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
    2
    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
    Email: k.barnett@unsw.edu.au
    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
    4
    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
    9
    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