Recognising the learning and teaching are the foci of work in schools, this module will examine the dynamics of leading learning and teaching with a particular emphasis on building learning capacity through leadership in the curricular context of primary and post-primary schooling in Ireland. Participants will learn about the most influential perspectives on learning in the last one hundred years (behaviourist, cognitive & socio-cultural) and understand the implications of these for how teachers, students, schools and other education stakeholders foster learning in 21st century. Particular attention will be paid to how perspectives on learning have guided, or not, curriculum policy and practices in schools vis-à-vis teaching, learning and assessment over time at both primary and post-primary levels in Ireland. Among the themes to be addressed on the module will be: participants own stance on learning, understanding learning in the context of curriculum and assessment policies, leading learning in the school context (both locally & in via networks of schools), In addressing the key learning perspectives and concepts guiding contemporary pioneering perspectives and initiatives on learning the module will provide participants with a number of examples centred on the dynamics of leading teaching and learning in order to address the structural, cultural and organisational dimensions of building learning capacity. The module will focus in particular on preferred perspectives on learning vis-à-vis schooling in the 21st century and address the supports and constraints on schools and systems in advancing new ways of supporting learning. Drawing on examples - both national and international - the participants will engage both individually and collaboratively in examining the implications of these for their current and future work as leaders in schools.

Key themes included in this module are: Dynamics of leading learning and teaching; building learning capacity through leadership; influential perspectives on learning (behaviourist, cognitive & socio-cultural etc.); how perspectives on learning have guided, or not, curriculum policy and practices in schools vis-à-vis teaching, learning and assessment: understanding learning in the context of curriculum and assessment policies, leading learning in the school context (both locally & in via networks of schools); the structural, cultural and organisational dimensions of building learning capacity; perspectives on learning vis-à-vis 'schooling in the 21st century'; the supports and constraints on schools and systems in advancing new ways of supporting learning.

On successful completion of this module, students should be able to: Identify and understand the most influential perspectives on learning in the last one hundred years. Evaluate their own as well as their schools preferred current stance on learning as the basis for considering strategies to progress learning at school level. Demonstrate an ability to apply perspectives on learning in terms of progressing learning capacity at school(s) level. Demonstrate a critical understanding of the contemporary challenges and opportunities vis-à-vis enhancing learning experiences in schools for both students and teachers. Understand and appreciate the significance of national/systemic initiatives directed to changing learning and teaching and the critical role of school leadership.

Upon completion of the module participants will be able to: acknowledge and appreciate the significance of national/systemic initiatives directed to changing learning and teaching and the critical role of school leadership.

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Seminars are offered by academics in the university partner institutions in collaboration with practicing education leaders i.e. each is designed and developed by a team of experienced education leaders/academics and are made available online. Local/regional experienced education leaders (who act as tutors) in participating institutions, offer both support for participation in seminars through online learning and follow-up support during a series of structured formal tutorial sessions. A detailed Module programme, available online and designed by the module team, will detail each lecture, will scaffold for students how the lectures foreshadow the linked weekly tutorials both conceptually and pedagogically (i.e. learning tasks/activities, pedagogical process protocols, reflection sheets for in-class activities, online readings etc). Two assignments built around a teaching and learning framework as the basis for engaging students in observation and interpretation of classroom teaching and development of interview skill re teaching and learning in working with colleagues. Successful participants graduate attributes: (i) Knowledgeable about perspectives on learning and the role of leaders in providing leadership in order to enhance the quality of teaching and learning in schools within the context of broadly construed framing of student and school processes and outcomes (ii) Creative in their deployment of use of symbolic, human and material resources in order to mobilise the school and wider community in support of teaching and learning for students and school colleagues (iii) Collaborative with the school and professional community in enhancing understanding and advancement of learning in school(s) (iv) Articulate about the dynamics of learning and how the school, the wider community - both local and national - can advocate for, support and evaluate learning in a generative and socially just manner.