Outline

Overview

This course offers students a practical and process-oriented approach that is responsive to the challenges of preparing educational leaders committed to social justice and equity for Aboriginal peoples. This includes interrogating Aboriginal and non-Aboriginal theoretical models, styles and purposes of leadership.

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	No

Teaching staff

Coordinator	Lynette Riley, lynette.riley@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Critical Reflection Critically reflect on leadership profiles-culturally responsive leadership	20%	Week 05 Due date: 26 Aug 2024 at 23:59 Closing date: 13 Dec 2024	1200 words
Outcomes assessed:
Assignment	Critical Review of the literature Critical literature review of key ideas in Aboriginal leadership	40%	Week 08 Due date: 16 Sep 2024 at 23:59 Closing date: 13 Dec 2024	2400 words
Outcomes assessed:
Assignment	Leadership workshop Design an Aboriginal Education leadership workshop	40%	Week 12 Due date: 21 Oct 2024 at 23:59 Closing date: 13 Dec 2024	2400 words
Outcomes assessed:

Assessment summary

Detailed information for each assessment can be found in Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Consistently strong and ongoing demonstration and evidence of superior organisational and conceptual skills. The work is extremely well conceived, coherent, logical, original and lucid as well as professionally prepared. Impressive and original depth of understanding of the content and discipline is displayed. Information is gathered from a wide range of current & relevant sources beyond the core materials. Convincing synthesis of evidence, critical analysis and understanding of multiple perspectives to formulate a coherent argument. Critical assessment and analysis of the relationship between theory, research and practice. Possible insightful and/or original deployments of theory or theoretical concepts. Implications for personal and professional practice are carefully considered and explored. Work potentially worth dissemination and/or postgraduate study.
Distinction	75 - 84	Consistently strong and ongoing demonstration of very good organisational and conceptual skills. The work is well conceived, coherent, logical and lucid as well as professionally prepared. Thorough and comprehensive understanding of the content and/or discipline gathered from a wide range of current & relevant sources beyond the core materials. Convincing synthesis of evidence, critical analysis and understanding of multiple perspectives to formulate a coherent argument. Insightful critique or consideration of relationship between theory, research and practice. Personal / professional implications for practice considered.
Credit	65 - 74	Strong organizational & conceptual skills and evidence that the task is logical and coherent and professionally prepared. Considers topics and issues in the broader disciplinary context. Evidence of having read current and relevant sources beyond the core materials. Credible argument making relevant use of evidence, analysis and understanding. Able to apply concepts and draw and justify conclusions. Critical or evaluative discussion/thinking about links between theory, research and practice.
Pass	50 - 64	Demonstrates task organization and conceptual understanding in a style which is mostly logical, coherent and flowing. Clear understanding of topic. Demonstrates understanding of materials presented in core texts and readings. Demonstrates some evidence of analytical and evaluative skills. Able to apply fundamental concepts and draw and justify conclusions. Beginning to develop critical reflection and analysis of practice through theory and research. Relevant concepts etc applied in a generally appropriate and thoughtful way.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard. Attempts are made to demonstrate a logical & coherent understanding of the assessment task but some aspects may be confused or undeveloped. Limited understanding of topic with serious gaps or errors. Demonstrates little evidence of having read materials presented in core texts & readings. Little or no evidence of analytical and evaluative skills. Fails to draw on fundamental concepts and to justify conclusions. Very little or no consideration of the relationships between theory, research and practice.

For more information see guide to grades.

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.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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	Scoping the Field	Lecture and tutorial (2 hr)
Week 02	Ethical and socially just leadership	Lecture and tutorial (2 hr)
Week 03	Culturally responsive and socially just leadership	Lecture and tutorial (2 hr)
Week 04	Culturally responsive leadership	Lecture and tutorial (2 hr)
Week 05	Indigenous Educational Leadership	Lecture and tutorial (2 hr)
Week 06	Aboriginal community inclusion	Lecture and tutorial (2 hr)
Week 07	Leading as Practice	Lecture and tutorial (2 hr)
Week 08	Aboriginal Contexts	Lecture and tutorial (2 hr)
Week 09	Aboriginal Contexts	Lecture and tutorial (2 hr)
Week 10	Leadership issues	Lecture and tutorial (2 hr)
Week 11	Leadership issues	Lecture and tutorial (2 hr)
Week 12	Summary lecture and workshop	Lecture and tutorial (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

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.

