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Leadership in Schools (EDUC91182)
Graduate courseworkPoints: 12.5On Campus (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
Semester 2
Overview
Availability | Semester 2 |
---|---|
Fees | Look up fees |
This subject examines contemporary perspectives on leadership and analyses the structure, organisation and culture of secondary schools and the impact of effective leadership on student outcomes. Building on understandings of the role of teachers and relevant legislative, administrative, and organisational policies and processes regulating the profession, candidates will be introduced to the role of a leader and leadership at all levels in school settings.
Candidates will reflect on developing self and others and explore notions of successful school leadership. The subject will explore concepts of engaging professionally with colleagues to continually build professional skills and knowledge and critically reflect on pathways for professional learning and leadership development as graduates entering the profession. This subject references the Australian/Victorian Curricula and Frameworks. The assessments in this subject will focus on professional engagement and development through a case study on a school, and a professional learning plan to broaden teachers’ professional knowledge and practice.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Analyse organizational structures in schools, the role of teachers and leaders, and relevant legislative, administrative, and organizational policies and processes.
- Investigate and evaluate leadership approaches in schools and their impact on teaching and learning including the use of data and strategies for reporting to students and parents/carers.
- Examine teacher professionalism and teacher leadership and the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
- Explore and appraise appropriate sources and pathways for continued professional learning and leadership development.
- Critically reflect on feedback from supervisors and teachers to improve professional knowledge and practices through a professional learning plan.
Generic skills
This subject will develop the following set of key transferable skills:
- Clinical reasoning and evidence-based practice.
- Creativity and innovation.
- Teamwork and professional collaboration.
- Reflection for continuous improvement.
- Linking theory and practice.
- Inquiry and research.
- Active and participatory citizenship.
- Ethical and intercultural understanding.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
EDUC90504 Leadership in Educational Settings
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 |
---|---|---|
Report: Case study report of a school.
| Mid semester | 50% |
Professional Learning Plan: Professional learning plan to broaden professional knowledge and skills in teaching.
| During the examination period | 50% |
Attendance Hurdle requirement: A minimum of 80% attendance at, or engagement with, all sessions identified as contact hours (may include lectures, tutorials, seminars and workshops, both synchronous and asynchronous). | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- Semester 2
Coordinator Amanda Samson Mode of delivery On Campus (Parkville) Contact hours For Year 1 Accelearated and Year 2 Standard mode students only. 24 hours (16 hours of on-campus classes and 8 hours of asynchronous online lectures) Total time commitment 170 hours Teaching period 24 July 2023 to 22 October 2023 Last self-enrol date 4 August 2023 Census date 31 August 2023 Last date to withdraw without fail 22 September 2023 Assessment period ends 17 November 2023 Semester 2 contact information
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
Accelerated Mode: Take this subject in Semester 2
Standard Mode: Take this subject in Semester 4
Extended Mode: Take this subject in Semester 6
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 (Secondary) - Links to additional information
Melbourne Graduate School of Education: https://education.unimelb.edu.au/
Last updated: 10 February 2024