SCHOOL OF EDUCATIONAL LEADERSHIP
ACU NATIONAL
EDLE636: LEADING THE CATHOLIC SCHOOL
STUDY PERIOD
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CREDIT POINTS
10
LECTURER IN CHARGE
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RELATIONSHIP TO OTHER UNITS
PREREQUISITE KNOWLEDGE OR
SKILLS, CO-REQUISITES AND/OR
INCOMPATIBLE UNITS
This is a specialisation unit in the Master of
Educational Leadership and the Postgraduate
Certificate in Educational Leadership.
NIL
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TABLE OF CONTENTS
UNIT DESCRIPTION............................................................................................................3
LEARNING OUTCOMES .....................................................................................................3
CONTENT ............................................................................................................................3
TEACHING LEARNING STRATEGIES ...............................................................................4
BOOKS OF READINGS.......................................................................................................4
ATTENDANCE.....................................................................................................................4
ASSESSMENT.....................................................................................................................4
ASSESSMENT CRITERIA ...................................................................................................5
CHEATING, PLAGIARISM, COLLUSION AND RECYCLING.............................................7
SUBMISSION AND COLLECTION......................................................................................7
EXTENSION FOR AN ASSIGNMENT .................................................................................8
STUDENT SERVICES .........................................................................................................8
ACADEMIC REGULATIONS AND UNIVERSITY POLICIES REFERENCES .....................9
KEY REFERENCES.............................................................................................................9
EXTENDED READING ........................................................................................................9
WEBSITES.........................................................................................................................12
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UNIT DESCRIPTION
This unit acknowledges that the Catholic school operates within a wider context of radical social
change leading to uncertainty, ambiguity and paradox within all aspects of public and private life.
This unit also acknowledges that the Catholic school also exists as a result of an historical coalition
of families, Church and governments. As a consequence, Catholic schools have cultures that are
in some respects similar to state or publicly provided education while remaining distinctive as faithbased institutions. This positioning of Catholic schools between the secular and the sacred in the
context of societal change represents an interesting paradox and challenge for leaders in Catholic
schools. Consequently, leaders in contemporary Catholic schools need frames of reference that
can help them to understand and manage a changing situation.
LEARNING OUTCOMES
This unit will assist students to:
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Appreciate the contemporary theoretical development in respect to culture and leadership;
•
Undertake a cultural analysis of a specific Catholic school;
•
Gain an appreciation of the ‘ideal’ Catholic school culture;
•
Learn more about cultural leadership in preparation for recommending a way forward in
respect to strategic leadership in a changing context.
•
Explore the contemporary moment of social change and its impact upon all aspects of public
and private life. Appreciate the historical development of Catholic schools as a coalition of
families, Church and governments
•
Explore the nature and purpose of the Catholic school – ecclesial and public policy
perspective
•
Consider the paradoxical nature of the Catholic school due to these different perspectives on
the nature and purpose of Catholic schools
•
Develop a philosophy of Catholic education that enables leaders in Catholic schools to
understand better an manage this paradoxical situation
Apply this philosophical statement in practice and make recommendations for leadership into the
future.
CONTENT
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Societal change- the movement from a modernity to a postmodernity
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The evolution of Catholic education in terms of the partnership between families, Church and
governments in the context of societal change
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The nature and purpose of Catholic schools – ecclesial and public policy perspectives in the
context of a local community
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The paradoxical relationship between ecclesial expectations and public policy
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Contemporary calls for a philosophy of Catholic education to assist leaders understand and
manage a change situation characterised by uncertainty and confusion
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An authentic philosophy of Catholic education – the nature and purpose of Catholic education
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Catholic social teaching as an appropriate frame of reference
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A philosophy of Catholic education as a touchstone for leadership.
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TEACHING LEARNING STRATEGIES
Teaching/learning strategies will include lectures, workshops, learning partnerships, videos, story
telling, group work, case studies, dilemma analysis role-plays, seminar reports and practical
application critiques. Conventional distance education materials and electronic modes of delivery
may also be used.
