Assessment Task One
Assessment Task One
Semester Two, 2022
Assignment One: Equity (Equality) Audit
Due date: 8th September 2022, 23:55 pm (AEST)
Estimated return date: 27th September 2022
Assessment task link to unit learning outcomes:
Upon successful completion of this unit, students should be able to:
understand how leaders shape organisations and organisational culture
think critically and challenge traditional notions of change in educational settings
examine the ways leaders can create positive change in educational organisations
reflect on personal values, beliefs, thinking, and leadership actions as they relate to organisational change
identify issues of inequity in educational organisations
develop a plan to create equitable educational organisations
Details of the Task:
Based on the unit readings that focus on the complexity of organisational change and development in educational organisations today and the need to focus on addressing inequities and inequalities that exist while addressing these complexities, you are required to write an essay that focuses on the approach to organisational change and culture building needed by leaders in educational organisations.
The following seven sections will help you in framing your essay.
Introduction: Identify one wicked inequity (or inequality for some contexts) problem faced within a chosen education sector in a particular geographical context? Give evidence that suggests this to be the case? Use supporting literature to discuss the impact of this problem in that specific educational context? (400 words)
Using a three-pronged evidence-based approach: What are two main strategies suggested through policy and/or research to address this problem that will fit your context? Justify your reasoning. What is one primary process or best practice currently used by practitioners to address this problem that will fit your context? Justify your reasoning. (600 words)
Stage One of your Case Analysis: You are either leading or involved in a change process that will address this inequity (or inequality for some contexts) problem at your institution. Identify and justify through relevant literature the main stakeholders involved in this change process as leaders and members? (400 words)
Stage Two of your Case Analysis: What kind of organisational change approach will your Equity/Equality Audit (response to the inequity/inequality being faced) focus upon while addressing your chosen inequity (or equality for some contexts) at your institution? (800 words)
Stage Three of your Case Analysis: Identify and justify through relevant literature the three kinds of change strategies that will need to be considered within your institution to transform its organisational culture? (1000 - 1200 words)
Connections Diagram: Create a labelled connections diagram that shows the links between your organisational change process and inequity-based (or inequality-based for some contexts) organisational culture shaping processes that have been developed while addressing this inequity (or inequality for some contexts) at your institution. Use citations on your diagram to demonstrate the use of an evidence-based approach in this assignment. (equivalent to 200 words).
Conclusion: Summing up your essay, what main lessons on organisational change and culture, relevant to your specific educational institution within its particular geographical context, have you identified through this case study that would apply to similar institutions? (400 words)
Your submission must be made in the Assessment One Dropbox as a word document (not a pdf document). Your essay must be structured in line with current APA guidelines. Your list of references should include all the sources cited within your paper and be formatted in line with APA (7th edition) guidelines. You are encouraged to make use of your unit readings included in this unit as well as other relevant literature that is used in your investigation. You should have at least 10 to 12 peer-reviewed articles in your essay (no upper limit), of which at least 50% should be from your unit readings.
Choose your inequity/inequality issue carefully, as both your assignments are connected with the same issue and build upon each other, allowing you to independently work on a deep investigation by looking at the complexity of your chosen issue and how you can plan, study, participate, manage, lead, improve, sustain and remain accountable for the change process selected in your educational institution.
Word count/equivalent: 4000 words (with a +/- 10% allowance)
Weighting/Value: 50%
Presentation requirements: Standard academic essay assignment.
Individual assessment in group tasks: Not applicable.
Individual assessment in group tasks: Not applicable.
Additional information: Please follow the instructions above to present this assessment and ensure you have completed all seven sections. Use the rubric to mark yourself before you submit your assignment. Before submission, please ensure that youve checked the Turnitin Similarity Report on your submission and that it is 10% or less. You are expected that you will address the highlighted issues before submission. You can also use resources to help you address these issues that can be accessed through this link.
Marking Criteria for Assignment One
Criteria HD D C P N
A clear and comprehensive introduction of the wicked inequity/inequality problem/issue and how the problem/ issue relates to an educational institution or system.
