The module focuses on critically engaging with different dimensions of leadership in order for each participant to develop their own personal sense of themselves as a leader. Participants will develop a more nuanced view of their own identity as leaders and become more aware of ideas such as leadership efficacy, care of self and care of others as well as overall wellbeing in what are difficult and demanding roles. A range of leadership theories, perspectives and research are explored in this module in order to lead the participants in a critical engagement with the content so as to enable them to develop a range of ideas about leadership and a keen awareness of how to respond to different contexts and situations in appropriate ways different ways drawing on their emergent identity as a leader. A key issue outcome of this module is to extend and enhance the view of leadership to include designated leaders as well as teacher leadership, student leadership while maintaining a strong focus on the core imperative of leading pedagogy in schools. The module questions what leaders do and what activities they might engage in that are most likely to be most productive in terms of leading learning for a quality school experience A number of key principles underpin the work on this module: 1. A view that education is first and foremost a transformative journey 2. A re-emphasis on theory in education. The work of teachers and leaders as intellectual work - an applied intellectual activity. Upholding the importance of solid theoretical foundations as key to affecting real, sustainable change (Gunter, 2010; Winkley, 1998). 3. Critical studies at the core - provide the language and conceptual tools to question (Ball, 2005). 4. Develop those working in education as 'organic intellectuals' (Gramsci) - who will not just seek to understand what is known but will also seek to challenge and transform.

Key themes included in this module are: Leadership: Theories, concepts and models; The Practice of leadership: What research on school leadership practice tells us; The emotional realm of school leadership and the development of an effective and ¿resilient leadership practices ¿ Becoming an effective leader; The ethical dimensions of leadership.

Upon completion of the module participants will be able to: Demonstrate a critical understanding of the key trends and developments with respect to school leadership and be able to apply this understanding to a critical analysis of situation specific issue in practice. Develop a critical insight into the range of leadership theories and perspectives in scholarship by critiquing different perspective from a number of different contexts in Irish schools. By engaging in this process participant should co-construct models of leadership practice that are applicable to different context in Irish education Engage in a critical review of national and international research on school leadership in order to inform debate, analysis and synthesis of student learning in the area.

Upon completion of the module participants will be able to: Enhance and enrich the participants' self-awareness. Graduates will have an ability to reflect upon their own skills and limitations as leaders, evidenced by their performance in working with groups and their overall learning outcomes on the programme; Enrich their own practice through an informed and critical approach to reflective practice whether as class teachers, formal leaders or with the broader field of educational leadership.

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The module will engage participants with empirical studies, conceptual analyses, and critical interpretations of trends, challenges, and opportunities in the field of educational leadership. The module incorporates knowledge from other modules to ensure that the participants learning experience integrates, synthesizes and connects this knowledge. A range of techniques drawn from recent work on good practice for adult learners will be used during this module to engage the student with the content and to ensure that the context connects with their professional practice. Specific techniques will include: • Reading on behalf of others • Jigsaw group brainstorming • Group and individual presentations • Case study analysis • Feedback triads • Roleplay- scenario response Successful participants graduate attributes: (i) Knowledgeable - programme content related module enhancement activities (ii) Creative - in the manner in which the literature/ research and outcomes of discussions and assessment components are applied to different work contexts. (iii) Collaborative - through the learning activities and assessment tasks (iv) Articulate - a core principle underpinning this programme is the explication and articulation of participants developing identity as potential leaders. Many opportunities will be given to participants in all module activities to articulate their own views and emerging positions