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Master of Instructional Leadership (MC-INSLEAD)
Masters (Coursework)Year: 2024 Delivered: On Campus (Parkville)
About this course
- Overview
- Entry and participation requirements
- Attributes, outcomes and skills
- Course structure
- Further study
Contact
Faculty of Education
Currently enrolled students:
- General information: https://ask.unimelb.edu.au
- Contact Stop 1
Future students:
Coordinator
Pauline Thompson
Overview
Award title | Master of Instructional Leadership |
---|---|
Year & campus | 2024 — Parkville |
CRICOS code | 084959E |
Fees information | Subject EFTSL, level, discipline and census date |
Study level & type | Graduate Coursework |
AQF level | 9 |
Credit points | 100 credit points |
Duration | 12 months full-time or 24 months part-time |
The Master of Instructional Leadership aims to equip aspiring and practising educational leaders from all fields of education with the knowledge, understandings and skills to build and sustain effective teaching and individual student learning and development in schools and other educational settings. The Master of Instructional Leadership has a strong emphasis on the use of research and evidence in school leaders’ professional practice. The course aligns with the Australian Institute for Teaching and School Leadership National Professional Standard for Principals.
This course will not meet the requirements for initial teacher registration in Australia.
Links to further information
Information for future students: https://study.unimelb.edu.au/find/courses/graduate/master-of-instructional-leadership
Entry requirements
1. In order to be considered for entry, applicants must have completed:
• an appropriate four year degree in Education or equivalent; or
• a Postgraduate Diploma in the field of Education; and
• at least two years of documented relevant professional experience.
Meeting these requirements does not guarantee selection.
2. In ranking applications, the Selection Committee will consider:
- prior academic performance; and
- the professional experience.
3. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.
4. Applicants are required to satisfy the university’s English language requirements for graduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 7 is required.
Inherent requirements (core participation requirements)
The Faculty of Education welcomes applications from students with disabilities. It is University and Faculty policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Faculty’s programs.
The core participation requirements for study in the Faculty of Education are:
In all courses
- The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
- The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
- Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.
Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact Student Equity and Disability Support: https://students.unimelb.edu.au/student-support/student-equity-and-disability-support.
Intended learning outcomes
Students who complete the Master of Instructional Leadership should be able to:
- Demonstrate understanding of the educational leadership literature in general and instructional leadership literature in particular.
- Demonstrate understanding of current research on learning including the impacts of various teaching strategies and approaches.
- Demonstrate a critical and informed understanding of the construction of schools and school systems, and how these influence instructional leadership practice and development of outstanding student outcomes (broadly conceived).
- Demonstrate understanding of current leadership research and the implications this has for teacher quality and student learning and achievement.
- Identify and analyse modern modes of assessment.
- Distinguish been formative ad summative assessment data and purposes.
- Link assessment to instructional decision making at student, class, cohort and school level
- Critically reflect on their professional strengths and weaknesses and their approach to leading and working with others.
- Understand current research and approaches to teachers’ professional learning.
- Demonstrate understanding of the features of and approaches to successful innovation and change in educational settings, teaching and learning.
- Demonstrate understanding of effective approaches to engaging and working with diverse groups and the community.
- Apply foundational research skills to address a research question
- Undertake research independently.
- Demonstrate a capacity to communicate research results clearly, comprehensively and persuasively.
- Analyse the inter-disciplinary nature of leadership and the contributions to it of psychology, sociology, education, management, politics, and cultural anthropology.
Generic skills
In addition to learning specific skills associated with the Master of Instructional Leadership, graduates will develop the following generic skills which will be valuable for life:
- Problem solving skills, including engaging with, researching and identifying strategies to solve unfamiliar problems.
- Analytical skills and the ability to construct and express logical arguments.
- Collaborative and teamwork skills through working with fellow students and with work-based colleagues through investigations and problem solving.
- To learn to critically investigate, modify and adapt new ideas and approaches.
- Plan effective work schedules and meet deadlines.
- Verbal and communication skills.
- Interpersonal skills including staff supervision and development.
- Change management skills.
- Use of evidence and data.
Graduate attributes
The Master of Instructional Leadership will enable graduates to achieve the following University of Melbourne Graduate Attributes:
- Academically excellent: graduates will develop in-depth research and evidence-based knowledge of learning, teaching, professional learning, educational leadership, educational culture and climate. They will demonstrate a high level of achievement in writing, generic research activities, problem-solving and communication. Graduates will be critical and creative thinkers, with an aptitude for continued self-directed learning and be adept at learning in a range of ways, including through information and communication technologies.
- Knowledgeable across disciplines: graduates will examine critically, synthesise and evaluate knowledge across a broad range of disciplines, particularly those with relevance to their education setting. They will expand their analytical and cognitive skills through learning experiences and have the capacity to participate fully in collaborative learning and to confront unfamiliar problems. As a result of completing the Master of Instructional Leadership they will have a set of flexible and transferable skills for different types of employment.
