Unit information: Leading on Behaviour Management in Schools in 2015/16

Unit name	Leading on Behaviour Management in Schools
Unit code	EDUCM0034
Credit points	20
Level of study	M/7
Teaching block(s)	Academic Year (weeks 1 - 52)
Unit director	Mrs. Knowler
Open unit status	Not open
Pre-requisites	None
Co-requisites	None
School/department	School of Education
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

This unit focuses upon the knowledge and understanding of leadership for behaviour management in education settings. Unit activities, seminars and assessed tasks are based upon the premise that teachers play a crucial role in helping learners of all ages to develop the social, emotional and behavioural skills they need to succeed as a learner. Therefore, in this unit professionals will be given opportunities to explore the latest educational research related to ‘effective practice’ on leading on behaviour management in education and professional change and to engage in critical dialogue sharing their practice and learning from one another. The unit is designed for teachers at any stage of their career who want to learn more about leading on promoting positive behaviour their setting, and it is particularly appropriate for those who aspire to take leadership positions (as well as those practitioners in existing leadership positions) who want to learn more about leading change, supporting colleagues and the use of data to improve outcomes for learners. Focus will be given to identifying areas of further development for participants and assessment tasks have been designed to encourage and facilitate aspects such as targeted support for colleagues, modelling social and emotional skills, joint planning, mutual observation and critical reflection on and in practice. Students on this unit will also be encouraged to collaborate with each other, to visit settings different to their own to observe professional practice and this can be supported by the Unit Director if necessary.

The unit aims are:

• To critically explore the role of the teacher in relation to issues of behaviour management, social, emotional and behaviour difficulties (SEBD) and Special Educational Needs in educational contexts;
• To investigate structures and systems for understanding the promotion of positive behaviour in educational settings;
• To engage in critical dialogue relating to the support of colleagues when promoting professional change;
• To facilitate the sharing of skills, strategies and techniques for promoting changes in behaviour in pupils in educational contexts;

Intended Learning Outcomes

By the end of the unit students will be able to:

• Identify key aspects of effective practice in relation to positive classroom behaviour;
• Generate appropriate evidence to support professional observations and to devise a range of data collection tools designed to promote critical dialogue about positive behaviour;
• Reflect upon and describe the professional skills required to lead on behaviour in a specific context;
• Describe and model the qualities that are considered essential to be a supportive, ethical and effective leader in the field of behaviour management;

Teaching Information

The focus of this unit is on learning by observation, experience and evaluative reflection. The methods of teaching will be very practical and will include experiential activities, small and larger group discussion as well as tutor-led demonstrations and input in order to identify, practise and receive constructive feedback on a range of counselling skills and interventions.

Contact Hours

20 hours

Assessment Information

Formative assessment:

The assessment for this unit will be constructed as a portfolio of activities, designed to model and support the development of effective practice in relation to leading on behaviour. Through formative directed activities each week, with tutor support, students will design the following tools (1000 words equivalency)

Summative assessment:

1.A questionnaire to audit current practice in their setting;

2.An observation tool to explore key issues with a colleague;

3.An action plan to promote further planning and dialogue;

The data generated in these activities will then be used for form the basis of a 3000 word assignment that will explore key issues that have been identified in their own setting. The assignment is designed to be a reflective commentary alongside the data generated in formative tasks.

Reading and References

• Cole, T & Knowles, B. (2011) How to Help Children and Young People with Complex Behavioural Difficulties, London, Jessica Kingsley Publishers
• Ellis, S & Tod, J. (2009) Behaviour for Learning, Abingdon, Routledge
• Knowler, H. (2009) Special, Mainstream or the place in-between: participation and inclusion for pupils who experience SEBD in Gibson, S & Haynes, J (Eds)(2009) Perspectives on Participation and Inclusion: Engaging Education London: Continuum
• Porter, L. (2006) Behaviour in Schools - Theory and Practice for Teachers. (2nd Ed.) Maidenhead: Open University Press.
• Rogers, B. (2011) Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support. (3rd Ed). London: Sage.