Certificate in Leadership (Early Childhood Education) and Diploma in Leadership (Early Childhood Education) Programme Handbook

Certificate in Leadership (Early Childhood Education) and Diploma in Leadership (Early Childhood Education) Programme Handbook February 2014

TABLE OF CONTENTS INTRODUCTION... 4 PROGRAMME OVERVIEW... 5 Qualities of a Student Graduating from the College s Leadership Programme... 6 Graduate Profile of the Leadership Programmes... 6 Differences in the Graduate Profiles of the Certificate in Leadership (ECE) and Diploma in Leadership (ECE)... 7 PROGRAMME STRUCTURE... 9 Leadership Programme Dates 2014... 10 Christchurch Intake... 10 Auckland Intake... 10 Leadership Programme Learning Outcomes... 11 Certificate in Leadership (ECE)... 11 Diploma in Leadership (ECE)... 12 Programme Length... 14 Certificate in Leadership (ECE)... 14 Diploma in Leadership (ECE)... 14 Certificate in Leadership (ECE) Level 7 Programme Overview... 15 Diploma in Leadership (ECE) level 7 Programme Overview... 16 Staff Contact Details... 17 ASSESSMENT AND GENERAL PROGRAMME REGULATIONS... 18 Assessment regulations and procedure overview... 19 Submitting Assessments Word Processed, Cover Sheet Requirement and Receipting.. 19 Late work...20 Assessment extension...20 Resubmission...20 Assessment in Te Reo Māori... 21 Assessment and course grades... 21 Final work completion deadline... 21 Programme Extension...22 Grade Appeal...22 Individual assessments... 22 Course Grade and average course grade... 22 Reporting to students Qualifications and Transcripts... 23 ATTENDANCE AT FACE-TO-FACE TEACHING DAYS... 23 RE-ENTRY TO THE COLLEGE... 23 WITHDRAWAL FROM THE PROGRAMME... 23 REFUND OF FEES... 23 Leadership Programme Handbook Page 3 of 23

INTRODUCTION Nau mai, haere mai We welcome you to the New Zealand College of Early Childhood Education Te Whare Matauranga Kohungahunga o Aotearoa. This Programme Handbook is intended to help you to understand Certificate in Leadership (ECE) and Diploma in Leadership (ECE) programmes operations and regulations. This handbook should be read in conjunction with the College Information Handbook and individual course outlines. Please also keep up to date by monitoring your courses online learning environment, ECEOnline, reading the College s enewsletters and visiting the College s website: http://www.teacher.co.nz/home. The College environment relies on your special contribution and we look forward to working with you during the programme. The respect you show for yourself, others and the College all help to maintain a healthy and positive approach to leadership development. As a student of the College you are required to comply with all college policies, procedures, and programme regulations. Course tutors are approachable and happy to discuss with you any enquiries, concerns or your progress with your study, and are here to support you as you move successfully through the leadership programme. Your commitment is essential. We especially value your contribution to the face-to-face classes and on-line participation and to the success of the College as a teaching and learning community. whāia te iti kahurangi kit e tūohu koe, me he maunga tei tei pursue excellence, should you stumble let it be to a lofty mountain Aim to be the very best you can be, best wishes for an enjoyable and successful year ahead. Andy Walker Chief Executive Officer Leadership Programme Handbook Page 4 of 23

