This course is offered in two delivery modes: On Campus and Online. Both the on-campus and online delivery modes of this course run on the University's semester timetable, with semester breaks aligned with school holidays.

On-Campus Experience

The on-campus experience is a weekly 2-hour class. These interactive on-campus classes are not recorded, so in-person attendance is needed to learn from these.

Outside of on-campus classes, the learning is predominantly asynchronous, meaning that students are required to complete the weekly learning and activities at a time that suits them within that week.

Online

This is an online course, which means that all learning material and activities can be accessed via CANVAS, a learning and collaboration tool. There is no requirement to come to campus.

A majority of the course is asynchronous, meaning that students can complete the weekly learning and activities at a time that suits them within that week. However, there are synchronous weekly discussion activities on Zoom. Attendance at Zoom is recommended but optional. However, if students cannot attend, watching the recording is necessary.

Before or early each week, the lecturer will orient students to the module.

During the week, students will:

• engage with learning materials, readings and activities on CANVAS (a learning and collaboration tool). This mainly involves independent learning (e.g. reading articles and module materials, taking notes, listening to podcasts or watching videos).
• Interact with peers in social learning (e.g. collaborative discussions, study groups).
• Attend a collaborative session with your lecturer and their peers to ponder questions, collaborate, and consider how the theories may be applied in practice. When students can not attend these sessions and recorded material is available, they should actively watch the recordings.
• ask questions on discussion boards or at sessions on campus or on Zoom.

At the end of the week, students will reflect on and self-diagnose their learning needs.

This weekly schedule complements assignments designed to deepen learning and support theory-to-practice application. Students are also encouraged to set up study groups if they prefer social in-person learning.

The course modules for Educational Change are:

1. What is educational change?

2. The what, the why and the how of change.

3.Student/youth voice—why it matters.

4.Student/youth voice—partners in change.

5. Emotion and change.

6. Emotions, uncertainty and risk.

7. Theories and beliefs—their role in change.

8. Theories and beliefs—an asset for change.

9. Systemic change.

10. The influence of organisational culture.

11. Learning for improvement.

12. Coherence.

Taught courses use a learning and collaboration tool called Canvas to provide students with learning materials including reading lists and lecture recordings (where available). Please remember that the recording of any class on a personal device requires the permission of the instructor.

Students are required to purchase a set text. Other readings are provided on a TALIS reading list accessed via CANVAS.
Canvas materials are copyrighted: they may be used by students to improve education in educational establishments but may not be used for commercial purposes.

The content and delivery of content in this course are protected by copyright. Material belonging to others may have been used in this course and copied by and solely for the educational purposes of the University under license. You may copy the course content for the purposes of private study or research, but you may not upload onto any third-party site, make a further copy or sell, alter or further reproduce or distribute any part of the course content to another person.

In the event of an unexpected disruption, we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and course assessment continues to meet the principles of the University’s assessment policy. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator/director, and if disruption occurs you should refer to the university website for information about how to proceed.

This course is best suited to educational professionals with experience in leading. Therefore, to do well in this course, we recommend that students have the following experience:

• At least three years in an education-related profession where responsibilities directly impact students' learning outcomes.
• At least 1 year of experience in a leadership role(s) or leading projects. In this role, you should have been responsible or jointly responsible for coordinating groups of educational professionals to improve students' learning outcomes.

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed for potential plagiarism or other forms of academic misconduct, using computerised detection mechanisms.

Similarly, research students must meet the University’s expectations of good research practice. This requires:

• Honesty - in all aspects of research work
• Accountability - in the conduct of research
• Professional courtesy and fairness – in working with others
• Good stewardship – on behalf of others
• Transparency – of research process and presentation of results
• Clarity - communication to be understandable, explainable and accessible

For more information on the University’s expectations of academic integrity, please see the Academic Conduct section of the University policy hub.

Elements of this outline may be subject to change. The latest information about taught courses is made available to enrolled students in Canvas.

Students may be asked to submit assessments digitally. The University reserves the right to conduct scheduled tests and examinations online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. In exceptional circumstances changes to elements of this course may be necessary at short notice. Students enrolled in this course will be informed of any such changes and the reasons for them, as soon as possible, through Canvas.

To pass this course, students must submit all assessments and achieve at least 50% for the overall course.

Feedback on taught courses is gathered from students at the end of each semester through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions. Your feedback helps teachers to improve the course and its delivery for future students. In addition, class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.

SET feedback the last time the course identified that informed streamlining of materials to support student learning.

In addition to SET, a mid-course review is conducted, so that learning processes can be adjusted according to immediate student needs.

Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.

Tuākana is a multi-faceted programme for Māori and Pacific students providing topic specific tutorials, one-on-one sessions, test and exam preparation and more. Explore your options at Tuakana Learning Communities.

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor. Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website.

We all go through tough times during the semester, or see our friends struggling. There is lots of help out there - please see the Support Services page for information on support services in the University and the wider community.

If your ability to complete assessed work is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due. If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page. This should be done as soon as possible and no later than seven days after the affected test or exam date.

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter.

Students with concerns about teaching including how a course is delivered, the resources provided, or supervision arrangements, have the right to express their concerns and seek resolution. The university encourages informal resolution where possible, as this is quicker and less stressful. For information on the informal and formal complaints processes, please refer to the Student Academic Complaints Statute in the Student Policies and Guidelines section of the Policy Hub.