A research question is presented along with a stated focus for the review.
(10 marks) Discussion of the wicked inequity (or inequality) problem/issue is very clear and comprehensive.
A clear and theoretically connected research question is presented for the undertaken equity audit.
Discussion of the wicked inequity (or inequality) problem/issue is clear and comprehensive.
A clear and connected research question is presented for the undertaken equity audit.
Discussion of the wicked inequity (or inequality) problem/ issue is moderatelyclear and comprehensive.
A connected research question is presented for the equity audit being undertaken.
Discussion of the wicked inequity (or inequality) problem/issue is somewhat clear and comprehensive.
A somewhat connected research question is presented for the equity audit being undertaken.
Discussion of the wicked inequity (or inequality) problem/issue is unclear and lacks comprehensiveness.
A disconnected research question/no research question has been presented for the equity audit being undertaken.
Considered and critical presentation of the three-pronged evidence-based approach to the wicked inequity (or inequality) problem/issue has been considered.
(15 marks) The presentation of a three-pronged evidence-based approach is highly considered and critical.
The presentation of a three-pronged evidence-based approach is considered and critical.
The presentation of a three-pronged evidence-based approach is moderately considered and critical.
The presentation of a three-pronged evidence-based approach is somewhat considered and critical.
The presentation of a three-pronged evidence-based approach is limited and lacks critical insight.
Justification of the main stakeholders who are related to the chosen wicked inequity (or inequality) problem/issue within the educational institution.
(10 marks) A highly considered and critical justification of the main stakeholders has been presented.
A considered and critical justification of the main stakeholders has been presented.
A moderately considered and critical justification of the main stakeholders has been presented.
A somewhat considered and critical justification of the main stakeholders has been presented.
A limited consideration that lacks critical insight or no justification of the main stakeholders has been presented.
A description of the proposed organisational change approach that addresses the inequity (or inequality) issue being considered at this institution.
(20 marks) A highly considered and critical description of the proposed organisational change that addresses the inequity (or inequality) issue being considered at this institution is given.
A considered and critical description of the proposed organisational change that addresses the inequity (or inequality) issue being considered at this institution is given. A moderately considered and critical description of the proposed organisational change that addresses the inequity (or inequality) issue being considered at this institution is given. A somewhat considered and critical description of the proposed organisational change that addresses the inequity (or inequality) issue being considered at this institution is given. The description demonstrates limited consideration and critical insight into the proposed organisational change to address the chosen inequity (or inequality) issue being considered at this institution.
A justification of the three organisational change strategies that will be implemented in this institution to address the issue.
(25 marks) A highly considered and critical justification of this institution's three organisational change strategies to address the issue has been given. A considered and critical justification of the three organisational change strategies implemented in this institution to address the issue has been given. A moderately considered and critical justification of this institution's three organisational change strategies to address the issue has been given. A somewhat considered and critical justification of this institution's three organisational change strategies to address the issue has been given. Limited consideration and limited critical insight have been used to justify the three organisational change strategies that will be implemented in this institution to address the issue.
A connections diagram that provides links to all aspects of the case analysis.
(5 marks) A highly considered and critical connections diagram that links the proposed organisational change process and the inequity-based/inequality-based organisational culture-shaping process used to address the issue. A considered and critical connections diagram that links the proposed organisational change process and the equity-based/equality-based organisational culture-shaping process used to address the issue. A moderately considered and critical connections diagram that links the proposed organisational change process and the equity-based/equality-based organisational culture-shaping process used to address the issue. A somewhat considered and critical connections diagram that links the proposed organisational change process and the equity-based/equality-based organisational culture-shaping process used to address the issue. Absence of a /Weakly considered and critical connections diagram that links the proposed organisational change process and the equity-based/equality-based organisational culture-shaping process used to address the issue.
A summary of the main lessons on organisational change and culture related to the wicked inequity/inequality problem/issue within similar institutions to your specific educational institutions in those contexts.