Required readings

WEEK 1

Moodie, N., Burgess, C., Lowe, K., & Vass, G. (2023). The Aboriginal Voices Project: What matters, who counts, in Indigenous Education. In Moodie, N., Lowe, K., & Dixon, R & Trimmer, K. (Eds.) (2023). Assessing the Evidence in Indigenous Education Research: Implications for Policy and Practice. London: Palgrave Macmillan

Burgess, C., Frycker A., & Weuffen, S. (2022). Lessons to learn, discourses to change, relationships to build: How Decolonising Race Theory can articulate the interface between school leadership and Aboriginal students’ schooling experiences. The Australian Educational Researcher https://doi.org/10.1007/s13384-022-00546-z

Lowe, K., Harrison, N., Burgess, C., & Vass, G. (2019) Summary of recent systematic reviews on Indigenous education: importance of cultural programs in schools; school and community engagement; and school leadership. Social Ventures Australia 25 October 2019 https://www.socialventures.com.au/assets/SVA-Perspective-Education-Evidence-scan-for-Aboriginal-and-Torres-Strait-Islander-children.pdf

WEEK 2

Woods, P., & Roberts, A. (2016) Distributed leadership and social justice: images and meanings from across the school landscape, International Journal of Leadership in Education, 19(2), 138-156, DOI: 10.1080/13603124.2015.1034185

Keddie, A. & Niesche, R. (2018). The role of ethical practices in pursuing socially just leadership (chap. 3). In J. Wilkinson & L. Bristol (Eds.). Educational leadership as a culturally-constructed practice: New directions and possibilities. New York: Routledge.

WEEK 3

Brown, K., M. (2004). Leadership for Social Justice and Equity: Weaving a Transformative Framework and Pedagogy, Educational Administration Quarterly, 40(77), 76-108

Lopez, A. (2017). Towards a theory of culturally responsive and social justice leadership. In A.E. Lopez, Culturally Responsive and Socially Just Leadership in Diverse Contexts, pp 15-31. DOI 10.1057/978-1-137-53339-5_2

WEEK 4

Khalifa, M., Gooden., & Davis, J. (2016). Culturally Responsive School Leadership: A Synthesis of the Literature. Review of Educational Research, 86(4), 1272–1311 DOI: 10.3102/0034654316630383

Berryman, M., Nevin, A., SooHoo, S., & Ford, T. (2015a). A culturally responsive framework for social justice. In K. Esposito, & A. Normore (Eds.), Inclusive practices for special populations in urban settings: The moral imperative for social justice leadership (pp. 143-164). Charlotte NC: Information Age Publishers.

Johnson, L. (2017). Culturally Responsive Leadership for Community Empowerment. In Y-K Cha, J Gundara, S-H Ham, M Lee (Eds). Multicultural Education in Global Perspectives. Policy and Institutionalisation. pp 113-199.

WEEK 5

Purdie, N. & Wilkinson, J., (2008). Leadership in Indigenous education: Scoping paper prepared for the ACER Standing Committee on Indigenous Education, Improving Learning, ACER, pp. 1 – 22.

Ma Rhea, Z. (2017). Indigenist holistic educational leadership. In J. Wilkinson & L. Bristol, Educational Leadership as a Culturally Constructed Practice. New Directions and Possibilities. Taylor Francis Group.

