This course seeks to acquaint students with the theoretical constructs and practice models of school improvement and the role of principals and teachers in moving the school towards improved performance.
Participants will be given the opportunity to critically engage a variety of conceptual leadership approaches as well as analyze and appraise leadership practices and outcomes and experiences of practitioners Participants will be required to exercise hermeneutics of suspicion as they engage the various models as well as probe and review their own conceptions of, and attitudes toward, leadership practices, with a view to re-designing and renewing their own leadership, management and pedagogical practices.