Education Studies (PDip)

Applications and Selections

Who Teaches this Course

Dr Paul Flynn

PhD, BEng, BA

Lecturer Above The Bar
E: PAUL.FLYNN@nuigalway.ie
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Professor GERRY MAC RUAIRC

B.Ed., M.Ed., PhD

Established Professor, Head of School
School of Education
Nuns Island
Galway
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Requirements and Assessment

Glossary of Terms

Year 1 (30 Credits)

Required ED6179: Leading Innovation for Inclusive Learning

ED6179: Leading Innovation for Inclusive Learning

Semester 1 | Credits: 15

This module will critically explore three bodies of scholarship: 1. Contemporary issues in educational leadership: The context for innovative schools, 2. Perspectives on school leadership 3. Leading innovation in schools as learning organisations These module thematic areas will develop an in-depth understanding among participants of leadership practices and approaches that will foster innovation in the key domains considered vital for high quality educational experiences in schools. The module content is designed for teachers with some teaching experience who would like to either move into a leadership position or challenge the way they think about their work in a variety of ways. The concept of leadership employed is broad and can be applied to teachers at different stages of their career. The focus in the module on the ambition of fostering innovation in schools is fundamentally based on developing inclusive, diverse and creative learning spaces for all students and for all staff who contribute to the formation and education of children and young people in schools. Scholarship on contemporary issues in education will explicate the main discourses framing education policy and practice with a view to identifying the manner in which innovation and creativity based on principles of social justice, equity and inclusion can be at the core of school improvement. A particular focus here will involve a critical engagement with how the rise of a neo-liberal agenda in education, and public policy more generally, has crystallised around new public management with implications for autonomy and accountability in schools. The module interrogates this pervasive policy agenda and the manner in which it plays out in terms of national policy and school practices, with particular reference to the lives and work of principals and teachers, and the impact of recent policy initiatives including School Self Evaluation and the Literacy and Numeracy policy. This national policy discourse is situated within international social movements, and a key anchoring concern throughout is what does professional responsibility and leadership practice in schools entail in these changing times. The critical engagement with the main perspectives on school leadership will provide an opportunity for students to examine, understand and criticise the application of principles underpinning the different theories of school leadership with particular emphasis on modern theoretical developments in the area. The module questions prevailing models of leadership practices and provides the language and concepts that will enable participants to formulate their own positions on what forms of leadership practices are most likely to result in more innovative and dynamic school cultures and environments. A deep knowledge and understanding of the role of the school as an organisation in order to enhance participants expertise in this area is essential. This module examines the role of school leaders in organisational development with respect to two main areas of inquiry (i) leading and managing structures and systems and (ii) leading and managing staff. Key perspectives underpinning this module are the concept of the school as a learning organisation and the idea that schools as professional learning communities can be used as a framework to support innovation in practice.
(Language of instruction: English)

Learning Outcomes

1. Clearly articulate the shaping international influences on the contemporary national policy agenda and create a constructive critique of dominant policy agendas from a practice perspective and from the perspective of developing more innovative inclusive schools
2. Identify and critically evaluate where potential exist within current policy and contextual frameworks for innovative change engage, for example, how self-evaluation can be harnessed as an opportunity to enhance innovative responses by schools
3. Develop a critical insight into the range of leadership theories and perspectives in scholarship by critiquing different perspectives from a number of different contexts in Irish schools. By engaging in this process participants should co- construct models of leadership practice that are applicable to different contexts in Irish education.
4. Demonstrate a critical understanding of the processes of school planning, school self-evaluation and the school as a learning community for organisational development and growth.
5. Demonstrate awareness of current issues and trends influencing the area of leading innovation for inclusive learning
6. Demonstrate a sophisticated and nuanced insight into the complexity of leading for innovation within schools, taking account of the contextual variables that prevail in schools and within education systems

Assessments

Module Director

• GERRY MACRUAIRC: Research Profile | Email

Reading List

1. "School Leadership and Racism: An Ecological Perspective. Urban Education, 54(5), 631–655" by Brooks, J. S., & Watson, T. N.
2. "Gender, Identity, and Education Leadership" by Fuller, K.
   Publisher: Bloomsbury
3. "Educational Management and Administration." by Gronn, P., (2000) Distributed properties: A new architecture for leadership.

Required ED6178: Literacy & Numeracy in 21st Century Classrooms

ED6178: Literacy & Numeracy in 21st Century Classrooms

Semester 2 | Credits: 15

In this module students will critically evaluate: current issues and trends influencing specifically the areas of literacy/numeracy in the field of education; conduct applied analysis of school contexts; literacy/numeracy pedagogies, explore the use of evidence informed models of practice to target improvements in the key areas of literacy/numeracy; and associated leadership strategies. Students will by respond by developing proposals for implementation within the naturalistic context of their work.
(Language of instruction: English)

Learning Outcomes

1. Demonstrate awareness of current issues and trends influencing the areas of literacy/numeracy
2. Demonstrate capacity to identify opportunities for pedagogical innovation to improve literacy/numeracy learning experiences in school contexts.
3. Demonstrate cultural sensitivity, specific to educational environments, when considering implementation of strategies to improve literacy/numeracy learning experiences in school contexts
4. Demonstrate appreciation of design theory when considering responses to classroom based challenges that relate to literacy/numeracy
5. Identify and critically evaluate the challenges relating to designing classroom engagements to enhance literacy/numeracy learning experiences
6. Demonstrate experience of engaging with a wide ranging educational community
7. Identify and critically evaluate where potential exist within current policy and contextual frameworks for innovative change engage, for example, how self evaluation can be harnessed as an opportunity to enhance innovative responses by teachers

Assessments

• Continuous Assessment (100%)

Module Director

• Paul Flynn: Research Profile | Email

Reading List

1. "Language, Literacy and Literature: Re-imagining Teaching and Learning." by Tiernan, B., & Kerins, P.