Page 1 of 5 EDUC6000_Assessment 3_20240603
ASSESSMENT 3 BRIEF
Subject Code and Title EDUC6000 Becoming a High Achieving Professional Leader
Assessment Assessment 3: Reflective Journal
Individual/Group Individual
Length 1600 words (+/- 10%)
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of
the task below include:
a) Articulate and evaluate the leadership skills, knowledge and
disposition required to achieve success in your educational
context
b) Critically reflect on the factors that enable or limit your
capacity to be an educational leader
d) Demonstrate an evidence based approach, articulating the basis
for decision making in your context
Submission 12-week Duration: Due by 11:55pm AEST/AEDT, Wednesday of Week 12
6-Week Duration: Due by 11:55pm AEST/AEDT, Wednesday of week 6
Weighting 35 %
Total Marks 100 marks
Task Summary
In this assessment you will use the Journal tool in Blackboard to write a personal reflection on your
personal and professional development within 4 separate modules across the subject. You will
reflect on the course materials in relation to assessing your leadership style and best practices to be
used in the practical application to your educational context.
Please refer to the Task Instructions for details on how to complete this task.
Context
The concern with reflective thinking is that one may use the process as a tool to reaffirm your
position rather than engaging critically and examining new perspectives that could lead to
developments in practice. In this assessment you are asked to honestly and critically reflect on your
experiences and/or future leadership endeavours. The purpose of this task is to enable you to
engage in a self-reflection process that helps you to identify your personal and professional
strengths, challenges, concerns and aspirations as a future educational leader. You are required to
draw upon the course content and engage in wide reading to challenge your preconceived ideas of
educational leadership within your chosen context.
Page 2 of 5 EDUC6000_Assessment 3_20240603
Task Instructions
You will be required to write four entries in your Reflective Journal (approximately 400 words per
entry) which will be submitted at the end of Week 12. The modules you will write the four entries
on will be:
• Module 1: The role of the Educational Leader
• Module 3 : Developing an Effective Leader
• Module 4: Leading People
• Module 6: Reflection as a means of Professional Development
In the second week of each of these modules you will be required to reflect on what you have learnt
about yourself and becoming a high achieving professional leader. You will critically analyse the skills
and characteristics that are explored in each module, which relate to effective leadership within the
educational context of your choice. You will draw on personal experiences to reflect on your own
capabilities whilst also looking to the future and what you hope to achieve within your context. As
you reflect on your professional goals you will draw upon the course material and your own research
to support your professional development as a leader. Therefore, you will need to cite theory and
literature accurately and include a reference list using APA 7th edition formatting.
Please refer to each of the 4 modules mentioned above for writing prompts to guide your reflection.
You are encouraged to be open in your reflection about your development, understanding and
challenges as you encounter these in the course material.
You will be assessed on your ability to critically reflect on:
• Your learning of the course material
• Challenges you may have experienced towards your leadership style
• Any changes to your current practice as a result of your learning
• Your thoughts towards practical application
You will also be assessed on your ability to:
• Write concisely in a reflective academic style
• Cite and reference sources using APA 7th Edition style.
Please see the assessment rubrics for the marking criteria.
Referencing
It is essential that you use appropriate APA style for citing and referencing research. Please see more
information on referencing here
Page 3 of 5 EDUC6000_Assessment 3_20240603
Assessment Rubric
Assessment
Attributes
Fail
(Yet to achieve
minimum standard)
0-49%
Pass
(Functional)
50-64%
Credit
(Proficient)
65-74%
Distinction
(Advanced)
75-84%
High Distinction
(Exceptional)
85-100%
Knowledge and
understanding of
Educational Leadership
Percentage for this
criterion = 40%
Demonstrates a partially-
developed understanding
of Educational Leadership
Does not identify any
changes needed to
develop leadership skills.
Demonstrates a functional
knowledge of Educational
Leadership by:
• Identifying
characteristics of
effective leadership
• Discussing the challenges
associated with your own
practice
Demonstrates a limited
awareness of the changes
needed to develop leadership
skills.
Demonstrates proficient
knowledge of Educational
Leadership by:
• Discussing
characteristics of
effective leadership
• Considering the
challenges associated
with your own practice
• Discussing new
knowledge with regard
towards own practice
and educational
context.
Identifies changes needed
to develop your leadership
skills with consideration
towards practical
application.