PROGRAMME OVERVIEW Leadership Programme Handbook Page 5 of 23

Qualities of a Student Graduating from the College s Leadership Programme The College has defined a set of qualities that graduates from the Certificate in Leadership (ECE) Level 7 and the Diploma in Leadership (ECE) Level 7 programmes are expected to demonstrate. Graduate Profile of the Leadership Programmes The graduate profiles of the leadership programmes are framed by the philosophical concepts of: Relationships; Practice; Professionalism; Empowerment and Community Effective leadership demonstrates responsive relationships and ensures that conflict and problems are resolved in a respectful manner. The leader recognises and develops leadership practices and potential within oneself and others, and has an understanding of the importance of strong working relationships. Leadership encourages team-based motivational strategies, supports the development of a shared vision and differing forms of decision making. Leadership practice is inclusive of the perspectives of others and promotes regular reflection-in-action/reflection-on-action of practice within the ECE setting. The effective leader supports constructive dialogue between team members to strengthen practice. The effective leader s practice takes into account the effect that change has on every day teaching and learning practices whilst remaining focused on improving outcomes for children. Professionalism in leadership is underpinned by the ability to make ethical decisions. Professionalism is demonstrated by leading pedagogy and curriculum development and encouraging best practice in others. Professional leadership incorporates a variety of leadership styles and practices to effect change. The professional leader understands accountability. The professional leader appreciates and celebrates cultural difference and leads others in this understanding. The professional leader has a wide knowledge base and understanding of processes that relate to employment, induction and mentoring. The professional leader confidently incorporates appraisal and performance management into the everyday practice of the ECE setting. The professional leader is informed about educational reform strategies and their impact on the sector. Leadership empowerment occurs in the ECE setting as leadership potential is recognised, supported and nurtured in others. The effective leader provides continual opportunities for individual achievement for themselves and for all members of the learning community. An effective leader fosters the development of an environment from which distributed leadership can emerge. Leadership empowerment is demonstrated by having self awareness and a sense of creativity and innovation. An empowered leader understands and is aware of the emotional intelligence of the people they work alongside. Community leadership is especially relevant to the ECE setting. Effective leadership identifies and encourages the expertise and experience of children, parents / whānau, educators and the wider community. The effective leader further supports community by enacting, driving, inspiring and motivating change. Effective leadership promotes the Leadership Programme Handbook Page 6 of 23

establishment and achievement of a shared vision and leads in the strategic planning for the future. The effective leader clearly understands the regulations, policies, philosophy and practices of ECE, and how they affect positive outcomes for the learning community. The effective leader understands the growth of the socio-political ECE sector and views the ECE setting as a community of learners. Differences in the Graduate Profiles of the Certificate in Leadership (ECE) and Diploma in Leadership (ECE) On completion of two specific 30 credit courses (60 credits in total) a student can graduate with the Certificate in Leadership (ECE). On completion of two additional specific 30 credit courses (120 credits in total of which the Certificate courses are a pre-requisite) a student can graduate with the Diploma in Leadership (ECE). Therefore, the graduate profiles differ depending on the qualification the student has completed. The graduate profile for the Diploma in Leadership (ECE) builds on the Certificate in Leadership (ECE). Both graduate profiles are outlined below: Certificate in Leadership (ECE) 60 credits A graduate from the Certificate in Leadership (ECE) is a holistic teacher who: Demonstrates responsive relationships: recognises and develops leadership practices and potential in self and others has a working knowledge of the centre self review process and its effect on strengthening all relationships Demonstrates and models leadership practice: demonstrates effective leadership and management practice to others understands the importance of regular reflection-in-action / reflection-on-action practice demonstrates knowledge of governance, management and leadership practice Demonstrates a high level of professionalism: demonstrates integrity manages everyday dilemmas including ethical dilemmas as they relate to differing leadership practices assists leaders and others to work through stressful situations supports those in assistant leadership roles takes active part in staff employment, induction, mentoring, appraisal and performance management understands the importance of accountability Demonstrates and models empowerment: understands personal leadership and management practice Demonstrates a strong sense of community: understands ECE Regulations, philosophy, policies and practices and how they affect positive outcomes for the learning community understands how to strategically resource an efficiently functioning ECE learning community Leadership Programme Handbook Page 7 of 23

