This module is an update on EN5241 to account for new module title, updated syllabus and core readings as specified in the tender requirement. Leadership is fundamentally concerned with capacity building (Dimmock,2012)[1]. Building and supporting leadership capacity is closely linked to school improvement and is now well established as an area of specific action and enquiry. Critical to capacity building is a school culture that facilitates and promotes collaborative enquiry and practices (Turan and Bektas, 2013)[2]. Understanding the dynamic relationship between leadership, school culture and change is the focus of the module. The characteristics and practices that exemplify a collaborative school culture, will be examined and participants will be encouraged to reflect on the underpinning values, assumptions and beliefs of collaborative engagement as a whole school community endeavor. In this regard, participants will engage with their peers in interrogating how empowerment facilitates collaborative engagement and so will develop an appreciation of the continuum of leadership roles as they exhibit within a school. The enabling of all voices within the school community, and in particular the student, will be explored so they become "active partners in the school's life and work" (Madden, 2017, p.34)[3]. Supporting structures and processes, such as teamwork, professional teacher learning and empowerment, will be examined drawing on seminal theories and literature on teamwork, team development, engagement, functions and operation. The challenges of embedding values such as transparency, openness, sharing and a spirit of collaborative enquiry in the concerted effort of continuous learning will be debated, with reference to case examples and contemporary literature. Participants will be encouraged to concentrate on and build their personal capacity for leadership through developing self-awareness of resilience, resourcefulness and wellbeing strategies that enhance their effectiveness as leaders (Rees, 2018)[4].

Content will include: ¿ Leadership, Culture and Change: exploration of a dynamic relationship in school development and change. ¿ Building leadership capacity- collaborative engagement and practices- teams, team development and engagement strategies - decision making, delegation, goal setting and negotiation. ¿ The continuum of leadership roles-empowering all voices, including the student- communication, feedback and support structures. ¿ The school as a learning community- professional relationships, practices and positive climate. ¿ Personal leadership capacity development- interdependence, self-preservation and wellbeing. ¿ A second leadership situated learning experience in a non- educational organization is aligned with this module for programme delivery purposes. One element of the portfolio allows students review their learning from a leadership capacity perspective from this experience.

On successful completion of this module, students will be able to: Critically examine a school culture with reference to contemporary literature. Critically examine the dynamic relationship between leadership, culture and change. Critically analyse collaborative practices and engagement within a school. Evaluate the challenges in facilitating collaborative change practices and devise strategies to address key challenges and constraints

On successful completion of this module, students will be able to: Critically reflect on their own capacity to lead and create a personal plan of development. Devise capacity building strategies that empower all as leaders within the school organization Critically assess the leadership capacity development practices within another organization.

On successful completion of this module, students will be able to:

The module will be delivered using active enquiry methods including group work, peer to peer discussion, critical debate in webinar format, case studies and collaborative enquiry. The interactive nature of delivery aims to engage participants in a high level of peer learning and offers opportunities for deep engagement both in the classroom and using the virtual learning environment. The blended methodological mode will support self-directed independent learning, readings for others, group tasks within tutorials and on-line discussion groups supported by weekly release of reading, videos and other asynchronous materials and resources