Demonstrates advanced
knowledge of Educational
Leadership by:
• Analysing the
characteristics of
effective leadership
• Critiquing the
challenges associated
with your own practice
• Evaluating new
knowledge with
consideration towards
own practice and
educational context.
Demonstrates
understanding of the need
to address changes in order
to develop your leadership
skills and discusses practical
applications.
Demonstrates exceptional
knowledge of Educational
Leadership by:
• Evaluating the
characteristics of
effective leadership
• Analysing and
critiquing the
challenges associated
with your own practice
• Integrating new
knowledge with
serious contemplation
towards own practice
and educational
context
Demonstrates a
transformation in approach
and practice to educational
leadership within your
context.
Analysis of reflection
with synthesis of new
Limited synthesis and
analysis.
Demonstrated analysis and
synthesis of new knowledge
with application.
Well-developed analysis
and synthesis with
application of
Thoroughly developed and
creative analysis and
Highly sophisticated and
creative analysis, synthesis
Page 4 of 5 EDUC6000_Assessment 3_20240603
knowledge towards
practice
Percentage for this
criterion = 30%
Limited application/
recommendations based
upon analysis.
No attempt is made to
move beyond own
experience or to extend
understanding through
other positions or points
of view.
Shows the ability to identify
relevant information relating
to Educational Leadership in
relation to your own practice.
Other positions/points of
view are not a feature of the
discussion.
recommendations to own
practice linked to
analysis/synthesis.
The description provides an
adequate focus for further
reflection. It includes a
reasonably thorough
statement of observations
and comment on personal
behaviour.
Discusses own practice in
relation to other
positions/points of view.
synthesis of new with
existing knowledge.
Demonstrates a capacity to
draw on past and current
experience to engage with
key concepts relating to
Educational Leadership, and
articulates key changes in
disposition and knowledge,
taking into account the
complexities of the issue(s)
and a range of other points
of view.
of new with existing
knowledge.
Interprets developments in
thinking and formulates
conclusions and a
substantial position
regarding own skills,
knowledge and experiences
as an educational leader.
This position is supported
with relevant experience
and insightful analysis of
own and others’ points of
view.
Clarity of
communication and
integration of ideas
Percentage for this
criterion = 20%
Descriptive writing only.
There is no discussion
beyond description.
Meaning is consistently
obscured by errors in the
communication of ideas,
including errors in
spelling, grammar and
punctuation.
Difficult to follow the line
of reasoning.
Mainly descriptive writing.
There is little discussion
beyond description.
The mode of communication
is generally coherent;
expression is generally clear;
no persistent errors in
spelling, punctuation, or
grammar.
Information, arguments and
evidence are well
presented with mostly clear
flow of ideas and
arguments.
Care is taken to ensure
accuracy of punctuation,
spelling, and grammatical
structure.
Line of reasoning is easy to
follow.
Information, arguments and
evidence are very well
presented; the presentation
is logical and clear.
The work is fluent and
demonstrates confidence
with the material; the
method and style of
presentation is entirely
appropriate, as are
vocabulary and syntax.
Engages and sustains
audience’s interest in the
topic, demonstrates high
levels of cultural sensitivity
The work is extremely well-
written, logical and
persuasive with a clarity
and maturity of
presentation. There is a
clear flow of ideas and
information with little to no
ambiguity.
Page 5 of 5 EDUC6000_Assessment 3_20240603
Correct citation of key
resources and evidence
Percentage for this
criterion = 10%
Demonstrates
inconsistent use of good
quality, credible and
relevant resources to
support and develop
ideas.
Referencing is omitted or
does not resemble APA.
Demonstrates use of credible
and relevant resources to
support and develop ideas,
but these are not always
explicit or well developed.
Referencing resembles APA,
with frequent or repeated
errors.
Demonstrates use of
credible resources to
support and develop ideas.
Referencing resembles APA,
with occasional errors.
Demonstrates use of good
quality, credible and
relevant resources to
support and develop
arguments and statements.
Show evidence of wide
scope within the
organisation for sourcing
evidence.
APA referencing is free
from errors.
Demonstrates use of high-
quality, credible and
relevant resources to
support and develop
arguments and position
statements.
Show evidence of wide
scope within and without
the organisation for
sourcing evidence.
APA referencing is free
from errors.
