This module is an update on EN5231 to account for new module title, updated syllabus and core readings as specified in the tender requirement. This module builds on the learning outcomes of Mentoring & Coaching in particular and is foundational also for further capacity building undertaken in Leading School Development. In particular, it builds on foundational work that identifies the language and logics of accountability and responsibility, while adding to the tools for thinking, more recent work on deliberative communication, and deliberative leadership, while recognising the significance of 'webs of commitment' and the necessity for forging 'legitimate compromises' as a means of building community and as a means of building capacities for resolving disagreement in respectful and sustained deliberative dialogue.

Given the flipped classroom design of the PDSL, this module will, like others, involve students in various pre-tutorial preparation attend each tutorial ready to engage deeply with the content, debate and work in pairs/small groups as well in plenary discussions vis-à-vis focal readings, videos and activities. Throughout, participants will be encouraged to identify readings encountered in other modules to bring them to bear on their engagement with the content and learning outcomes of this module, thus, in this way, seeking to render learning more cumulative, increasing the capacity for building connections, increasing understanding of leadership in its many iterations, cultivating a critically reflective engagement, building towards a sustainable leadership praxis. In particular the content will include exploration of: ¿ the tensions between accountability and professional responsibility, ¿ collaborative culture, ¿ risk and trust in leadership, ¿ deliberative leadership, ¿ building leadership capacities and sustainable communities, ¿ external legal and policy environment ¿ Leadership professional responsibility ¿ School Leadership in context -national policy and international influences ¿ Professional responsibility, accountability and performativity among teachers. ¿ The leavening influence of CPD ¿ Deliberative leadership & legitimate compromise ¿ Effective resource management for learning organizations. ¿ Governance in Irish Education ¿ Managing structures and supports for inclusive.

Upon completion of the module participants will be able to: Articulate in a critically constructive manner, their understanding and reconstruction of the tensions between accountability and professional responsibility. Through this 'legitimate compromise' identify positive steps towards building a collaborative culture and community, while recognising constraints of time and structural barriers to same. Describe in a constructive and positive manner the strengths and limitations of deliberative leadership built on the principles of deliberative communication, for cultivating the possibilities for negotiated legitimate compromises as a generative and sustainable means of fostering a positive working environment.

Upon completion of the module participants will be able to: Building leadership capacities and sustainable communities, as well as enhancing the status of the teaching profession. Increase understanding of leadership possibilities, and capacities through increased engagement with the external legal and policy environment. Build their capacity for forging positive working relationships with members of the school community, built on the values identified in the code of conduct, recognising distinct 'webs of commitment' while mindful of institutional missions and values and the professional responsibility, individual and collective, to cultivate an environment where all can flourish.

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. This module is delivered after with the Leading School Development module and these are closely integrated through a number of themes, particularly building the collaborative vision, leading change and partnership development. The module integrates also with Professional Growth and Development and the themes of personal development, self-awareness and evaluation as well as the theory and practices of school leadership. The two mentioned modules above provide a foundation for the leadership capacity building elements within this module- collaborative engagement, team engagement, decision making negotiation, delegation and interpersonal and communication skills, such as dialogue, listening and persuasion. This is the capstone module for the programme and students will be asked to develop a portfolio of learning in the final semester (100%) that identifies their leadership capacity development. They will be required to build their portfolio using materials and evidence of learning from all modules. The Portfolio will have three components: