2. Critical reflection and evaluation of the relation between the student’s own experiences of leading or being led (drawing

Critical reflection and evaluation of the relation between the student’s own experiences of leading or being led (drawing on the learning journal) and extant models of educational leadership (30%).
Please write reflection acc to the jobs I have done as attached in my CV.
Part 2: The Critical Reflection
The critical reflection requires some preparation and guidance. It will encompass 30% of the marks, so you should apportion 30% of 4,000 words to this task (1,200 words /- 10%). For this reflective account you should use Gibbs (1988) reflective cycle.

• Descriiption: Identify two learning points relevant to this unit and consider how you may apply (or have applied) these factors to your professional practice. Include perceived consequences.
• Feeling: How did you feel upon discovering this? What did you find unexpected from the event? Why did those involved act the way they did? Most relevent part
• Evaluate: What have you learned? Has the event changed your way of thinking?
• Analysis: What alternative actions could have been taken and what would be the predicted consequences? How does the wider context apply to your situation as a future leader?
• Action point: What will you do to incorporate these learning points into your own leadership development? How will you use this in the future? Consider setting a SMART target.
For each case, you can analyse the practice of another, or reflect on your own practice. [Note – in your writing you should avoid using personal names; please anonymise for ethical reasons.] You should ensure that you draw upon issues you have reflected on in your learning journal (and make clear through a citation that this is where the journal is referenced, for instance a URL for online or include journal entries within the Appendix).
You can choose several incidents or events or individuals for each case, or look at the same incident/event/individual through two, or all three, theoretical lenses. If you chose an individual, focus on the actions not the personal.
There are several ways you can do this. For example, you might wish to go through each model consecutively, or you may wish to talk through various situations/contexts/individuals and refer to the models you feel are relevant to your understanding of what is going on. It may also be helpful to consider the difference between normative and descriiptive. Normative is what people are aim for, and aspire to, whereas descriiptive is what actually happens. Whatever you do, please use common sense — you do at least need to discuss each in detail enough to show how the model applies to the practice and cover the topics mentioned above. But perhaps you might want to emphasise one of them more than the other two.
References: You must use a minimum of 10-12 sources in this assignment. This is only a minimum, however, and your topic may require more. Use ONLY academic sources (books, journals, reliable research reports). You may use any citation style of your choosing, so long as it is used consistently throughout your assignment. Harvard or APA are common citation styles in education research, so we recommend using one of those. Please do not use a citation style that uses numbered in-text citations (ex: [1]) rather than full in-text citations (ex: Smith et al., 2012). Resources for how to reference and cite are included in the Help and Resources section.


OUTCOMES: Learning Outcomes
A (70% ) Fully meets the objectives/learning outcomes for this module.
B (60-69%) Meets most of the objectives/learning outcomes for this module.
C (50-59%) Meets some of the objectives/learning outcomes for this module; serious limitations in
some objectives/learning outcomes.
D (40-49%) Fails to meet most or all of the objectives/learning outcomes for this module.
E (0-39%) Work is inappropriate/inconsistent with the objectives of this module, and/or failure to
achieve them.
RATIONALE: Rationale and Analysis
A (70% ) Shows originality in conceptualisation of study; rationale is clear and cogent; analysis is
powerful and persuasive.
B (60-69%) A clear rationale and analysis, showing some originality; generally well argued and
C (50-59%) Satisfactory rationale and analysis, but lacking in originality or critical insight.
D (40-49%) Weak rationale, suffering from a lack of originality or limitation in critical thinking.
E (0-39%) Rationale extremely weak, irrelevant or missing altogether.
LITERATURE: Use of Literature
A (70% ) Skilled synthesis of material referring to a wide range of appropriate and recent sources;
highly judicious in use of evidence and sources.
B (60-69%) A good range of appropriate and recent sources and data, and judicious in use of
C (50-59%) Uses a reasonable range of appropriate and recent sources; applications are not always
well controlled.
D (40-49%) Insufficient, irrelevant or poorly-used sources and references.
E (0-39%) Inadequate reading, with insufficient sources and references.
APPLICATION: Application of Principles to Practice
A (70% ) Powerful and original application of principles to relevant experience, facts, issues and
creation of learning materials.
B (60-69%) Good application of principles to present situation and future practice.
C (50-59%) Satisfactory application of principles to present situation and future practice.
D (40-49%) Weak in application of principles to present situation and future practice.
E (0-39%) Application of principles to practice is irrelevant, misconceived, extremely weak or totally
ORGANISATION : Organisation and Structure
A (70% ) Clear, logical, original and persuasive; guides the reader at all times.
B (60-69%) Generally well organised; integrates detail into a coherent whole and guides reader to a
reasoned conclusion.
C (50-59%) Parts of assignment are linked together but fall short of a coherent whole; does not
always have a clear conclusion; does not always guide the reader adequately.
D (40-49%) Shows little regard for reader; links parts of assignment together but does not create a
coherent whole; does not come to a justifiable conclusion.
E (0-39%) Fails to link parts to each other and to reach a justifiable conclusion.
SKILLS: Transferable Skills
A (70% ) Demonstrates entirely appropriate and accurate use of the full range of transferable skills
applicable to this module and assignment.
B (60-69%) Assignment demonstrates a good range of appropriate transferable skills.
C (50-59%) Assignment demonstrates a range of relevant transferable skills.
D (40-49%) Assignment demonstrates few transferable skills; mastery of transferable skills is weak or
E (0-39%) Assignment demonstrates little competence in the expected transferable skills; extremely