BOOKS OF READINGS
It is not compulsory to buy the Book of Readings, but we will rely on them during the sessions and
for the assignments. If you prefer to gather and find the readings yourself, please contact the
lecturer for the list of readings that will be used.
ATTENDANCE
Attendance at all sessions of the Unit is compulsory. Should significant personal circumstances
(similar to those defined in the University Assessment Policy, Section 9) arise, application is to be
made to the Lecturer, using the form relating to Special Circumstances. In such situations special
arrangements will need to be made with the Lecturer. These will normally involve additional work
to substitute for what has been missed.
ASSESSMENT
The assessment for this unit will be three tasks:
Assessment 1
Weight 20%
Due: May 20
The identity of Catholic schools: Task force project.
You will work with 2 or three other students as a “Catholic Identity Task Force”.
You have been commissioned by the Bishop to develop a 45 minute presentation to the Diocesan
Board during which you will present your findings on the following terms of reference:
To develop a concise, theologically and educationally sound statement on “The Catholic identity of
our schools”
To identify the major challenges facing Catholic schools in terms of this statement of Catholic
identity;
To select one of the challenges and develop a strategy for response at school or diocesan level.
Notional length: 1000 words
Assessment 2
Weight 20%
Due May 19th
(Hand up on first day of second session)
Catholic culture: Individual assignment
Review the approaches to culture (other than those which are explicitly Catholic) from the
book of readings and select one which you believe could provide useful insights to leaders
in Catholic schools. Say why you have chosen it.
Apply this framework to your own school, or one with which you are familiar and identify the
key insights it yields.
Length: 1000 words
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Assessment 3
Weight 60%
Due: June 16
The challenges of leading Catholic schools: Individual assignment:
It might be said that there are two major camps in thinking about the purposes of Catholic schools.
The first can be characterised as “schools for conversion” - an evangelising stance, which would
argue that the purpose of the school is to reach out to all, especially those furthest from the faith.
The second can be described as “schools for the converted” – a stance that would argue that
Catholic schools are for Catholics, and that they are diminished by the presence of non-Catholics.
These arguments tend to play themselves out in debates about who should be enrolled in Catholic
schools.
Using the course readings, and any other source material such as examples of diocesan or school
policies and practices:
•
outline the arguments for each point of view, paying particular attention to the connection
between school purpose and enrolment policy;
•
argue the strengths and weaknesses of each view – from the point of view of Church
teaching, understandings of educational best practice and practicalities such as funding
•
develop and justify your own position on this issue.
Length: 3000 words.
Any student who has, or acquires a disability or medical condition that they believe is likely to
affect their studies and who wishes to be provided with educational adjustments are strongly
advised to contact their local disability adviser as soon as possible.
Failure to make contact with the disability adviser may limit the extent to which adjustments can be
provided.
Note: All contact with the disability adviser is confidential.
ACT contact:
Telephone: (02)62091170
email: [email protected]
ASSESSMENT CRITERIA
Final Result Grade
Notation
Descriptor
High distinction
HD
Work of outstanding quality on all objectives of the unit, which may be
demonstrated by means of criticism, logical argument, interpretation of
materials or use of methodology. This grade may also be given to recognise
outstanding originality or creativity.
Distinction
DI
Work of superior quality on all objectives, developing an excellent grasp of
content, together with efficient organisation and selectivity.
Credit
CR
Work of good quality showing more than satisfactory achievement on all
objectives, or work of superior quality on most objectives.
Pass
PA
Work showing an overall satisfactory achievement on the objectives of the
unit.
Fail
NN
Overall unsatisfactory performance on the objectives of the unit as evidenced
by the assessment tasks.
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CRITERION
Sources
Development
of points
Argument
Critical
Perspective
and own voice
Presentation
Referencing
Not Satisfactory-Satisfactory-Above Satisfactory-Outstanding
Explicitly and
accurately uses a wide
range of appropriate
sources in significant
and insightful ways
Points made are
relevant, clear and well
developed (e.g. via
discussion or
illustration).
