This module is an update on EN5322 to account for new module title, updated syllabus and core readings as specified in the tender requirement. All leadership endeavour within the school community and beyond, should contribute to individual and collective capacity to lead, thus building professional community as well as forging leadership trajectories for members of the entire school community, students as well as adults. The core of this module revolves around School Self Evaluation as a policy and practice and will interrogate both through the lens of the tensions between accountability and professional responsibility, thus building on the work in module three in particular SSE, and Looking At Our School. As part of this focus, an integral element of the module, and its assignment will be an emphasis on evidence informed decision making at the level of the school, what constitutes evidence, and the decision-making processes engaged in to identify priorities. Participants will be required to undertake an investigation of the identification of priorities, School Improvement Planning and the strategies adopted for implementation, particularly the allocation of resources, human and other, particularly how such initiatives are arrived at, planned for, a timeframe agreed, implemented, monitored and evaluated. A further integral element of this focus will be the extent to which such endeavours enhance professional responsibility, as well as capacities to lead, while rekindling school vision, as well renewing commitment to building sustainable community and leadership praxis.

Module content is structured around carefully selected readings intended to scaffold the learning with an emphasis on research informed practice for the purposes of cultivating a more sustained and sustainable leadership praxis. Key themes in this module include:: ¿ Leading change ¿ Accountable and responsible School Self evaluation ¿ Developing partnerships both within and beyond the school ¿ System leadership and school contexts ¿ National and international policy. ¿ Building institutional capacity. ¿ Cultivating sustained and sustainable leadership praxis.

On successful completion of this module, students will enabled to: Increase awareness, understanding and capacities to interrogate of policies that promote school self- evaluation, and to situate these within international discourses of reform and theories of educational change. Through individual discussion, deliberation and the completion of research on a school innovation, have enhanced greater awareness, understanding of, and capacities to influence individual and school capacity to generate reform impetus, while building leadership capacities in identifiable ways that give meaning and impetus to school vision, values and practice, while increasing capacity for leadership praxis.

On successful completion of this module, students will be able to: Revisit, and re-evaluate and be more articulate about tensions between being accountable and being professionally responsible: including values, visions and their lived realities, sensitive to school contexts and cultures.

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

Blended [70% face-to-face/classroom; 30% online engagement]. The module workload for this module is in line with ECTS norms i.e. 225 hours student workload in total. This workload will comprise participation in a weekly 60 minute participative, interactive discussions in small groups and in plenary sessions, where opportunities will be provided to chair, report and contributed to focused deliberations on selected module readings. Students will be expected to engage in specified asynchronous work between sessions, with an emphasis on sustained engagement with intensity over time.