Diploma in Leadership (ECE) 120 credits A graduate from the Diploma in Leadership (ECE) programme is a holistic teacher who: Demonstrates responsive relationships: recognises and develops leadership practices and potential in self and others has a working knowledge of the centre Self Review process and its effect on strengthening all relationships encourages team based motivational strategies supports the development of a shared vision supports differing forms of decision making Demonstrates and models leadership practice: demonstrates effective leadership and management practice to others evaluates practice alongside current leadership theory understands importance of regular reflection-in-action / reflection-on-action practice demonstrates knowledge of governance, management and leadership practice supports constructive problem talk to strengthen practice supports awareness of the effect that change has on every day teaching and learning practice while remaining focused on improving outcomes for children Demonstrates a high level of professionalism: demonstrates integrity manages everyday dilemmas including ethical dilemmas as they relate to differing leadership practices assists leaders and others to work through stressful situations supports those in assistant leadership roles takes active part in staff employment, induction, mentoring, appraisal and performance management understands the importance of accountability makes use of offers different strategic planning tools as frameworks for future planning Demonstrates and models empowerment: understands personal leadership and management practice models being a dynamic leader models being a creative and innovative leader develops leadership capability to manage change Demonstrates a strong sense of community: understands ECE Regulations, philosophy, policies and practices and how they affect positive outcomes for the learning community understands how to strategically resource an efficiently functioning ECE learning community understands what it means to be a leader in a professional community understands how communities of learners and communities of practice models are relevant to ECE understands how leadership can be applied within an ECE community of practice informs teaching team about previous and current educational reform strategies that have impacted on changes to the ECE community informs teaching team about the socio-historical/socio-political influences of ECE leadership within a bicultural and multicultural society understands the role of being an advocate for children s rights and needs Leadership Programme Handbook Page 8 of 23

PROGRAMME STRUCTURE Leadership Programme Handbook Page 9 of 23

Leadership Programme Dates 2014 Christchurch Intake The Certificate in Leadership (ECE) Programme commences 0n 3 February 2014 and concludes on the 14 November 2014. Face to Face Teaching Dates: Date Time Venue College Campus Units 12 and 13 114 Sawyers Arms Road Papanui, Christchurch Friday 14 February Saturday 15 February Friday 9 May Saturday 10 May Friday 12 September Saturday 13 September 9.00 am 5.00pm 9.00 am 5.00pm 9.00 am 5.00pm 9.00 am 5.00pm 9.00 am 5.00pm 9.00 am 5.00pm Auckland Intake The Certificate in Leadership (ECE) Programme commences in Auckland 0n 10 February 2014 and concludes on the 21 November 2014. Face to Face Teaching Dates: Date Time Venue Quality Inn Hotel (formerly Barrycourt) 20 Gladstone Road Parnell, Auckland Friday 21 February Saturday 22 February Friday 2 May Saturday 3 May Friday 19 September Saturday 20September 9.00 am 5.00pm 9.00 am 5.00pm 9.00 am 5.00pm 9.00 am 5.00pm 9.00 am 5.00pm 9.00 am 5.00pm Leadership Programme Handbook Page 10 of 23

Leadership Programme Learning Outcomes Certificate in Leadership (ECE) Certificate in Leadership (ECE) Learning Outcomes (Two 30 credit courses a prerequisite to the Diploma in Leadership (ECE)) Leadership and Management of People (30 credits) DL301 1 Critically evaluate approaches to leadership, including pedagogical and distributed leadership within ECE settings 2 Critically analyse own leadership practice and evaluate how it relates to leadership approaches 3 Critically reflect on own pedagogical leadership within an ECE setting 4 Critically evaluate the relationship between leadership practices and conflict resolution within an ECE setting 5 Develop and evaluate own distributed leadership practice as it relates to promoting positive outcomes for children and families/whãnau 6 Critically evaluate the relationship between leadership practices and conflict resolution within an ECE setting Critical Reflection of Leadership and Management (30 credits) DL302 1 Critique how leadership approaches can be viewed from a range of perspectives 2 Analyse how current leadership approaches relate to roles within a distributed approach to leadership 3 Critically evaluate effective selection, employment and induction processes of new staff 4 Critically evaluate and create a mentoring practice for teachers 5 Examine the difference between staff appraisal and performance management 6 Recognise how accountability and responsibility plays a major role in being a leader 7 Examine the difference between governance and management in an ECE organisation Certificate in Leadership (ECE) 60 Credits Two 30 credit courses form the Certificate programme. The courses are co-requisites of each other. Students study them concurrently. The learning outcomes in the Certificate programme have a strong applied nature to the teaching and learning of the programme, and focus on positive outcomes for children and families. The two courses of the Certificate in Leadership (ECE) are: DL301: Critical Reflection of Leadership and Management 30 credits DL302: Leadership and Management of People 30 credits Leadership Programme Handbook Page 11 of 23

