A critical appraisal of the way different approaches to leadership influence curriculum planning, development and delivery, and student learning experiences;
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TOPIC

A critical appraisal of the way different approaches to leadership influence curriculum planning, development and delivery, and student learning experiences;

The leadership assignment is a reflective piece of work. Its major purpose is to encourage you to use relevant concepts and theoretical perspectives from the module to reflect on leadership practice.

Some themes to critically analyse:
 Leadership strategy
 Leadership style
 Impact of leadership values, ethics, morals and beliefs
 Influence of organisational and external contextual factors on the leadership
 Impact of leadership on organisational effectiveness and improvement
 Collaborating with others (where applicable)
 Working in partnerships (where applicable)
 Working with other professions (where applicable)

Assessment criteria and generic grading criteria

As below, with highly sophisticated level of theorisation and innovative conceptualisation of methodology
As below with greater insight / originality and wider / deeper engagement with the literature
• Authoritative grasp of conceptual context
• Insight or originality in way topic is conceptualised or developed
• Comprehensive integration of relevant literature / debates
• Advanced scholarly style (of publishable quality)

Core Books

Preedy, M; Bennett, N and Wise, C (eds) (2012) Educational Leadership. Context, Strategy and Collaboration. London: Sage
Wise, C; Bradshaw, P and Cartwright, M (2013) Leading Professional Practice in Education. London: Sage
SOME REFERENCES

Supplementary Readings
Bush, Tony (2011) Theories of Educational Leadership & Management. London: Sage

Cornbleth, Catherine. (1990) Curriculum in Context, Basingstoke: Falmer Press.

Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., Brown, E., Ahtaridou, E., and Kington, A. (2009) The Impact of School Leadership on Pupil Outcomes, Final Report to DCSF, RR108, London, Department for Children, Schools and Families.

Dewey, J (2011) Democracy and Education: An Introduction to the Philosophy of Education. New York: Dover Publication

Fielding, M. and Moss, P. (2010) Radical Education and the Common School London: Routledge.

Noddings, N (2018) Philosophy of Education. New York: Routledge

Woods, P.A., Bennett, N., Harvey, J.A. and Wise, C. (2004) ‘Variabilities and dualities in distributed leadership’, Educational Management Administration and Leadership, vol. 32, no. 4, pp. 439–57.

CONCLUSION AND RECOMMENDATIONS
WRITE 250 WORDS ONLY

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