This course supports educational leaders in developing up-to-date theory, researchinformed knowledge, and practical competence in leading critical and strategic areas of school improvement, such as establishing and embedding student-centered pedagogic practices, curriculum progression and assessment, creating and communicating a shared vision, and building effective relationships with internal and external stakeholders. Drawing on the National Educators’ Competency Framework, the course supports school leaders’ growth in cultivating ethical and culturally grounded leadership practices that are inclusive, sustainable, and aligned with UAE educational priorities. Emphasis is given to school improvement planning, school self-evaluation, communication strategies, problem-solving, conflict resolution, team-building, and fostering collaborative relationships with diverse stakeholders. Students develop a critical understanding of current debates and approaches to school improvement, with focused attention on the integration of inclusive education, environmental and social sustainability, and Emirati cultural values in leadership practices. They examine the role of leadership in building school capacity to embed research-informed practices, including the strategic and ethical use of AI to enhance teaching and leadership, along with strategic improvement planning, organizational learning, and communities of practice that reflect ethical leadership and national priorities.The course assists educational leaders’ competency growth as reflective and ethical practitioners through the critical analysis of real-life moral dilemmas encountered in their schools and communities. Leaders are encouraged to make principled, forward-thinking decisions that embrace innovation while honoring the cultural and contextual fabric of the UAE.
Week 1
Course Orientation and Foundations of School Success
Introduction to ELSI8, course narrative, and assessment expectations •
Understanding the Stages of School Development as a guiding thread across the course •
Case discussion: What makes a school successful? Exploring inclusive, high-performing schools in diverse contexts •
Reflection activity: How does school vision shape leadership practice? •
Exploring how Emirati cultural values (e.g. community, respect, heritage) inform leadership vision
Introducing NECF as a reflection tool for leadership competencies and values
Required Reading
Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to building stronger schools. John Wiley & Sons, Incorporated. (Chapter 1)
Recommended Reading
UAE National Educators Competency Framework. (2024). ECAE-MOE.
UAE School Inspection Framework. Dubai Knowledge-ACTVET-ADECMOE. [for cultural and policy alignment
Reeves, D. B. (2020). The learning leader: How to focus school improvement for better results (2nd ed.). Association for Supervision & Curriculum Development. (Chapter 5)
Week 2
Inclusive and Participatory School Self-Evaluation
Activities:
Required Reading
Recommended Reading
UNESCO. (2024). AI competency framework for teachers [Selected sections].
UAE National Committee on SDGs. (n.d.). UAE Vision 2030 and sustainability priorities in education [PDF excerpt].
UAE School Inspection Framework. Dubai Knowledge-ACTVET-ADECMOE. [for cultural and policy alignment]
Week 3
Collaborative Methods for Inclusive School Self-Evaluation
Activity:
Required Reading
Recommended Reading
Week 4
Teacher leadership and school improvement
Required Reading
Recommended Reading
Week 5
Transforming School Culture for Inclusive and Sustainable Improvement
Transformational Leadership Framework: Overview of the three levers of culture (vision, relationships, and engagement)
AI-guided drafting task: Develop inclusive school behavior expectations aligned with Emirati values and SEL principles (Lever 1)
Group design challenge: Create a culturally responsive advisory structure that fosters relationships, student voice, and inclusion (Lever 2)
Simulation and dialogue: Plan a family engagement initiative that builds sustainable community-school partnerships while promoting ethical leadership (Lever 3)
Exploring how leaders can use action research to monitor and adapt school culture initiatives (e.g. SEL programs, advisory redesign, inclusive behavior policies)
Required Reading
Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to building stronger schools (Chapter 4: School culture). John Wiley & Sons.
Recommended Reading
Khalifa, M. A. (2018). Culturally responsive school leadership. Harvard Education Press
Week 6
Strategic Talent Management for Inclusive School Improvement
Required Reading
Recommended Reading
Week 7
Strategic Planning and Operational Alignment for School
Required Reading
Recommended Reading
Week 8
Bringing the Pillars Together: Reflective Leadership and Coherent Improvement
Recap and synthesis: Connecting the Stages of School Development with the four leadership pillars to explore how effective school leadership interrelates and evolves in real school contexts
Reflecting on how stakeholder feedback tools (e.g., 360° surveys) support inclusive and evidence-based school selfevaluation
Coaching as a bridge: How instructional coaching supports culture, talent, and improvement planning
Schools as social and relational systems: Exploring how values, relationships, and structures interact to sustain change
Ethical leadership dilemmas: Linking inclusion, equity, and decision-making across the four pillars
Activities: Reflection dialogue:
a. How have these pillars shaped your thinking about leading school improvement in the UAE? What type of leader am I becoming, and how will I evaluate school success?
b. How might action research deepen our leadership practice across culture, teaching, planning, and talent management?
Required Reading
Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to building stronger schools (Chapters 3–6). John Wiley & Sons.
Shapiro, J. P., & Stefkovich, J. A. (2016). Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas. Routledge. (Chapters 1& 2)
Recommended Reading
Gurr, D., Longmuir, F., & Reed, C. (2021). Creating successful and unique schools: leadership, context and systems thinking perspectives. Journal of Educational Administration, 59(1), 59-76. https://doi.org/10.1108/JEA-02-2020-0045
Schildkamp, K. (2019). Data-based decision-making for school improvement: Research insights and gaps. Educational research, 61(3), 257-273. https://doi.org/10.1080/00131881.2019.1625716
Week 10
Improving schools through action research
Required Reading
Recommended Reading
Week 11
Transforming schools into professional learning communities
Topics
Required Reading
Recommended Reading
Antinluoma, M., Ilomäki, L., Lahti-Nuuttila, P., & Toom, A. (2018). Schools as professional learning communities. Journal of education and learning, 7(5), 76-91. https://doi.org/10.5539/jel.v7n5p76