Diploma in Leadership (ECE) Diploma in Leadership (ECE) Learning Outcomes (Two 30 credit courses) Inspirational Strategies for Leadership (30 credits) DL303 1 Critically analyse previous and current educational reform strategies that have created change in the ECE sector in New Zealand 2 Recognise and critically evaluate a range of team based motivational strategies and consider some examples of inspired leadership 3 Critically review a current problem/issue in the ECE setting and apply emerging understandings of team based approaches 4 Analyse what it means to be a dynamic problem solver and evaluate various innovative ways of thinking 5 Evaluate differing forms of decision making and strategic planning tools 6 Critically analyse how to engage in constructive problem talk within the ECE setting 7 Critically analyse change management theory, the sustainability of change across an ECE setting and how change can affect every day practices 8 Critically reflect on how developing leadership capability can be related to own day to day experiences and develop a plan for developing an environment which encourages leadership within an ECE setting 9 Critically evaluate the role of leadership being responsive to competing changing demands of an ECE community while remaining focused on being accountable for outcomes for children. The Sociocultural Context of Leadership (30 credits) DL304 1 Critically evaluate the sociohistorical/socio-political influences of leadership in Aotearoa/New Zealand. 2 Critically reflect on what it means to be a leader in a professional community 3 Define and examine sociocultural communities of practice as it applies in an ECE context 4 Critically reflect on how leadership can be applied within an ECE sociocultural community of practice 5 Critically reflect on the key approaches and influences underpinning leadership in relation to sociocultural thinking. 6 Critically reflect on the impact of the political context of leadership in Aotearoa/New Zealand 7 Critically evaluate the socio-cultural context of leadership within a bicultural society 8 Critically evaluate the socio-cultural context of leadership within a multicultural society Leadership Programme Handbook Page 12 of 23

Diploma in Leadership (ECE) 120 Credits Four 30 credit courses form the Diploma programme and are developed over two years. Students will study two courses concurrently. Two courses are studied concurrently and form the Certificate programme. A further two courses which are studied concurrently complete the Diploma programme. The four courses taught in the Diploma in Leadership (ECE) are: DL301: Critical Reflection of Leadership and Management 30 credits DL302: Leadership and Management of People 30 credits DL303: Strategies F0r Professional Leadership 30 credits DL304: Sociocultural Context of Leadership 30 credits For further details refer to the individual course outlines Leadership Programme Handbook Page 13 of 23

Programme Length It is intended that most students will concurrently study courses of the Certificate in Leadership (ECE) in one year, and then concurrently study the two remaining courses of the Diploma in Leadership (ECE) in one year. However students may apply to study the courses independently within the maximum time frames as specified below. Applications will be considered independently and subject to the College offering the courses. The successful completion of both courses of the Certificate in Leadership (ECE) is a prerequisite for studying the Diploma in Leadership (ECE) courses. A maximum of two leadership courses can be studied in one academic year. Certificate in Leadership (ECE) Critical Reflection of Leadership and Management (30 credits) Leadership and Management of People (30 credits) Diploma in Leadership (ECE) Inspirational Strategies for Leadership (30 credits) Sociocultural Context of Leadership (30 credits) Certificate in Leadership (ECE) The Certificate in Leadership (ECE) consists of 60 credits at Level 7 and is offered in blended learning form over one year in part time study mode. The programme is structured into two courses, each of 30 credits. Students may not take less than one year and up to a maximum of two years to complete the programme. In order to ensure currency of knowledge and skills, a student who has not completed all the programme requirements within two years will be required to recommence their study to ensure all the courses of the programme are successfully completed within two years. Students will be required to pay new course fee(s). Diploma in Leadership (ECE) The Diploma in Leadership (ECE) consists of 120 credits at Level 7 and is offered in blended learning form over two years in part time study mode. The programme is structured into four courses, each of 30 credits. Students may not take less than two years and up to a maximum of four years to complete the programme. In order to ensure currency of knowledge and skills, a student who has not completed all the programme requirements within four years will be required to recommence their study to ensure all the courses of the programme are successfully completed within four years. Students will be required to pay new course fee(s). Leadership Programme Handbook Page 14 of 23