- Leaders in communities: Graduates of the Master of Instructional Leadership will be prepared to assume leadership in educational and wider community contexts. They will be able to initiate and implement constructive change in their communities, including professions and workplaces and have excellent interpersonal and decision-making skills, including an awareness of personal strengths and limitations. They will mentor future generations of learners and leaders and be able to engage in meaningful public discourse, with a profound awareness of community needs.
- Attuned to cultural diversity: Graduates of the Master of Instructional Leadership will be working within organisations characterised by cultural and other forms of diversity. This is reflected in such overarching documents as the Australian Charter for the Teaching Profession, the Melbourne Declaration on Educational Goals for Young People and the various national professional teaching standards and curriculum documents. Graduates will value different cultures and be well-informed citizens able to contribute to their communities wherever they choose to live and work. They will have an understanding of the social and cultural diversity in our community and respect indigenous knowledge, cultures and values.
- Active global citizens: As aspiring or practicing educational leaders, graduates of the Master of Instructional Leadership will accept social and civic responsibilities and attempt to inculcate these in those with which they work. They will be advocates for improving the sustainability of the environment and have a broad global understanding, with a high regard for human rights, equity and ethics. They will recognise that education is the best means we have of opening the doors of opportunity for people and of ameliorating the effects of inequity and disadvantage.
Course structure
The Master of Instructional Leadership requires the completion of 100 credit points of study, which is typically taken over 2 years part time (see details further below for full time option*).
Students must complete:
- 4 compulsory subjects, in the first 50 points of the program; and
- Either the Capstone option or the Research option (conditional upon meeting the eligibility criteria), in the second 50 points of the program.
Capstone Option
Students taking the capstone option must complete:
- 1 compulsory subject (12.5 points)
- 1 elective subject (12.5 points)
- 2 capstone subjects, taken in sequence (25 points)
Electives
The elective may be chosen from the Master of Education (selected from General Electives or Specialisation subjects, and conditional upon meeting subject requisites).
Research Option
The research option is designed for students intending to later pursue a graduate research degree, such as a PhD. The subjects provide a grounding in educational research methodology and include the design and completion of a research project in education.
The research option is only available in the part time program, and students must meet the following eligibility criteria to enrol:
- Attainment of an average of at least H2A (75%) in the first four compulsory subjects (50 points of study).
Students taking the Research option must complete
- 2 research subjects (50 points).
*Full Time Option
Students are encouraged to complete the program part time. Students who wish to complete the program within one year of full time study (e.g. international students) may do so by selecting the ‘Capstone Option’ and enrolling in all 100-points of subjects within one year. Note that the 2 capstone subjects (EDUC90786 then EDUC90752) must still be completed in sequence.
Subject options
Compulsory subjects
4 x compulsory subjects.
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90755 | Evidence for Learning and Teaching | February (Dual-Delivery - Parkville) |
12.5 |
EDUC90753 | Leading Learning and Teaching | May (Dual-Delivery - Parkville) |
12.5 |
EDUC90754 | Leading Assessment | July (Dual-Delivery - Parkville) |
12.5 |
EDUC90751 | Understanding Schools | September (Dual-Delivery - Parkville) |
12.5 |
Capstone Option
- 1 compulsory subject (EDUC90750);
- 2 capstone subjects taken in sequence (EDUC90786 then EDUC90752). Enrolment in EDUC90752 also requires the prior completion of 50 points of study; and
- 1 elective subject.
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90750 | Leading Schools Through Leading Self | February (Dual-Delivery - Parkville) |
12.5 |
EDUC90786 | Leading Educational Research | May (Dual-Delivery - Parkville) |
12.5 |
EDUC90752 | Researching Leadership Practice | August (Dual-Delivery - Parkville) |
12.5 |
Electives
A 12.5 point graduate subject chosen from the Master of Education (selected from General Electives or Specialisation subjects, and conditional upon meeting subject requisites), as listed below.
