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ASSESSMENT 3 BRIEF

Subject Code and Title EDUC6000 Becoming a High Achieving Professional Leader

Assessment Assessment 3: Reflective Journal

Individual/Group Individual

Length 1600 words (+/- 10%)

Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:

a) Articulate and evaluate the leadership skills, knowledge and disposition required to achieve success in your educational context

b) Critically reflect on the factors that enable or limit your capacity to be an educational leader

d) Demonstrate an evidence based approach, articulating the basis for decision making in your context

Submission 12-week Duration: Due by 11:55pm AEST/AEDT, Wednesday of Week 12

6-Week Duration: Due by 11:55pm AEST/AEDT, Wednesday of week 6

Weighting 35 %

Total Marks 100 marks

Task Summary

In this assessment you will use the Journal tool in Blackboard to write a personal reflection on your

personal and professional development within 4 separate modules across the subject. You will

reflect on the course materials in relation to assessing your leadership style and best practices to be

used in the practical application to your educational context.

Please refer to the Task Instructions for details on how to complete this task.

Context

The concern with reflective thinking is that one may use the process as a tool to reaffirm your

position rather than engaging critically and examining new perspectives that could lead to

developments in practice. In this assessment you are asked to honestly and critically reflect on your

experiences and/or future leadership endeavours. The purpose of this task is to enable you to

engage in a self-reflection process that helps you to identify your personal and professional

strengths, challenges, concerns and aspirations as a future educational leader. You are required to

draw upon the course content and engage in wide reading to challenge your preconceived ideas of

educational leadership within your chosen context.

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Task Instructions

You will be required to write four entries in your Reflective Journal (approximately 400 words per

entry) which will be submitted at the end of Week 12. The modules you will write the four entries

on will be:

• Module 1: The role of the Educational Leader

• Module 3 : Developing an Effective Leader

• Module 4: Leading People

• Module 6: Reflection as a means of Professional Development

In the second week of each of these modules you will be required to reflect on what you have learnt

about yourself and becoming a high achieving professional leader. You will critically analyse the skills

and characteristics that are explored in each module, which relate to effective leadership within the

educational context of your choice. You will draw on personal experiences to reflect on your own

capabilities whilst also looking to the future and what you hope to achieve within your context. As

you reflect on your professional goals you will draw upon the course material and your own research

to support your professional development as a leader. Therefore, you will need to cite theory and

literature accurately and include a reference list using APA 7th edition formatting.

Please refer to each of the 4 modules mentioned above for writing prompts to guide your reflection.

You are encouraged to be open in your reflection about your development, understanding and

challenges as you encounter these in the course material.

You will be assessed on your ability to critically reflect on:

• Your learning of the course material

• Challenges you may have experienced towards your leadership style

• Any changes to your current practice as a result of your learning

• Your thoughts towards practical application

You will also be assessed on your ability to:

• Write concisely in a reflective academic style

• Cite and reference sources using APA 7th Edition style.

Please see the assessment rubrics for the marking criteria.

Referencing

It is essential that you use appropriate APA style for citing and referencing research. Please see more

information on referencing here http://library.laureate.net.au/research_skills/referencing

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Assessment Rubric

Assessment Attributes

Fail (Yet to achieve

minimum standard) 0-49%

Pass (Functional)

50-64%

Credit (Proficient)

65-74%

Distinction (Advanced)

75-84%

High Distinction (Exceptional)

85-100%

Knowledge and understanding of Educational Leadership

Percentage for this criterion = 40%

Demonstrates a partially- developed understanding of Educational Leadership

Does not identify any changes needed to develop leadership skills.

Demonstrates a functional knowledge of Educational Leadership by:

• Identifying characteristics of effective leadership

• Discussing the challenges associated with your own practice

Demonstrates a limited awareness of the changes needed to develop leadership skills.

Demonstrates proficient knowledge of Educational Leadership by:

• Discussing characteristics of effective leadership

• Considering the challenges associated with your own practice

• Discussing new knowledge with regard towards own practice and educational context.

Identifies changes needed to develop your leadership skills with consideration towards practical application.

Demonstrates advanced knowledge of Educational Leadership by:

• Analysing the characteristics of effective leadership

• Critiquing the challenges associated with your own practice

• Evaluating new knowledge with consideration towards own practice and educational context.

Demonstrates understanding of the need to address changes in order to develop your leadership skills and discusses practical applications.

Demonstrates exceptional knowledge of Educational Leadership by:

• Evaluating the characteristics of effective leadership

• Analysing and critiquing the challenges associated with your own practice

• Integrating new knowledge with serious contemplation towards own practice and educational context

Demonstrates a transformation in approach and practice to educational leadership within your context.

Analysis of reflection with synthesis of new

Limited synthesis and analysis.

Demonstrated analysis and synthesis of new knowledge with application.

Well-developed analysis and synthesis with application of

Thoroughly developed and creative analysis and

Highly sophisticated and creative analysis, synthesis

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knowledge towards practice

Percentage for this criterion = 30%

Limited application/ recommendations based upon analysis.

No attempt is made to move beyond own experience or to extend understanding through other positions or points of view.

Shows the ability to identify relevant information relating to Educational Leadership in relation to your own practice.

Other positions/points of view are not a feature of the discussion.

recommendations to own practice linked to analysis/synthesis.

The description provides an adequate focus for further reflection. It includes a reasonably thorough statement of observations and comment on personal behaviour.

Discusses own practice in relation to other positions/points of view.

synthesis of new with existing knowledge.

Demonstrates a capacity to draw on past and current experience to engage with key concepts relating to Educational Leadership, and articulates key changes in disposition and knowledge, taking into account the complexities of the issue(s) and a range of other points of view.

of new with existing knowledge.

Interprets developments in thinking and formulates conclusions and a substantial position regarding own skills, knowledge and experiences as an educational leader. This position is supported with relevant experience and insightful analysis of own and others’ points of view.

Clarity of communication and integration of ideas

Percentage for this criterion = 20%

Descriptive writing only. There is no discussion beyond description.

Meaning is consistently obscured by errors in the communication of ideas, including errors in spelling, grammar and punctuation.

Difficult to follow the line of reasoning.

Mainly descriptive writing. There is little discussion beyond description.

The mode of communication is generally coherent; expression is generally clear; no persistent errors in spelling, punctuation, or grammar.

Information, arguments and evidence are well presented with mostly clear flow of ideas and arguments.

Care is taken to ensure accuracy of punctuation, spelling, and grammatical structure.

Line of reasoning is easy to follow.

Information, arguments and evidence are very well presented; the presentation is logical and clear.

The work is fluent and demonstrates confidence with the material; the method and style of presentation is entirely appropriate, as are vocabulary and syntax.

Engages and sustains audience’s interest in the topic, demonstrates high levels of cultural sensitivity

The work is extremely well- written, logical and persuasive with a clarity and maturity of presentation. There is a clear flow of ideas and information with little to no ambiguity.

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Correct citation of key resources and evidence

Percentage for this criterion = 10%

Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas.

Referencing is omitted or does not resemble APA.

Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed.

Referencing resembles APA, with frequent or repeated errors.

Demonstrates use of credible resources to support and develop ideas.

Referencing resembles APA, with occasional errors.

Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements.

Show evidence of wide scope within the organisation for sourcing evidence.

APA referencing is free from errors.

Demonstrates use of high- quality, credible and relevant resources to support and develop arguments and position statements.

Show evidence of wide scope within and without the organisation for sourcing evidence.

APA referencing is free from errors.