Assignment has a
clear, logical structure
that contains a
systematic and
coherent argument that
covers the set topic
comprehensively and is
persuasive.
A range of views is
clearly presented and
convincingly evaluated.
The writer’s own
position is clearly
stated and well
developed. A
convincing attempt is
made to offer a fresh
approach to part or all
of the topic
Clear presentation (e.g.
sufficient margin, line
spacing and sound
paragraphing).
Absence of
grammatical and
spelling errors.
Not Satisfactory
Not Satisfactory
Not Satisfactory
Outstanding
Outstanding
Outstanding
Not Satisfactory
Outstanding
Not Satisfactory
Outstanding
APA referencing used
correctly for citations
and Reference List.
Not Satisfactory
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Outstanding
Development of generic outcomes
Generic outcome
Developed
Encompassed in assessment
in the unit
(Y/N)
Assessment
Task 1
Assessment
Task 2
Assessment
Task 3
Written
communication skills
Oral communication
skills
Interpersonal skills *
Teamwork
Analytical and
problem-solving skills
Critical thinking
Organisational skills
Understanding of
appropriate
professional and
ethical standards
Understanding of
values consistent with
the University Mission
Spirit of community
engagement
CHEATING, PLAGIARISM, COLLUSION AND RECYCLING
“Academic Honesty: You expect to receive grades in your name. You are thus expected to submit
your own work. Where other sources are used, they are to be acknowledged. ‘Plagiarism’ occurs
when a student presents as her/his own work the ideas, findings or work of others, without due
acknowledgement of the source. This includes “in group work, where a student claims credit for the
work of the group but has not actively participated in or contributed to such work”. See the
Academic Honesty Policy at: http://my.acu.edu.au/5015.
Any allegation of cheating, plagiarism, collusion or recycling will be investigated and resolved in
accordance with the Academic Honesty Policy. (See also 2007 Academic Regulations, part 6.4.
Cheating, Plagiarism, Collusion and Recycling http://my.acu.edu.au/5012, 2007 Academic Honesty
Policy, part C – Dealing with Alleged Breaches of Academic Honesty http://my.acu.edu.au/1556).
SUBMISSION AND COLLECTION
It is expected that all assignments are word processed. Do not submit assignments in a folder.
Assignments should be presented in the following format:
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•
Space and a half paragraphing
•
12 point font size
•
simple font type, similar to “Arial”.
•
Page margins of at least 2.5cm on all edges
Assignments should be accompanied by a cover page, which includes the following information:
•
Unit Code and Unit Name
•
Site/Location where the Unit was presented
•
Student Name and Student Number
•
Student’s address
•
Title of Assignment
•
Due Date
•
Word count of the Assignment (not including Reference List)
•
Statement of Authenticity
If submitting a paper copy: include a return, self-addressed envelope if you wish the
assignment to be returned to you. Please make sure that the assignment fits into the envelope!
It is a requirement that students keep a duplicate copy of all assignments on disk.
EXTENSION FOR AN ASSIGNMENT
A student may apply to the Lecturer-in-Charge for an extension to the submission date of an
assignment. Requests for extension must be made on the appropriate form on or before the due
date for submission, and must demonstrate exceptional circumstances, which warrant the granting
of an extension.
Students who do not gain permission for an extension or prolong their extension (eg 6 or more
months) will be penalised and will not receive a grade higher than a pass.
STUDENT SERVICES
Either use this or set up specific information for your campus.
•
Study facilities: libraries, computer labs, photocopying services and bookshops
http://my.acu.edu.au/library/ , http://my.acu.edu.au/3971 , http://my.acu.edu.au/3107
•
Student counselling services:
http://my.acu.edu.au/studentresources/studentservices/counselling/
•
Academic skills assistance: http://my.acu.edu.au/AcademicSkills/
•
Disability services: http://my.acu.edu.au/4751
•
Indigenous support services: http://my.acu.edu.au/1890
The Academic Skills Unit
Provide a service that includes workshops, small group and individual appointments, The ACU
Study Guide and website materials
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http://my.acu.edu.au/AcademicSkills
To make a small group booking or an individual consultation booking go to
http://melbourne.asu.timetrade.com
If you require any further information regarding the service offered contact
Ms Elizabeth Powell
Phone: 9953 3077
Ms Nancy Reid
Phone: 9953 3078
Mission Engagement Team
Provide a range of opportunities for personal and spiritual growth, prayer and community
engagement.
