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Leading Schools Through Leading Self (EDUC90750)
Graduate courseworkPoints: 12.5Dual-Delivery (Parkville)
To learn more, visit 2023 Course and subject delivery.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
February
Overview
Availability | February - Dual-Delivery |
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Fees | Look up fees |
This subject is designed around the key assumption that self-leadership is a critical pre-cursor for successful school leadership. Students will explore key educational frameworks that enable to them expand their own self awareness and allow them, as educational leaders, to assist school staff and school students to develop greater self awareness. Authentic Leadership will be a major topic in this subject and will be analysed via two prominent, evidence-based frameworks: George and Simms (2007) and Walumbwa, Avolio, Gardner, Wernsing and Peterson (2008). Students will explore the importance of developing relational transparency and an internalized moral perspective in ensuring successful educational leadership. The new science of positive psychology will be used to encourage students to engage in appreciative reflection of self and others, to study strength-based approaches to creating change in schools and to explore the social factors that influence education. This subject aligns with the Australian Institute for Teaching and School Leadership National Professional Standard for Principals and considers theory that guides self reflection, self improvement and self development. The subject also explores the importance of school leaders behaving with integrity and moral purpose.
Intended learning outcomes
On completion of this subject, students should be able to:
- Analyse and integrate the key frameworks that explore authentic leadership and school leadership
- Understand and apply the reflective-practitioner model in creating educational change.
- Understand and apply a positive psychology approach to school leadership
- Critically evaluate the empirical research that examines inner leadership.
- Develop your school leadership skills.
Generic skills
- Reflective and narrative skills will be fostered through the use of storytelling as an in-class technique and through reflective assignment work.
- Problem solving skills and critical thinking skills will be fostered through the on-line forums, the analysis of educational research articles, during in class exercises and discussion and by applying theories to your own school as a case study.
- Written communication skills will be developed through the assignment work.
- Work with the interplay of research, practice, and theory within the broad discipline of school leadership.
- Balancing the needs of key stakeholders.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Admission into the MC-INSLEAD Master of Instructional Leadership
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
Description | Timing | Percentage |
---|---|---|
Action-reflection assignment
| Mid semester | 50% |
Action-reflection assignment
| End of semester | 50% |
Hurdle requirement: This subject has a minimum hurdle requirement of 75% attendance at all tutorials, seminars and workshops. | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- February
Principal coordinator Cagla Sanri Mode of delivery Dual-Delivery (Parkville) Contact hours 24 Total time commitment 170 hours Pre teaching start date 14 February 2023 Pre teaching requirements During the pre-teaching period, students will be required to complete reading that will be provided via LMS. Teaching period 24 February 2023 to 25 March 2023 Last self-enrol date 16 February 2023 Census date 10 March 2023 Last date to withdraw without fail 21 April 2023 Assessment period ends 17 May 2023 February contact information
Time commitment details
170 hours
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Additional delivery details
During the pre-teaching period, students will be required to complete reading that will be provided via LMS.
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Bonniwell, I. (2012). Positive psychology in a Nutshell (3rd ed.). London: Open University Press.George, B. (2015). Finding your true North (2nd ed). London: Jossey-Bass. - Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Instructional Leadership - Links to additional information
- Available to Study Abroad and/or Study Exchange Students
This subject is available to students studying at the University from eligible overseas institutions on exchange and study abroad. Students are required to satisfy any listed requirements, such as pre- and co-requisites, for enrolment in the subject.
Last updated: 10 February 2024