(10 marks) The justification for the identified inequity/inequality audit for the chosen wicked inequity/inequality problem issue at an institutional/system level is highly considered and critical.
The justification for the identified inequity/inequality audit for the chosen wicked inequity/inequality problem issue at an institutional/system level is considered and critical. The justification for the identified inequity/inequality audit for the chosen wicked inequity/inequality problem issue at an institutional/system level is moderately considered and critical.
The justification for the identified inequity/inequality audit for the chosen wicked inequity/inequality problem issue at an institutional/system level is somewhat considered and critical. The justification for the identified inequity/inequality audit for the chosen wicked inequity/inequality problem issue at an institutional/system level displays limited consideration and lacks critical insight.
Correct use of citing and referencing, logical structure, use of clear and accurate language and word count met (within 10%)
(5 marks) Attributes are of a uniformly academic standard.
Attributes are of an almost entirely academic standard.
Attributes are mainly of an academic standard.
Attributes are somewhat of an academic standard.
Attributes are not of an academic standard.
OVERALL GRADE:
OVERALL COMMENT:
Frequently Asked Questions
Q What kinds of educational institutions can be considered?
A Educational institutions that can be considered could be ones related to early childhood, pre-school, primary, secondary, combined primary and secondary schools, special schools, inclusive schools, technical colleges or high schools, alternative schools, training institutes or units within organisations and universities or equivalent higher education institutions.
Q At what level of organisational leadership should I be looking at positioning my case study?
A You may be a leader or member at any level of the chosen educational institution; what you will demonstrate through this essay is your understanding of how educational change needs to be led and managed within an educational institution keeping in mind problems arising due to inequity/inequality that may be entrenched within the system or institution that you are working within.
Q Are teachers, educators or trainers also considered educational leaders?
A Yes, they are recognised in some contexts, and they arent in others! Therefore, if you are establishing their positions as relevant stakeholders in your change process, you must justify that being an educational leader is recognised within your chosen geographical context through relevant literature.
Q What if Ive never been a leader/member in an educational context or engaged in a leadership/membership role?
A If you have not been a leader or member of an educational institution in the past or currently, you can approach this assignment by developing for yourself a case study around a real/ imaginary but relevant educational institution where you can position yourself as a leader or member at a chosen level of organisational hierarchy. You can use the unit readings and learning resources to help you build up your case and also try to interrogate educational leaders in the field who can give you some insight into how they manage and lead through organisational change and culture development.
Q Are there any resources available that provide me with some examples of cases in educational leadership?
A You could look through the resources available in the library through the databases and especially look for case studies in educational contexts. To help you get started on your search, some examples of cases in educational leadership are listed below:
Journal of Cases in Educational Leadership from across the world
Leading from the middle: case studies from New Zealand
Cases in the Comparative Educational Leadership Lab from seven nations in the World.
Case Studies for School Principals
Assessment Task Two
Semester Two, 2022
Assignment Two: Response to Equity (Equality) Audit
Due date: 27th October 2022, 23:55 pm (AEST)
Estimated return date: 24th November 2022
Assessment task link to unit learning outcomes:
Upon successful completion of this unit, students should be able to:
understand how leaders shape organisations and organisational culture
think critically and challenge traditional notions of change in educational settings
examine the ways leaders can create positive change in educational organisations
reflect on personal values, beliefs, thinking, and leadership actions as they relate to organisational change
identify issues of inequity in educational organisations
develop a plan to create equitable educational organisations
Details of the Task:
This assignment is a Response to the Equity (Equality) Audit developed and discussed in Assignment One. This response will focus on your growing understanding of the complexity of organisational change and cultural development in educational organisations. This will be undertaken through a deeper study on the role of an educational leader and other leaders within the institution in addressing the complexities of your chosen inequity (inequality) issue.
