EDUCA540-19A (BLK)

Professional Learning and Development

30 Points

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Te Kura Toi Tangata Faculty of Education
Te Hononga Curriculum and Pedagogy

Staff

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Convenor(s)

Donella Cobb

Donella Cobb
8385
TT.3.08
Monday - Friday 8am - 5pm
donella.cobb@waikato.ac.nz

Lecturer(s)

Donella Cobb

Donella Cobb
8385
TT.3.08
Monday - Friday 8am - 5pm
donella.cobb@waikato.ac.nz

Administrator(s)

: helen.findlay@waikato.ac.nz
: janene.harris@waikato.ac.nz
: christine.stewart@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: hinerangi.kara@waikato.ac.nz
: melanie.chivers@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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This paper conceptualises professional learning and development as a practice of professional leadership that has trans-formative potential in a range of learning contexts seen as complex adaptive systems. A strong emphasis is placed on working in communities of inquiry and participants are expected to join respectfully with others in a learning community. A stance of critical inquiry into the assumptions and beliefs that are incorporated into facilitation and other leadership practices, and professional development provision, is expected.

Enduring Understandings / Ngā Māramatanga

The teaching team bring four enduring understandings to the paper. Professional learning and development provides:

  • Enrichment to facilitator practice.
  • Deeper understandings of professional models.
  • Critical examination of their (own and others) beliefs and practices alongside theories of learning.
  • Opportunities to collaboratively learn.

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Paper Structure

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This is a block course that has some face-to-face and online components that are supported in Moodle. The course begins online on Monday, 25 February and ends on Friday, 31 May 2019. Students are also expected to attend five face-to-face sessions. Content will be provided in the form of webinars, online forums, and face-to-face seminars. Students are expected to maintain a presence online.


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Learning Outcomes

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Students who successfully complete the course should be able to:

  • critically examine the history and development of professional learning and development (PLD)
    Linked to the following assessments:
  • critically reflect on the role of the facilitator/leader of PLD in implementing organisational development and change
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  • critically analyse the nature of working in complex adaptive systems
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  • critically examine models of working within, and across, communities of learners
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  • critique models of PLD to determine which models can successfully enhance outcomes for learning
    Linked to the following assessments:
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Assessment

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This course is internally assessed and has three compulsory assessments. Students are required to complete all three pieces of assessment in order to be eligible to pass this paper. A description of each assessment and criteria is provided as follows:
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Assignment 1: Position Paper
25 Mar 2019
5:00 PM
25
  • Online: Submit through Moodle
✔
2. Assignment 2: Seminar
11 May 2019
9:00 AM
40
  • In Class: In Workshop
  • Online: Submit through Moodle
✔
3. Assignment 3: Learning portfolio
31 May 2019
5:00 PM
35
  • Online: EPortfolio System
✔
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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The required textbook for this course is:

Robertson, J., & Timperley, H. (Eds.). (2011). Leadership and learning. Los Angeles, CA: Sage Publications.

Please also refer to the online readings list for a full list of required readings (this can be accessed via the library website and/or moodle)

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Recommended Readings

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Please visit the online readings list to see the full list of recommended readings (access via the library website and/or moodle).


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Other Resources

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Students may use the Educational databases which contain the most recently published and peer reviewed research literature. Most research papers required are listed for this paper. Educational databases such as EBSCO, EMERALD, ERIC AND PROQUEST may be used and you may also find GOOGLE SCHOLAR to be a useful search engine.

Students are strongly encouraged to make use of the Virtual Education Reference Desk (VERD). This is accessed via the home page on Moodle and contains useful database guides and links.


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Online Support

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This paper is supported in Moodle.
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Workload

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This paper has a credit value of 30 points. Students are expected to attend all block sessions, to read widely and become conversant with the library databases. In addition to attending the BLK sessions students are expected to maintain a presence online (at least four hours per week). It is important to note that Masters level papers demand academic rigour and an average of 15-20 hours study each week. Students are likely to intensify study efforts as assessment deadlines approach and may well exceed the workload guideline.
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Linkages to Other Papers

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Prerequisite(s)

This paper is offered for professionals with at least five years experience in a relevant learning context.

Corequisite(s)

Equivalent(s)

Restriction(s)

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