Interview Report

Assessment Task 1

Interview Report (50%)

SWOT Analysis

Brief Description of the Task

For this assessment task students present an individually written interview report. It requires undertaking an interview, reviewing leadership theories literature and presenting the comparative findings.

Detail of Student Output

The length of this assessment task is 2500 words, Deakin Harvard referencing style. As this is a report key headings and sub headings can be used to structure the report. The interview, posed to someone in the leadership class, will need to focus on asking questions that will assist in identifying and reporting on the changing context of the workplace (e.g. school) and how a leader interprets and enacts their leadership. The report will need to include an analytical comparison between an actual leader's responses and leadership theories covered in this unit.

Assessment Criteria

Criteria	Strengths	Weakness	Opportunities (missed)	Threats
ULO 3 In the report present a debate that comparatively considers leadership theories alongside a practicing leader’s working life.	Develops a debate that compares the leadership theories and the principal’s role as the principal perceives it. Identifies emerging themes/patterns from the interview data which underpin the comparisons being reported.	All of the components are present but they are not debated	Identifies and engages leadership theories from the interview data, However, what is missing is how the theory/ies underpin the debate.	No integration, separate components, and leadership theory/ies is/are missing.
ULO 4 In the report include a critically interpretation of concepts such as: influence, leading and learning organisations.	Presents a critical interpretation of the concepts which inform the debate	Presents definitions of the concepts without a critical lens.	The interpretations are present but how the selected theories informed the debate is not obvious (articulated).	There is no alignment between interpretation between theory and practice and how it informed the debate.
GLO 1 When presenting a leadership (in theory/practice) debate you are being asked to demonstrate discipline-specific knowledge and capabilities – appropriate to the level of study related to a discipline or profession.	Selected leadership theoriesare presented and highlight a knowledge of what was relevant material to ensure critical comparison with interview data and the debate being presented	Material selected is either mismatched to the discipline context (for example business leadership rather than leadership or educational leadership) or there is a lack of  debate.	Selected theories are presented but one key theory omitted, without the supporting rational for this omission choice.	A lack of discipline specific knowledge due to the selected leadership theory being irrelevant /mismatched to the debate being presented.
GLO5 The report should engage problem solving to avoid presenting adjectival leadership: creating solutions to authentic (real world or ill-defined) problems.	The report  articulatesthinking, which includes the comparisons the author has made between theory and the principal’s practice, which gives credence to their findings. Quotes from theory are paraphrased (and cited) and incorporated to further unpack findings.	Articulates thinking but not the connection they have made with the theory/iesand the principal’s practice. Quotes and citations to leadership theory appear.	Articulates thinking but hasn't made transparent the comparisons between theory and the principal’s practice.	Unable to articulate thinking, there are no comparisons between the theory/ies and the principal’s practice.

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