WEEK 6

Lovett, S., & Fluckiger, B. (2014). The impact and effects of attempts to implement leadership for reading ‘both ways’: A case study in an Indigenous school. Journal of Educational Leadership, Policy and Practice. 29(2), 18-31

McMahon, S., & McKnight, A (2021). It’s right, wrong, easy and difficult: learning how to be thoughtful and inclusive of community in research. In V. Rawlings, J. Flexner and L. Riley (Eds), Community-Led Research: Walking new pathways together. Sydney: Sydney University Press.

WEEK 7

Kemmis, S., Wilkonson, J., Edwards-Grove, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Practising Leading. In S. Kemmis, J. Wilkinson, C. Edwards-Groves, I. Hardy, P. Grootenboer, & L. Bristol. (Eds) Changing Practices, Changing Education. Netherlands: Springer Singapore. pp157-178.

Burgess, C., Grice, C., & Wood, J. (2023). Leading by Listening. Whay Aboriginal Voices matter in a world worth living in. In K. Reimer., M, Kaukko., S. Windsor., K. Mahon., & S. Kemmis. Living Well in a World Worth Living In. Volume 1. Current Practices of Social Justice, Sustainability and Well Being. Chpt 7, pp115-136

WEEK 8

Luke, A., Cazden, C., & Coopes, R. (2013). A Summative Evaluation of the Stronger Smarter Learning Communities Project. Brisbane, QLD; Queensland University of Technology.

Davies, J., & Halsey, J. (2019). Principals as Protagonists Practices Beneficent for Indigenous Education in Rural Schools. Australian and International Journal of Rural Education, 29(1), 101-

WEEK 9

Stronger Smarter Institute (2017). Implementing the Stronger Smarter Approach. A comprehensive reflection of the characteristics of a Stronger Smarter Approach in action. pp. 2-7

Riley, T., & Webster, A. (2015). Principals as Literacy Leaders with Indigenous Communities (PALLIC) building relationships: one school’s quest to raise Indigenous learners’ literacy. Teaching Education, 27(2), 136–155. https://doi.org/10.1080/10476210.2015.1049261

WEEK 10

Robertson, J., & Earl, L. (2014) Leadership Learning: Aspiring principals developing the dispositions that count. Journal of Educational Leadership, Policy and Practice, 29(1)

WEEK 11

Heffernan, A., & Mills, M. (2022): Love, care, and solidarity: understanding the emotional and affective labour of school leadership, Cambridge Journal of Education, DOI: 10.1080/0305764X.2022.2103099

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. Critically analyse key research in education leadership to initiate and engage in professional dialogue with colleagues directed at improving professional knowledge and practice, and the educational outcomes of Aboriginal students.
LO2. Critically analyse key issues in Aboriginal and international Indigenous human rights and social justice education in relation to improving schooling for Aboriginal students
LO3. Support colleagues in developing deep understandings of the theoretical and practical applications of the models and purposes of leadership in diverse Aboriginal community contexts.
LO4. Lead colleagues in critical discourse about the role of leadership in developing policy, procedures, curriculum, pedagogy and community engagement strategies to actively address representations of Aboriginal people, culture and communities.
LO5. Apply ethical practices to initiate and lead collaborative conversations with staff and community about the role leadership plays in facilitating culturally responsive schooling for diverse Aboriginal family and community settings.
LO6. Lead colleagues in designing culturally responsive and inclusive Aboriginal studies/perspectives programs and teaching/learning strategies based on ethical community collaboration to meet the needs of Aboriginal and non-Aboriginal students.