Ms Mary McInerney
Phone: 9953 3072, Room: 1.27
Email: [email protected]
Ms Werner Utri
Phone: 9953 3071, Room: 1.26
Email: [email protected]
Disability Adviser
The Equity and Disability Unit conducts a range of programs, including Disability Services.
Students with a chronic medical condition or disability who may need advice, additional assistance
or support during their studies are encouraged to make early contact with the Disability Adviser.
Ms Claire Humble
Phone: 9953 3076, Room: 1.29
Student Counselling Service
The Counselling Service is a service open to all students and is staffed by registered psychologists.
Ms Rosemary Williams MAPS
Phone: 9953 3081, Room: 1:34
Ms Cathy Prestia-Nigro MAPS AACC
Phone: 9953 3080, Room: 1:33
ACADEMIC REGULATIONS AND UNIVERSITY POLICIES REFERENCES
•
Before starting the unit you should carefully read the following documents:
•
1. Academic Regulations 2007: http://my.acu.edu.au/5012
•
2. Assessment Policy and Procedures 2007: http://my.acu.edu.au/5014
•
4. Statement on External Avenues of Appeal or Complaint 2007: http://my.acu.edu.au/5025
•
5. 2007 Academic Honesty Policy: http://my.acu.edu.au/1556
KEY REFERENCES
Extended Reading
Cook, T. (2001). Architects of Catholic culture: designing and building Catholic culture in Catholic
schools. Washington: NCEA.
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[Available free on-line – instructions for downloading in Module 1, Study Guide]
Davies, B. (2006). Leading the strategically focused school: success and sustainability. London:
Paul Chapman.
[Available from the Co-Op Bookshop on campus or online at www.coop-bookshop.com.au]
Reading 1.1
Davis, B. (2006). Leading the strategically focused school: success and sustainability. London: Paul
Chapman.
Reading 1.2
Court, D. (2006). How do we study religious school culture? Religious education, 102 (2), 233-241.
Reading 1.3
Jacobs, R. (2001). Editor’s preface. In T. Cook, Architects of Catholic culture: designing and
building Catholic culture in Catholic schools (pp.xv-xx). Washington: NCEA.
Reading 2.1
Gallagher, M. (1997). Clashing symbols: an introduction to faith and culture. London: Darton,
Longman & Todd.
Reading 2.2
Charon, J. (2004). Symbolic interactionism: an introduction, an interpretation, an integration. Upper
Saddle River, NJ: Pearson Prentice Hall.
Reading 2.3
Haralambos, M. (1996). Sociology; themes and perspectives Australian edition. South Melbourne:
Addison Wesley Longman.
Reading 2.4
Goodenough, W. (2003). In pursuit of culture. Annual review of anthropology. 32(10, 1-12.
Reading 2.5
Schein, E. (2004). Organizational culture and leadership. San Francisco: Jossey-Bass.
Reading 2.6
Dimmock, C. & Walker, A. (2005). Educational leadership: culture and diversity. London: Sage.
Reading 2.7
Solvason, C. (2005). Investigating specialist school ethos …or do you mean culture? Educational
studies, 31(1), 85-94.
Reading 2.8
Escobar-Ortloff, L. & Ortloff, W. (2003). The cultural challenge for school administrators.
Intercultural education, 14(3), 255-259.
Reading 2.9
Duncan, D. (1998). Leadership, Catholic school culture and Catholic identity. In P. Duignan, T.
d’Arbon (Eds.) Leadership in Catholic education: 2000 and beyond (pp.71-97). Strathfield,
NSW: Australian Catholic University.
