Leadership in Schools (MUSI90262)
Graduate courseworkPoints: 12.5On Campus (Parkville)
Overview
| Availability | Semester 2 |
|---|---|
| Fees | Look up fees |
This subject examines contemporary perspectives on leadership in schools, analysing the structure, organisation and culture of secondary schools, their music department, and the impact of effective leadership on staff and student outcomes.
Building on understandings of the role of teachers and relevant legislative, administrative, and organisational policies and processes regulating the profession, students will be introduced to the role of a leader and leadership at all levels in school settings.
Students will reflect on developing self and others and explore notions of successful school leadership practices. The subject will explore concepts of engaging professionally with colleagues, maintaining, and cultivating connection and wellbeing to continually build professional skills and knowledge and critically reflect on pathways for professional learning and leadership development as graduates entering the profession. The subject critically examines leadership capacities in devising, developing, and sustaining instrumental music departments, and the diverse contexts where leadership manifests.
This subject uses the Australian/Victorian Curricula and Frameworks. The assessments focus on professional engagement and development through a case study of a school and its music department, culminating in the creation of a professional learning plan to broaden teachers’ knowledge and practice.
Intended learning outcomes
On completion of this subject, students should be able to:
- analyse organisational structures in schools, the role of teachers, music teachers and leaders, and relevant legislative, administrative, and organisational policies and processes;
- investigate and evaluate leadership approaches in schools and their impact on teaching and learning in school music departments, 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 in schools and school music departments;
- critically reflect on feedback from supervisors and teachers to improve professional knowledge and practices through a professional learning plan;
- critically appraise elements of music programs and identify how leadership contributes to these.
Generic skills
On completion of this subject, students should be able to:
- apply clinical reasoning and evidence-based practice;
- use creativity and innovation;
- work in a team and collaborate professionally;
- reflect for continuous improvement;
- inquire and research;
- link theory and practice;
- understand active and participatory citizenship;
- apply ethical and intercultural understanding.
Last updated: 4 March 2025
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Recommended background knowledge
Some working knowledge of schools through previous teaching experience and/or placement practicum experience from the Master of Music (Performance Teaching) course.
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: 4 March 2025
Assessment
| Description | Timing | Percentage |
|---|---|---|
Initial school observation report
| Mid teaching period | 20% |
Case study report of a school
| End of the teaching period | 30% |
Professional learning plan
| During the assessment period | 50% |
| Hurdle requirement: Students must attend a minimum of 80% of all scheduled classes. | Throughout the teaching period | N/A |
Last updated: 4 March 2025
Dates & times
- Semester 2
Coordinator Leon de Bruin Mode of delivery On Campus (Parkville) Contact hours 39 hours, comprising nine 2-hour lectures and three 7-hour days of observation in schools Total time commitment 180 hours Teaching period 28 July 2025 to 26 October 2025 Last self-enrol date 8 August 2025 Census date 1 September 2025 Last date to withdraw without fail 26 September 2025 Assessment period ends 21 November 2025 Semester 2 contact information
Leon de Bruin: leon.debruin@unimelb.edu.au
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.
Last updated: 4 March 2025
Further information
- Texts
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Music (Performance Teaching) Specialisation (formal) Studio Specialisation (formal) Instrumental
Last updated: 4 March 2025