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Leadership in Educational Settings (EDUC90504)
Graduate courseworkPoints: 12.5Not available in 2017
Overview
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Many Teacher Candidates have found that after a year or two teaching in schools and early learning settings they are taking on leadership roles. This elective provides a foundation and understanding to start taking on those leadership roles at all levels of school life.
The subject draws on both instructional leadership and positive psychology to understand self and the role of a leader. Through participatory workshops Teacher Candidates will learn how to use available data to make informed decisions about programs they may want to implement, interact with people in leadership roles to gain insights and understanding about being a leader at all levels in schools and early learning settings, and with insights from positive psychology, learn what characteristics and strengths they can draw on to be a leader.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Understand leadership and themselves as leaders
- Develop skills to undertake leadership roles in schools and early learning settings
- Use evidence to understand what is happening in schools and early learning settings and lead change
Generic skills
This subject will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
- Reflective essay (2000 words) due mid semester (50%)
- Presentation/report (equivalent 2000 words) due end of semester (50%)
Hurdle requirement: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
Not available in 2017
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Early Childhood) Course Master of Teaching (Secondary) Course Master of Teaching (Secondary) Course Master of Teaching (Primary)
Last updated: 10 February 2024