Certificate in Leadership (ECE) Level 7 Programme Overview Course Level Credits Total hours Directed learning Other directed learning Self-directed learning Course code DL301 DL302 Certificate in Leadership (ECE) Critical Reflection of Leadership and Management Leadership and Management of People Face-to-face participation Online Contribution Course Related Readings and Tasks Applied Work place discussions 7 30 300 24 25 176 25 50 7 30 300 24 25 176 25 50 Assessments Explanation: Directed learning refers to time spent in face-to-face class. Self-directed learning refers to self-study time on course readings, course related tasks and any applied workplace discussions. Other directed learning refers to on-line facilitated forums. A credit is a Ministry of Education guideline of 10 hours of study, an average year of full time study equates to 120 credits or 1200 hours of study. Leadership Programme Handbook Page 15 of 23

Diploma in Leadership (ECE) level 7 Programme Overview Course code DL301 DL302 Course Level Credits First year Certificate in Leadership (ECE) Critical Reflection of Leadership and Management Leadership and Total hours Directed learning Face-to-Face Participation Other directed learning Online Contribution Course Related Readings and Tasks Self-directed learning Applied Workplace Discussions 7 30 300 24 25 176 25 50 7 30 300 24 25 176 25 50 Management of People DL301 and DL302 are co-requisites of each other and DL303 and DL304 are co-requisites of each other DL301 and DL302 are prerequisites of DL303 and DL304 DL303 DL304 Second year Diploma in Leadership (ECE)) Strategies for Professional Leadership Sociocultural Context of Leadership Level Credits Total hours Face-to-Face Participation Online Contribution Course Related Readings and Tasks Applied Workplace Discussions 7 30 300 28 50 72 75 75 7 30 300 28 25 172 25 50 Totals 120 1200 112 Assessments Assessments Explanation: Directed learning refers to time spent in face-to-face class Self-directed learning refers to self-study time on course readings, course related tasks and any applied workplace discussions Other directed learning refers to on-line facilitated forums A credit is a Ministry of Education guideline of 10 hours of study, an average year of a full time study equates to 120 credits Leadership Programme Handbook Page 16 of 23

Staff Contact Details Leadership Tutors Please Dial 03-365-3155 and then the tutor extension number: Dr Shirley Harris (Lead Tutor/Tutor Group Tutor) 229 shirleyharris@teacher.co.nz Kaye Kara 214 kkara@teacher.co.nz The College free phone number: 0800-244-534 Tutors will be available during the week for individual inquiries on assessments or for assistance with readings and study. Leadership Programme Handbook Page 17 of 23

ASSESSMENT AND GENERAL PROGRAMME REGULATIONS Leadership Programme Handbook Page 18 of 23

Assessment regulations and procedure overview Course work is regularly assessed. Where work is below the required standard, students have the opportunity to resubmit work once. Each course has clear guidelines and assessment requirements. Formal assessment feedback is generally expressed in written form by the tutor. It recognizes achievement and identifies areas that need a concentrated effort for improvement. The leadership programmes have set dates for the submission of assessments to ensure a suitable workload for students and for staff as well as supporting learning across courses. Further, submitting work in a timely fashion demonstrates student s ability to manage time and competing priorities. The College accepts that there are times when work cannot be submitted on time such as in case of illness, family bereavement, etc. For this reason, the College has procedures for students covering extensions. If a student misses an examination due to illness it may be possible to sit an assessment at an alternative time within seven days of the original assessment date. While currently there are no examinations in the programmes this does not preclude the possibility of examinations being used as an assessment method in the future. In the case of being unable to submit an assessment or attend an examination students are required to contact Dr Shirley Harris shirleyharris@teacher.co.nz, as soon as possible and discuss the options available to the student. Submitting Assessments Word Processed, Cover Sheet Requirement and Receipting Written assessments must be word processed (except where clearly identified as not required), being as concise as possible in the content without omitting relevant detail. Remember to quote the author when you are referring to work which is not your own (otherwise you are plagiarising) using the APA referencing convention shown in your College Information Handbook. Formatting must be 12 point Times New Roman or Arial font with 1.5 spacing with a 2.5 cm margin and contain appropriate headings, paragraphs, spacing, diagrams and lists. Include a reference list with each assessment When assessments are sent electronically the word limit is very easy to check by the assessor. The same goes for spell check so ensure you do check your spelling before submitting the assessment. All assessments must be submitted electronically via ECEonline. Any assessment submission queries please communicate with Dr Shirley Harris Lead Tutor at shirleyharris@teacher.co.nz. See the last section of this Information Handbook for details on how to submit an assessment electronically on ECEonline. Leadership Programme Handbook Page 19 of 23