Use these guiding questions and instructions to help frame your second essay for this unit:
Introduction: Introduce the rationale of your response to the inequity/inequality audit that was undertaken in your first assignment. (300 -400 words)
What levels of leadership (such as senior, middle, front-line etc.) within the organisation would be most effective in tackling your chosen inequity/inequality issue through the inequity/inequality audit? Justify your response. (500 words)
What personal leadership attributes do you feel would be well-placed in addressing this inequity/inequality issue? Justify your response. (500 words)
What organisational leadership attributes do you think a school/institution should have while addressing this inequity/inequality issue? Justify your response. (500 words)
What organisational change model do you feel would help implement this change as the institution addresses the inequity/inequality issue? Justify your response. (500 words)
What kind of continuous improvement and accountability approach does the organisation need to take to help it sustain its effort in addressing the inequity/inequality issue? Justify your response. (500 words)
To continuously address institutional or societal inequities/inequalities, it is essential to build social justice leadership capacity within the leaders of an institution. In the case of your chosen inequity/inequality issue, what strategies for leadership capacity-building need to be developed within the institution as it addresses this institutional inequity/inequality? Justify your response. (500 words)
Present a highly considered and critical connections diagram that links the leaders and their personal and organisational leadership attributes/approaches. This diagram includes highly considered and clear critical links with the organisational change model, continuous improvement and accountability processes and leadership capacity-building strategies used while addressing the chosen inequity/inequality issue. (equivalent to 200 words)
Conclusion: This section summarises your response and connects the main ideas of your assignment, focusing on the role played by leadership at the individual and organisational level when addressing an inequity/inequality issue that the institution is facing. (300 400 words)
Your submission must be made in the Assessment Two Dropbox as a word document (not a pdf document). Your essay must be structured in line with current APA guidelines. Your list of references should include all the sources cited within your paper and be formatted in line with APA (7th edition) guidelines. You are encouraged to make use of your unit readings included in this unit as well as other relevant literature that is used in your investigation. You should have at least 10 to 12 peer-reviewed articles in your essay (no upper limit), of which at least 50% should be from your unit readings.
Word count/equivalent: 4000 words (with a +/- 10% allowance)
Weighting/Value: 50%
Presentation requirements: Standard academic essay assignment.
Individual assessment in group tasks: Not applicable.
Individual assessment in group tasks: Not applicable.
Additional information: Please follow the instructions above to present this assessment and ensure you have completed all nine sections. Use the rubric to mark yourself before you submit your assignment. Before submission, please ensure that youve checked the Turnitin Similarity Report on your submission and that it is 10% or less. You are expected that you will address the highlighted issues before submission. You can also use resources to help you address these issues that can be accessed through this link.
Marking Criteria for Assignment Two
Criteria HD D C P N
A clear and comprehensive introduction of the focus on leadership approaches and the continuous improvement and accountability of the chosen change process that is being undertaken.
(7.5 marks) The introduction to this essay is very clear and comprehensive.
The introduction to this essay is clear and comprehensive.
The introduction to this essay is moderatelyclear and comprehensive
The introduction to this essay is somewhat clear and comprehensive.
The introduction to this essay is unclear and lacks comprehensiveness.
Clear and comprehensive discussion and justification of the levels of leadership engagement (such as senior, middle, front-line etc.) within the organisation who would be most effective in tackling the previously chosen inequity/inequality issue is given.
(12.5 marks) Discussion and justification of the levels of active leadership engagement is entirely clear and comprehensive.
Discussion and justification of the levels of active leadership engagement is very clear and comprehensive.
Discussion and justification of the levels of active leadership engagement are moderatelyclear and comprehensive.
Discussion and justification of the levels of active leadership engagement is somewhat clear and comprehensive.
Discussion and justification of the levels of active leadership engagement are unclear and lack comprehensiveness.
Considered and critical presentation and justification of the kind of personal leadership attributes/approaches that are well-placed in addressing this inequity/inequality issue is given.
(12.5 marks) Presentation of the kind of personal leadership attributes is highly considered and critical.
Presentation of the kind of personal leadership attributes is considered and critical.
Presentation of the kind of personal leadership attributes is moderately considered and critical.
Presentation of the kind of personal leadership attributes is somewhat considered and critical.
