Leading Schools Through Leading Self (EDUC90750)

Graduate courseworkPoints: 12.5Dual-Delivery (Parkville)

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Overview

Availability
February - Dual-Delivery
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This subject is designed to support educators to develop an understanding of trauma-informed perspectives to guide their work in educational settings. Students will explore key educational frameworks that enable them to be trauma aware, including; Brunzell & Stokes (2019), Schimke et al. (2022) and Overstreet & Chafouleas (2016). The trauma informed positive education approach will be used to encourage students to engage in 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.

Intended learning outcomes

On completion of this subject, students should be able to:

  • Analyse and integrate the key frameworks that explore trauma-informed practice and school leadership
  • Explain the role of a reflective practitioner model to create educational change
  • Describe how positive psychology approaches can be applied to school leadership
  • Critically evaluate the empirical research that examines trauma-informed leadership
  • Critically analyse and reflect on their own trauma-informed leadership practices.

Generic skills

This subject will assist students to develop the following set of transferable 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.
  • A holistic understanding of how research, practice and theory come together to bring about organizational change will be developed through assessment tasks and in class activities.
  • The skill of understanding and balancing key stakeholder needs will be fostered through assessment tasks and discussions with class colleagues.

Last updated: 4 March 2025