Late work No late assessments will be marked unless accompanied by a late form signed by Dr Shirley Harris. Late forms are available on the ECEonline home page under late work/extensions/non-attendance forms. At this point Dr Shirley Harris will make contact with the student and will specify a final date on the late form after which the assessment will not be marked. The maximum time given for work to be submitted late will be two weeks after its due date. All work submitted late without a valid extension will receive a maximum grade of a pass. Work submitted late cannot be resubmitted. Assessment extension If there are genuine circumstances which can be supported by documented evidence an extension of time may be granted by Dr Shirley Harris. Each case will be treated on its own merits at the discretion of Dr Shirley Harris. Acceptable criteria for an extension are limited to illness (with a medical certificate), bereavement leave, or other serious issues. The length of the extension will be at the discretion of Dr Shirley Harris (and it will be specified on the extension form). It is likely to be a maximum of 2 weeks. Assessments granted an extension can receive a full range of grades and may be resubmitted. Extension applications must be made prior to the assessment due date. Exceptions for an extension application made after the due date are at the discretion of the Lead Tutor. Extension application forms will need to be printed off, filled out, signed and sent in to Dr Shirley Harris at shirleyharris@teacher.co.nz, accompanied by documented evidence. At this point the Shirley will make contact with the student. Resubmission If an assessment does not meet the required standard on the first submission, a student may resubmit the work once for re-consideration. The maximum grade that can be awarded to a resubmitted assessment is a Pass. Work must be resubmitted within a maximum of two weeks of it being returned by the tutor. If an assessment is not at the required standard after resubmission the assessment will receive a final grade of Not at the required standard. This will result in the final course grade being Not at the required standard as all assessments for a course must be at a minimum Pass grade. In this case a student may pay the appropriate course fees and repeat the course (also refer to programme length regulations). Leadership Programme Handbook Page 20 of 23

Assessment in Te Reo Māori Students may submit work for assessment in Te Reo Māori however; special arrangements for either assessment or translation may be required. Assessment and course grades All assessments are graded separately, and this occurs throughout the course. Assessments can receive either a Not at The Required Standard, Pass, Merit or Distinction grade. To complete the Certificate or Diploma programmes students are required to pass all the assessments of each individual course within the programmes. Course completion also includes attendance requirements for face-to-face sessions and completion of on-line assessment components of the courses. If all assessments for a course have not been successfully completed within the specified time frame (one year) the student is deemed to have not yet completed a course and will be required to retake the course on the payment of course fees. Assessment Grade Scale: Leadership Grade Scale Mark Grade 80-100 Distinction 65-79 Merit 50-64 Pass 0-49 Not at the required standard A course grade of Not at the required standard is awarded if any individual assessment item is not at the required standard. A course grade of Incomplete is awarded if one or more assessment item is not submitted for marking within the maximum allowable time frame, or course requirements such as attendance at face-to-face sessions are not met. Final work completion deadline Each assessment has a due date which is clearly stated on the Course Outline, Course Planners and ECEonline site, and students are strongly encouraged to get all assessments in by this date. Late applications or extensions need to be applied for if students know an assessment won t be in by the due date. Students will receive an academic transcript for each programme which details individual course results. Leadership Programme Handbook Page 21 of 23

