MAPP27 - IfE

MAPP27
Leadership in Action for Classroom Practitioners

MQF Level: 7

ECTS Value: 5 ECTS

Self Study Hours: 60

Duration: 10 Sessions

Contact Hours: 25

Mode of Delivery: Blended

Assessment Hours: 40

Entry Requirements

Applicants applying for the module are to be in possession of one of the following:

a. A Bachelor’s degree in Education (MQF Level 6 with a minimum of 180 ECTS, or equivalent) together with relevant experience in an educational setting;

b. A Bachelor’s degree (MQF Level 6 with a minimum of 180 ECTS, or equivalent) and PGCE (or equivalent) together with relevant experience in an educational setting;

c. A Bachelor’s degree in Inclusive Education (MQF Level 6 with a minimum of 180 ECTS, or equivalent) together with 3 years’ relevant experience in an educational setting;

d. A Master’s Degree (MQF Level 7 with a minimum of 90 ECTS, or equivalent) and a Permanent Teacher’s Warrant together with relevant experience in an educational setting

Overall Objectives and Outcomes

This module offers participants the opportunity to explore the different facets of leadership within the classroom and beyond, exploring the power structures, hierarchies, and systemic influences that shape educational leadership. Classroom practitioners are natural leaders since they are pedagogical facilitators and managers. They lead the education programme designed for their students, they lead and manage the interpersonal interactions that occur within the four walls of the classroom to ensure an orderly environment, and they lead the pace of activities that occur in the classroom. Apart from the leadership they exercise within the classroom context, this module challenges classroom practitioners to examine other contexts where leadership is required or where leadership could voluntarily be taken up as an instrumental means to educational ends.

By the end of this module, the learner will be able to:

Competences

Conduct a critical self-assessment of one’s own leadership capacity and propensity;
Design realistic personal goals and strategic plan to augment one’s leadership capacity, taking into account intersectional perspectives and power structures in education;
Critically assess observed leadership in school, identifying how they reinforce or challenge existing hierarchies;
Transfer leadership aptitudes developed inside the classroom to school environments by advocating for equitable policies, or mentoring colleagues;
Advocate for inclusive and socially just leadership decisions that tale into consideration marginalised students and educators.

Knowledge

Identify and evaluate the different facets of leadership for a classroom practitioner;
Describe the interpersonal dynamics in leadership which are influenced by social, cultural, and institutional norms;
Identify variety of leadership theories and frameworks relevant to the educational context;
Critically review the relevant national and international educational policies, regulations, and best practices governing classroom management and other aspects of educational leadership;
Analyse how power, systemic biases, policy agendas, and leadership structures shape decision-making.

Skills

Practice different ways of exercising leadership: leadership through ideas, action and influence;
Illustrate teacher leadership inside and outside the classroom, balancing authority with collaboration, mentorship, and advocacy;
Select and justify an amalgamated personal leadership style that integrates one’s qualities with feminist, intersectional, and socially responsive perspectives;
Engage in critical discussions on how policies shape classroom leadership;
Apply the various leadership theories and approaches to critically analyse one’s own leadership journey.

Assessment Methods

This module will be assessed through: Assignment; Poster.