Outline

Overview

Currently, middle leaders are seen as integral to the success of educational organisations. This course focuses upon the importance of middle leading as practice, from a critical perspective. The purpose is to understand current policy and research about the changing role of the middle leader, particularly in the context of curriculum and pedagogical reform and policy change. The orientation of the course is towards enabling individuals to reflect upon, to analyse and to critique their own middle leadership, relative to own experiences, and the leadership of others within their own context. Theory illuminates practice and practice informs theory.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Christine Grice, christine.grice@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Practical skill	Assignment 2.1 Critical self-reflection 1: Understanding the role of middle leaders	17.5%	Week 04 Due date: 25 Aug 2025 at 23:59	1000 words	AI allowed
Outcomes assessed:
Practical skill	Assignment 2.2 Critical self-reflection 2: Understanding wellbeing	17.5%	Week 07 Due date: 15 Sep 2025 at 23:59	1000 words	AI allowed
Outcomes assessed:
Practical skill	Assignment 2.3 Critical self-reflection 3: Leadership and wellbeing	17.5%	Week 10 Due date: 13 Oct 2025 at 23:59	1000 words	AI allowed
Outcomes assessed:
Practical skill	Assignment 2.4 Critical self-reflection 4: Agency	17.5%	Week 13 Due date: 03 Nov 2025 at 23:59	1000 words	AI allowed
Outcomes assessed:
Written work	Assignment 1 Pedagogical reform design	30%	Week 13 Due date: 07 Nov 2025 at 23:59	2000 words	AI allowed
Outcomes assessed:

Assessment summary

Assignment 1: Pedagogical reform (2000)

Design a change in pedagogy. How might you design the change and embed wellbeing into the change? Talk about how you would implement it in your school/department/or stage and assess how it is going. How would you know if progress is being made?

Pedagogy could encompass an idea, or approach, a strategy or practice, or a way of being with children that comes from core values. As Alexander (2001) writes, “Pedagogy is the act of teaching and the discourse in which it is embedded” (p.507). Further, Pedagogy is the observable act of teaching together with its attendant discourse of educational theories, values, evidence and justifications. It is what one needs to know, and the skills one needs to command, in order to make and justify the many different kinds of decisions of which teaching is constituted” (Alexander, 2009, p.5).

Outcomes: [LO2, LO3, LO4, LO6, LO7]

Assignment 2: Middle leadership self-reflection (4000) 4 posts – 1000 words per post due at end of each module worth 60% overall (15% each)

Change is a slow and challenging process. What is your role identity as a middle leader and how has it changed throughout our sessions? Write a journal that reflects upon some key themes that we address during this course.

1. Critical self-reflection 1 1000 words: Understanding the role of middle leaders [LO1, LO4, LO5, LO7]

Reflect on your day to day practices as a middle leader and how well these practices relate to your role description, your values and capabilities, and what you have read about middle leadership so far in our course.

2. Critical self-reflection 2 1000 words: Understanding wellbeing [LO2, LO3]

Analyse and describe your own role using both the Job Demands-Resources model and Self Determination Theory. Using what you have learnt so far, how could craft your job to enhance your own wellbeing?

3. Critical self-reflection 3 1000 words: Leadership and wellbeing [LO2, LO3, LO4, LO5]

Using what you have learnt in this course, identify and reflect on your own leadership practices. Be as specific as possible – what do you do or say? How might these practices affect the wellbeing of yourself and others? What might you do differently in the future based on what you have learnt?

4. Critical self-reflection 4 1000 words [LO1, LO4, LO5, LO6]

What happens in your school to support the agency of middle leaders? What suggestions can you give that could happen to further the development of shared leadership, teamwork and cultural competence in your school setting?

Assessment criteria

Please refer to your canvas unit

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

As per SSESW guidelines

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Module 1: Middle Leadership: roles, practices and capabilities Seminar 1: The expansive role of middle leadership: policy and theory	Online class (2 hr)
Week 02	Module 1: Middle Leadership: roles, practices and capabilities Seminar 2: The pedagogical practices of middle leaders	Online class (2 hr)
Week 03	Module 1: Middle Leadership: roles, practices and capabilities Seminar 3: Middle leadership capabilities	Online class (2 hr)
Week 04	Module 2: Workplace Wellbeing Seminar 4: What is wellbeing?	Online class (2 hr)
Week 05	Module 2: Workplace Wellbeing Seminar 5: Models of workplace wellbeing and leadership	Online class (2 hr)
Week 06	Module 2: Workplace Wellbeing Seminar 6: Workplace wellbeing in schools	Online class (2 hr)
Week 07	Module 3: Workplace Wellbeing Interventions Seminar 7: Interventions focussed on personal resources	Online class (2 hr)
Week 08	Module 3: Workplace Wellbeing Interventions Seminar 8: Interventions focussed on work and workplaces	Online class (2 hr)
Week 09	Module 3: Workplace Wellbeing Interventions Seminar 9: Leading teacher wellbeing	Online class (2 hr)
Week 10	Module 4: Middle Leadership: agency, pedagogy and outcomes Seminar 10: Role agency – critiquing empowerment, focussed enablement	Online class (2 hr)
Week 11	Module 4: Middle Leadership: agency, pedagogy and outcomes Seminar 11: Middle leadership and cultural competency	Online class (2 hr)
Week 12	Module 4: Middle Leadership: agency, pedagogy and outcomes Seminar 12: Leading beyond the middle: ethics and responsibility	Online class (2 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Develop knowledge of middle leadership theory and utilise critical analysis skills to synthesise research.
LO2. Demonstrate and communicate an in-depth understanding of theories and evidence around workplace wellbeing and workplace wellbeing interventions in schools.
LO3. Demonstrate an ability to critically reflect on their own wellbeing and how they can lead wellbeing in their school.
LO4. Connect middle leadership research with examples of educational leadership practice in context.
LO5. Develop an integrated professional, ethical and personal identity in middle leading.
LO6. Consider ways that middle leaders can actively, ethically, respectfully and collaboratively engage across and between cultures including Aboriginal and Torres Strait Islander cultures.
LO7. Creatively engage with policies and practices in middle leadership and consider innovative approaches to complex problems.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 6.2.4. (Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers. 7.1.4. (Lead) Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.1.4. (Lead) Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 7.2.4. (Lead) Initiate, develop and implement relevant policies and processes to support colleagues’ compliance with and understanding of existing and new legislative, administrative, organisational and professional responsibilities. 7.4.4. (Lead) Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 6.2.4. (Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 7.1.4. (Lead) Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 2.4.4. (Lead) Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 3.3.4. (Lead) Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem-solving, and critical and creative thinking.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This is the second time the unit has been offered. We have adjusted the due dates for the final assessments in accordance with fedback

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

EDPA6016: Middle Leadership

Semester 2, 2025 [Online] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links