Programme Extension Any assessments submitted late without an approved extension will not be marked. Students will need to apply for a programme extension and will need to provide documented evidence (either a doctor s certificate and/or a death notice) and use the extension form on the ECEonline course. Student s work that is submitted late (but has received approval for marking by Dr Shirley Harris) will not be able to receive their qualification at the same time and in the same manner as the other students. Students will be eligible for the full grade range (i.e. Pass, Merit or Distinction) if they have received approval for marking by Dr Shirley Harris. Grade Appeal This procedure is followed if a student wishes to question and then appeal a grade that has been awarded for an assessment, a course, or an average course grade for a stage of the programme. Individual assessments Step 1: In the first instance, the student should query the grade directly with the marking tutor who explains the grade awarding. Step 2: After considering the tutor s explanation the student may query the grade with the Lead Tutor. The Lead Tutor will review the grade and discuss the awarding of the grade with the tutor. The Lead Tutor will record the query and inform the student of the outcome. Step 3: If after considering the outcome of the Lead Tutor s review the student believes that they have grounds, they may submit a written appeal to the Academic Leader. This must detail the grounds for the appeal and be made within 15 programme days of receiving the grade. The Academic Leader will refer the appeal to the Teaching and Learning Committee, to review the grade awarded. This may include a remark of the assessment. The outcome of the Teaching and Learning Committee review is final and this will be notified to the student in writing within 15 programme days of review of the appeal. Course Grade and average course grade A student may appeal the combination of assessment grades which form the overall course or grade, or average course grade for a stage of the programme. Any appeals for final overall grades must be made in writing to the Academic Leader within 15 days after receiving the grade. The appeal must detail the grounds for the appeal including any copies of any relevant marked assessments. The Academic Leader will refer the appeal to the Teaching and Learning Committee to review the overall grade awarded. The outcome of the Teaching and Learning Committee review is final and the student will be notified in writing within 15 working days of the review of the appeal. Leadership Programme Handbook Page 22 of 23

Reporting to students Qualifications and Transcripts Staff continually assess and discuss student progress and report this to students in the form of assessment outcomes. A programme transcript is given to all students at the end of each award. Any student who leaves the programme early will have a statement of the work covered and level of achievement. To gain an award, all required areas of the programme must be assessed at pass level or higher. Attendance at Face-to-Face Teaching Days Attendance at the face-to-face teaching days is a compulsory requirement for each course within the leadership programmes. Non attendance will result in a course grade of incomplete for the course(s) associated with the face-to-face teaching days. If there are genuine circumstances which can be supported by documented evidence an alternative arrangement will be considered. Each case will be treated on its own merits at the discretion of Dr Shirley Harris. Acceptable criteria are limited to illness (with a medical certificate), bereavement leave, or other serious issues. Where possible the student must contact Dr Shirley Harris in advance. Contact must be made with Dr Shirley Harris no later than 48 hours after the start of the face-to-face session(s) missed. Attendance forms will need to be printed off, filled out, signed and sent in, and should be sent to Dr Shirley Harris at shirleyharris@teacher.co.nz, accompanied by documented evidence. At this point Dr Shirley Harris will make contact with the student. Approved alternative arrangements may be made which require the student travelling to the College Campus in Christchurch at their expense. A maximum of one and a half face-to-face teaching days from a course can be approved in association with the criteria. Re-Entry to the College Students who wish to take a break from College study between programmes may be required to complete assessment of prior learning tasks or whole courses to meet all current pre-requisites. Fees may apply. Please discuss this prior to leaving the College. Withdrawal from the programme If a student decides to terminate studying at the College, the student should discuss the situation with Lead Tutor Dr Shirley Harris, complete the Programme Withdrawal Form (available from Lead Tutor Dr Shirley Harris), and all WITHDRAWAL procedures (see administration). Students may be dis-enrolled as a result of disciplinary procedures or if they fail to pay their fees by the due date. Refund of Fees Refer to your College Information Handbook for details. Leadership Programme Handbook Page 23 of 23