Presentation of the kind of personal leadership attributes displays little consideration and lacks critical insight.
Considered and critical presentation and justification of the organisational leadership attributes/approaches needed within an educational institution while addressing this inequity/inequality issue. (12.5 marks) Presentation of the organisational leadership attributes needed within a school/institution is highly considered and critical.
Presentation of the organisational leadership attributes needed within a school/institution is considered and critical.
Presentation of the organisational leadership attributes needed within a school/institution is moderately considered and critical.
Presentation of the organisational leadership attributes needed within a school/institution is somewhat considered and critical.
Presentation of the organisational leadership attributes needed within a school/institution displays little consideration and lacks critical insight.
Considered and critical presentation and justification of the organisational change model useful in implementing this change as the institution addresses the chosen inequity/inequality issue that has been considered.
(12.5 marks) Presentation of the organisational change model is useful in implementing this change as the institution addresses the chosen inequity/inequality issue is highly considered and critical.
Presentation of the organisational change model is useful in implementing this change as the institution addresses the chosen inequity/inequality issue is considered and critical.
Presentation of the organisational change model is useful in implementing this change as the institution addresses the chosen inequity/inequality issue is moderately considered and critical.
Presentation of the organisational change model is useful in implementing this change as the institution addresses the chosen inequity/inequality issue is somewhat considered and critical. Presentation of the organisational change model is useful in implementing this change as the institution addresses the chosen inequity/inequality issue displays little consideration, and lacks critical insight.
A clear discussion and justification of the kind of continuous improvement and accountability approach the organisation needs to take to help it sustain its effort in addressing the chosen inequity/inequality issue is given.
(12.5 marks) The kind of continuous improvement and accountability approach the organisation needs to take to help it in sustaining its effort in addressing the chosen inequity/inequality issue is highly considered and critical.
The kind of continuous improvement and accountability approach the organisation needs to take to help it in sustaining its effort in addressing the chosen inequity/inequality issue is considered and critical.
The kind of continuous improvement and accountability approach the organisation needs to take to help it in sustaining its effort in addressing the chosen inequity/inequality issue is moderately considered and critical.
The kind of continuous improvement and accountability approach the organisation needs to take to help it in sustaining its effort in addressing the chosen inequity/inequality issue is somewhat considered and critical. The kind of continuous improvement and accountability approach the organisation needs to take to help it sustain its effort in addressing the chosen inequity/inequality issue displays little consideration and lacks critical insight.
A clear discussion and justification for strategies necessary for leadership capacity-building at the institutional level; as it addresses this institutional inequity/inequality.
(12.5 marks) The discussion and justification for the identified strategies necessary for leadership capacity-building at the institutional level are highly considered and critical.
The discussion and justification for the identified strategies necessary for leadership capacity-building at the institutional level are considered and critical. The discussion and justification for the identified strategies necessary for leadership capacity-building at the institutional level are moderately considered and critical.
The discussion and justification for the identified strategies necessary for leadership capacity-building at the institutional level are somewhat considered and critical. The discussion and justification for the identified strategies necessary for leadership capacity-building at the institutional level display little consideration and lacks critical insight.
A connections diagram that provides links to all aspects of the case analysis.
(5 marks) A highly considered and critical connections diagram provides links to the leaders and their personal and organisational leadership attributes. This diagram also includes highly considered and clear critical links with the organisational change model, continuous improvement and accountability processes and leadership capacity-building strategies used while addressing the chosen inequity/inequality issue. A considered and critical connections diagram that provides links to the leaders and their personal as well as organisational leadership attributes. This diagram also includes considered and critical links with the organisational change model, continuous improvement and accountability processes and leadership capacity-building strategies used while addressing the chosen inequity/inequality issue. A moderately considered and critical connections diagram that provides some links to the leaders and their personal as well as organisational leadership attributes. This diagram also includes some considered and/or critical links with the organisational change model, continuous improvement and accountability processes and leadership capacity-building strategies used while addressing the chosen inequity/inequality issue. A somewhat considered and critical connections diagram that provides a few links to the leaders and their personal as well as organisational leadership attributes. This diagram also includes a few considered links with the organisational change model, continuous improvement and accountability processes and leadership capacity-building strategies used while addressing the chosen inequity/inequality issue. Absence of a /Weakly considered and critical connections diagram with links to the leaders and their personal as well as organisational leadership attributes. This diagram also includes some weak links with the organisational change model, continuous improvement and accountability processes and leadership capacity-building strategies used while addressing the chosen inequity/inequality issue.
