a specific school organisational setting. This TAP will be built along the principles of the program’s SOS Case Study Leadership Approach.
Additional Resources (Face-to-Face (F2F) Sessions)