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) - 1.4.3. (Highly Accomplished) Provide advice and support colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge of and support from community representatives. 6.2.3. (Highly Accomplished) Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable 6.3.3. (Highly Accomplished) Initiate and engage in professional discussions with colleagues in a range of forums to evaluate practice directed at improving professional knowledge and practice, and the educational outcomes of students. 6.4.3. (Highly Accomplished) Engage with colleagues to evaluate the effectiveness of teacher professional learning activities to address student learning needs. 7.4.3. (Highly Accomplished) Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.4.3. (Highly Accomplished) Provide advice and support colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge of and support from community representatives. 2.4.3. (Highly Accomplished) Support colleagues with providing opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 6.3.3. (Highly Accomplished) Initiate and engage in professional discussions with colleagues in a range of forums to evaluate practice directed at improving professional knowledge and practice, and the educational outcomes of students. 7.1.3. (Highly Accomplished) Maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all school and community contexts.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.4.3. (Highly Accomplished) Provide advice and support colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge of and support from community representatives. 2.4.3. (Highly Accomplished) Support colleagues with providing opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 6.2.3. (Highly Accomplished) Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable 6.3.3. (Highly Accomplished) Initiate and engage in professional discussions with colleagues in a range of forums to evaluate practice directed at improving professional knowledge and practice, and the educational outcomes of students. 7.1.3. (Highly Accomplished) Maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all school and community contexts. 7.4.3. (Highly Accomplished) Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.4.3. (Highly Accomplished) Provide advice and support colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge of and support from community representatives. 2.1.3. (Highly Accomplished) Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs. 2.3.3. (Highly Accomplished) Support colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements. 2.4.3. (Highly Accomplished) Support colleagues with providing opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 3.7.3. (Highly Accomplished) Work with colleagues to provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning. 6.3.3. (Highly Accomplished) Initiate and engage in professional discussions with colleagues in a range of forums to evaluate practice directed at improving professional knowledge and practice, and the educational outcomes of students.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.3.3. (Highly Accomplished) Support colleagues to develop effective teaching strategies that address the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 2.4.3. (Highly Accomplished) Support colleagues with providing opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 3.2.3. (Highly Accomplished) Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students. 6.3.3. (Highly Accomplished) Initiate and engage in professional discussions with colleagues in a range of forums to evaluate practice directed at improving professional knowledge and practice, and the educational outcomes of students. 7.1.3. (Highly Accomplished) Maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all school and community contexts. 7.4.3. (Highly Accomplished) Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.3.3. (Highly Accomplished) Support colleagues to develop effective teaching strategies that address the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.3. (Highly Accomplished) Provide advice and support colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge of and support from community representatives. 2.1.3. (Highly Accomplished) Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs. 2.2.3. (Highly Accomplished) Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs. 3.2.3. (Highly Accomplished) Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students. 3.7.3. (Highly Accomplished) Work with colleagues to provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning. 6.1.3. (Highly Accomplished) Analyse the Australian Professional Standards for Teachers to plan personal professional development goals, support colleagues to identify and achieve personal development goals and pre-service teachers to improve classroom practice. 7.4.3. (Highly Accomplished) Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning.

Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.3.3		(Highly Accomplished) Support colleagues to develop effective teaching strategies that address the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
1.4.3		(Highly Accomplished) Provide advice and support colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge of and support from community representatives.
2.1.3		(Highly Accomplished) Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs.
2.2.3		(Highly Accomplished) Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs.
2.3.3		(Highly Accomplished) Support colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements.
2.4.3		(Highly Accomplished) Support colleagues with providing opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
3.3.3		(Highly Accomplished) Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
3.7.3		(Highly Accomplished) Work with colleagues to provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning.
6.2.3		(Highly Accomplished) Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable
6.3.3		(Highly Accomplished) Initiate and engage in professional discussions with colleagues in a range of forums to evaluate practice directed at improving professional knowledge and practice, and the educational outcomes of students.
6.4.3		(Highly Accomplished) Engage with colleagues to evaluate the effectiveness of teacher professional learning activities to address student learning needs.
7.1.3		(Highly Accomplished) Maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all school and community contexts.
7.2.3		(Highly Accomplished) Support colleagues to review and interpret legislative, administrative, and organisational requirements, policies and processes.
7.4.3		(Highly Accomplished) Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning.

Responding to student feedback

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

The weekly class duration was adjusted to 2 hours consistently across 12 weeks with a lecture and tutorial.

Additional information

More information can be found on Canvas.

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

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

EDPL6004: Leadership in Aboriginal Contexts

Semester 2, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links