A clear and comprehensive conclusion summing up the focus on leadership approaches and the continuous improvement and accountability of the chosen change process that is being undertaken.
(7.5 marks) The conclusion to this essay is very clear and comprehensive.
The conclusion to this essay is clear and comprehensive.
The conclusion to this essay is moderatelyclear and comprehensive
The conclusion to this essay is somewhat clear and comprehensive.
The conclusion to this essay is unclear and lacks comprehensiveness.
Correct use of citing and referencing, logical structure, use of clear and accurate language in the written presentation, as well as the word count limits met (within +/- 10%)
(5 marks) Attributes are of a uniformly academic standard
Attributes are of an almost entirely academic standard.
Attributes are mainly of an academic standard.
Attributes are somewhat of an academic standard.
Attributes are not of an academic standard.
OVERALL GRADE:
OVERALL COMMENT:
Frequently Asked Questions
Q Do I need to use the same inequity/inequality issue that I had chosen for Assignment One for my second assignment?
A Your chosen inequity/inequality issue remains the same for both your assignments as they build upon each other, allowing you to independently work on a deep investigation by looking at the complexity of your chosen issue and how you can plan, study, participate, manage, lead, improve, sustain and remain accountable for the change process selected in your educational institution.
Q Can I use references that were used in my first assignment in my second assignment as well?
A Yes, you can use some of the references from Assignment One. However, the focus of your second assignment has been built to make you think further about how the inequity/inequality can be addressed in your educational institution and the role of leadership, change models, continuous improvement and accountability processes and leadership capacity building. This requires a deeper investigation of relevant literature in the field and the rest of your unit readings. If you limit your understanding to a few readings, your research will not go deeper.
Q What is the difference between personal and organisational leadership approaches and attributes?
A You will need to look at some of the leadership styles, approaches, models and attributes and work out what would work for your stakeholders at the personal level and what would work at the organisational/institutional level.
Q Can I use organisational change models other than the ones selected in the readings?
A You can certainly use other organisational change models you have sourced through your search for relevant peer-reviewed literature. However, you must ensure that these are relevant to the educational institution you are applying them to and the context within which it is being used. Consider how you will give evidence of this while justifying your response.
Q Can I use continuous improvement, accountability approaches, or leadership capacity-building approaches other than those selected in the readings?
A Yes, you can certainly use other approaches you have sourced through your search for relevant literature. However, you must ensure that these are relevant to the educational institution you are applying them to and the context within which it is being used. Consider how you will give evidence of this while justifying your response.
1. Unit Synopsis and Rationale
Unit Synopsis
This unit focuses on understanding how leaders influence change in educational organisations. Students will develop their knowledge and skills to effect change and set directions for individuals and groups, shape organisational culture, facilitate the development of shared goals, and encourage others to participate in change processes. As educational organisations are varied and dynamic, leaders are faced with a multitude of demands. This unit will broaden students perspectives on issues related to diversity in organisations and common reasons individuals resist organisational change. At the conclusion of the unit, students will be prepared to lead diverse groups of educators and learners towards successful organisational change.
Unit Rationale
The goals of this course are to increase students knowledge and awareness of the complexities of change processes within educational contexts. Students will develop an understanding of how leadership practice shapes organisational culture and influences change processes. This course will provide students with opportunities to explore and examine theoretical perspectives on culture and change with a focus on how leadership practices and organizational factors can impact learning and equity for diverse groups. Students will apply and extend their learning by a critical consideration of peer-reviewed research, case studies, and examples from their own experiences.