Reading 3.1
Maslowski, R. (2006). A review of inventories for diagnosing school culture. Journal of educational
administration. 44 (1), 6-35.
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Reading 3.2
Starratt, R. (2003). Centering educational administration: cultivating meaning, community,
responsibility. Mahwah, NJ: Lawrence Erlbaum Associates.
Reading 4.1
Congregation for Catholic Education. (1997). The Catholic school on the threshold of the third
millennium.
Retreived November
11,
2005 from the Vatican web site:
http://www.vatican.va/roman_curia/congregations.
Reading 4.2
McLaughlin, D. (2001). Roman documents on the Catholic school. In The changing Catholic school:
exploring and challenging new roles. A literature review for the Queensland Bishops’ Catholic
schools research project 1998-2000. Brisbane: Queensland Catholic Education Commission.
Reading 4.3
Miller, J. (2005). Serving communities: Catholic education in the service of the Gospel. An address,
Catholic Education Week, Melbourne.
Reading 4.4
Putney, M. (2004). The Catholic school of the future. A private discussion paper.
Reading 4.5
Queensland Catholic Education Commission (2001). The Queensland Bishop’s Project – Catholic
schools for the 21st century. Brisbane: QCEC.
Reading 5.1
Dimmock, C. & Walker, A. (2005). Educational leadership: culture and diversity. London: Sage.
[NOTE: This reading finishes the discussion on strategic leadership and school culture at p.102.
You are NOT missing pages.]
Reading 5.2
Fullan, M. (2005). Leadership & sustainability: system thinkers in action. Thousand Oaks, CA:
Corwin Press.
Reading 5.3
Davis, B. (2001). Re-thinking schools and school leadership for the twenty-first century: changes
and challenges. The international journal of educational management. 1494), 196-206.
Reading 5.4
Haynes, D. Christie, P., Mills, M. & Lingard, B. (2003). Productive leaders and productive
leadership: schools as learning organizations. Journal of educational administration. 42(5),
520-538.
Reading 5.5
Davies, B. (2006). Leading the strategically focused school: success and sustainability. London:
Paul Chapman.
Reading 5.6
Sullivan, J. (2003). Leading values and casting shadows in church schools. Journal of religious
education. 51(1), 44-49.
Reading 5.7
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Gahey, V. (2002). Establishing moral community in Catholic schools: sensing the spirit in school
leadership. Leading & Managing. 8(1), 60-77.
Andrews, K. & Curtis, M. (1998). Changing Australia: social, cultural and economic trends shaping
the nation. Leichhardt, NSW: The Federation Press.
Burke, G. (2000). Education and economy: a review of main assertions. In T. Seddon & L. Angus
(eds). Beyond Nostalgia: reshaping Australian education. (pp.24-47). Camberwell, Vic:
Australian Council for Educational research.
Congregation for Catholic Education. (1988). The Religious dimension of the Catholic school.
Dimmock, C & Walker, A. (2000). Globalisation and societal culture: Redefining schooling and
school leadership in the twenty-first century, Compare 30, 3, pp. 303-312.
Study Package
The following materials are contained in the study package for this unit.
Unit Introduction
Study Guide
One Book of Readings
Websites
Congregation
for
Catholic
Education.
(1972).
The
Catholic
school.
http://www.vatican.va/roman_curia/congregations/ccatheduc/documents/rc_con_ccatheduc_
doc_
Congregation for Catholic Education. (1982). Lay Catholics in schools: witnesses to faith.
http://www.vatican.va/roman_curia/congregations/ccatheduc/documents/rc_con_ccatheduc_
doc_
Congregation for Catholic Education. (1988). The religious dimension of the Catholic school.
http://www.vatican.va/roman_curia/congregations/ccatheduc/documents/rc_con_ccatheduc_doc_
Congregation for Catholic Education. (1997). The Catholic school on the threshold of the third
millennium.
http://www.vatican.va/roman_curia/congregations/ccatheduc/documents/rc_con_ccatheduc_
doc_
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When completed please send this sheet to __________________________ (add in staff member for your school / campus).
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