Pedagogical leadership (wykład) - 2018/2019

Course description
General information
Lecturer:dr Klaudia Martynowska
Organising unit:Faculty of Social Sciences - Instytut Pedagogiki
Number of hours (week/semester): 2/30
Language of instruction:English
Course objective
C1 - to understand key leadership theories and ideas, from inside and outside education
C2 - to comprehend the role of a leader in the process of school improvement
C3 - to evaluate students\' approach to leadership involved in the process of teaching
C4 - to develop students\' leadership skills required in their future professions
Prerequisites
Communication in English
Learning outcomes
1. the student knows the basic issues in the field of psychology of education, pedagogy in relation to leadership in education KW_01; K_W05
2. the student characterizes leadership styles in the process of teaching and management of an educational institution K_W17
3. the student describes innovative teaching methods based on the analysis of the latest research in the field of psychology of education and pedagogy K_W03

SKILLS
1.The student is able to use and integrate theoretical knowledge of pedagogy and psychology of leadership education in the learning process K_U02
2. the student has in-depth skills of presenting their own ideas, doubts and suggestions, supporting them with extensive argumentation in the context of selected theoretical perspectives, views and practices, various authors in relation to innovative teaching techniques K_U05
3. the student has an in-depth ability to observe, diagnose, rationally evaluate complex educational situations and analyze the leadership styles of teachers and the management of the educational institution K_U07

SOCIAL COMPETENCES (ATTITUDES)

1. The student is convinced of the necessity and importance of professional behaviour and observance of the rules of professional ethics; he or she recognizes and formulates moral problems and ethical dilemmas related to his or others\' educational work; he or she seeks optimal solutions and possibilities of correcting incorrect pedagogical actions. K_K05.
2. The student is sensitive to people and their educational problems, ready to communicate and cooperate with the environment, including people who are not specialists in a given field, and to actively participate in groups and organisations carrying out pedagogical activities. K_K07
3. the student has a deepened awareness of the level of their knowledge and skills, understands the need for continuous personal and professional development. K_K09
Teaching method
The course is designed to allow the students share their own knowledge, experiences and reflections which are a valuable contribution to knowledge acquisition during the course. The course is based on a pedagogical approach that includes working near to the students’ experiences and everyday work and offers considerable opportunities for reflection upon the activities. In addition to the participants’ own activities the course includes lectures, multimedia presentation, course readings and group work. Additionally, students will use audiovisual sources such as movies in order to enhance their creativity.
Course content description
The lecture is designed to explore leadership effectiveness in the context of education, that is school improvement and teaching itself. Students will get an opportunity to apply the acquired knowledge into the discussion about the practice of best teachers and headmasters across the world. Discussions will build on research findings from the field of psychology and pedagogy and will relate to case studies provided by the lecturer as well as the students.

1. Defining leadership
2. Model of leadership that promote successful schools
3. Research findings on effective and successful leadership in Polish schools
4. International perspectives on successful leadership in schools
5. Leadership values: ethical/moral leadership
6. Different leadership styles in education
7. Transformational and transactional leadership in practice
8. Self-leadership in future work in education
9. Enhancing teacher motivation and commitment
10. Innovative teaching methods
Forms of assessment
Formal assessment will be based on final group assignment and individual participation during the lectures.
Required reading list
Essential reading

Bass, B.M. (1985) Leadership and performance beyond expectations. New York: The Free Press.
Bryk, A.S. & Schneider, B.L. (2002) Trust in schools: a core source for improvement. New York: Russell
Sage Foundation Publications.

Day, C., Sammons, P., Stobart, G., Kington, A. & Gu, Q. (2009) Teachers matter: variations in work, lives
and effectiveness. Maidenhead: Open University Press.
Hallinger, P. & Huber, S. (2012) ‘School leadership that makes a difference: international perspectives’.
School effectiveness and school improvement, 23 (4), 359-367.
Leithwood, K., Day, C., Sammons, P., Hopkins, D. & Harris, A. (2008) Successful school leadership: what
is it and how it influences student learning. London: DfES.
Watkins, D. (2000) ‘Learning and teaching: a cross-cultural perspective’. School leadership and
management, 20(2), 161-74.
Varol, A., & Varol, S. (2012, October). Transformational and transactional leaders; A case study in the higher education. In Proceedings of the International Conference on Intellectual Capital, Knowledge Management & Organizational Learning (pp. 279-285).
York-Barr, J. & Duke, K. (2004) ‘What do we know about teacher leadership? Findings from two decades
of scholarship’. Review of educational research journal, 39(1), 37-67.

Supplementary reading
Anderson, M. (2017). Transformational leadership in education: A review of existing literature. International Social Science Review, 93(1), 4.
Burns, J.M. (1978) Leadership. New York: Harper & Row.
Day, C. (2004) ‘The passion of successful leadership’. School leadership & management, 24(4), 425-437.
Hallinger, P. (2011) ‘Leadership for learning: lessons from 40 years of empirical research’. Journal of
educational administration, 49 (2), 125-142.
West-Burnham, J. (1997) ‘Leadership for learning: re-engineering mind sets’. School leadership & management, 17 (2), 231-244.
Field of study: Pedagogy
Course listing in the Schedule of Courses:
Year/semester:Year II - Semester 3
Number of ECTS credits: 4
Form of assessment: Grade
Year/semester:Year III - Semester 5
Number of ECTS credits: 4
Form of assessment: Grade
Field of study: Pedagogy
Course listing in the Schedule of Courses:
Year/semester:Year I - Semester 1
Number of ECTS credits: 4
Form of assessment: Grade
Year/semester:Year II - Semester 3
Number of ECTS credits: 4
Form of assessment: Grade