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90684 | 21st Century Literacies: Policy & Praxis | February (On Campus - Parkville) |
12.5 |
EDUC90607 | Arts Practice and Evaluation | Semester 1 (Early-Start) (On Campus - Parkville) |
12.5 |
EDUC90936 | Communities of Arts Practices | August (Dual-Delivery - Parkville) |
12.5 |
EDUC90642 | Critical Thinking and Curriculum | August (On Campus - Parkville) |
12.5 |
EDUC90610 | No longer available | ||
EDUC90140 | Curriculum Leadership and Management | March (Dual-Delivery - Parkville) |
12.5 |
EDUC90640 | Diversity, Inclusion and Transitions | Semester 2 (Dual-Delivery - Parkville) |
12.5 |
EDUC90940 | Education Policy and Reform | Semester 2 (On Campus - Parkville) |
12.5 |
EDUC90949 | Education Policy in Practice | Semester 2 (Early-Start) (On Campus - Parkville) |
12.5 |
EDUC91017 | Education Randomised Controlled Trials | July (On Campus - Parkville) |
12.5 |
EDUC90638 | Education, Knowledge and Power | March (On Campus - Parkville) |
12.5 |
EDUC90606 | Engagement and the Arts | Semester 1 (Early-Start) (Dual-Delivery - Parkville) |
12.5 |
EDUC90006 | Environmental Education | Semester 1 (On Campus - Parkville) |
12.5 |
EDUC90933 | Evaluation in Education | Not available in 2024 | 12.5 |
EDUC90850 | Foundations of Evaluation |
Term 2 (Online)
Term 4 (Online)
|
12.5 |
EDUC90950 | Global Education Policy | February (On Campus - Parkville) |
12.5 |
EDUC90608 | Identity, Culture and the Arts | July (Online) |
12.5 |
EDUC90641 | Identity, Equity and Change | Semester 2 (On Campus - Parkville) |
12.5 |
EDUC90952 | Informal Science Communication | July (On Campus - Parkville) |
12.5 |
EDUC90728 | Innovative Spaces and Pedagogy |
March (On Campus - Parkville)
August (On Campus - Parkville)
|
12.5 |
EDUC90953 | Interdisciplinary Science Education | February (On Campus - Parkville) |
12.5 |
EDUC90937 | International Issues in Arts Education | Semester 2 (Early-Start) (Online) |
12.5 |
EDUC90579 | Interpersonal and Group Processes | March (On Campus - Parkville) |
12.5 |
EDUC91031 | Language in Diverse Contexts | September (On Campus - Parkville) |
12.5 |
EDUC90139 | Leading a Learning Community | September (On Campus - Parkville) |
12.5 |
EDUC90629 | Leading Change for Student Wellbeing | March (On Campus - Parkville) |
12.5 |
EDUC90619 | Leading Educational Ideas | March (On Campus - Parkville) |
12.5 |
EDUC90944 | Leading for Teacher Quality | July (On Campus - Parkville) |
12.5 |
EDUC90941 | Leading the Educational Organisation |
April (Dual-Delivery - Parkville)
October (Dual-Delivery - Parkville)
|
12.5 |
EDUC90578 | Linking School and Community | August (On Campus - Parkville) |
12.5 |
EDUC90686 | Literacy Leadership for Transformation | Not available in 2024 | 12.5 |
EDUC90685 | Literacy Practices and Diverse Learners | Not available in 2024 | 12.5 |
EDUC90942 | Managing the Educational Organisation |
February (Dual-Delivery - Parkville)
July (Dual-Delivery - Parkville)
|
12.5 |
EDUC90943 | Marketing and Innovation in Education | April (On Campus - Parkville) |
12.5 |
EDUC90946 | Mathematics Across the Curriculum | March (On Campus - Parkville) |
12.5 |
EDUC90947 | Mathematics: Building Teacher Capacity | July (On Campus - Parkville) |
12.5 |
EDUC90948 | Mathematics: Improving Learning | February (On Campus - Parkville) |
12.5 |
EDUC90615 | Mathematics: Teaching with Technology | Semester 1 (On Campus - Parkville) |
12.5 |
EDUC90137 | Personal and Interpersonal Leadership |
January (On Campus - Parkville)
September (On Campus - Parkville)
|
12.5 |
EDUC90290 | Behaviour and Learning |
March (On Campus - Parkville)
March (Online)
Semester 2 (Extended) (On Campus - Parkville)
Semester 2 (Extended) (Online)
|
12.5 |
EDUC90938 | Quality Assessment Design |
Semester 1 (Online)
Semester 2 (On Campus - Parkville)
|
12.5 |
EDUC90683 | Reading Texts: Selection to Response | April (On Campus - Parkville) |
12.5 |
EDUC90628 | Relationship Skills for Educators 1 | March (On Campus - Parkville) |
12.5 |
EDUC90630 | Relationship Skills for Educators 2 | August (On Campus - Parkville) |
12.5 |
EDUC90126 | School Effectiveness and Improvement |
January (On Campus - Parkville)
July (Dual-Delivery - Parkville)
|
12.5 |
EDUC90954 | Science Communication and Technology | July (On Campus - Parkville) |
12.5 |
EDUC90258 | Student Wellbeing: Current Approaches |
March (On Campus - Parkville)
July (On Campus - Parkville)
|
12.5 |
EDUC90612 | Teaching for Student Engagement | September (On Campus - Parkville) |
12.5 |
EDUC90680 | Teaching Writing & Creating Texts | July (On Campus - Parkville) |
12.5 |
EDUC90951 | Understanding Education Policy | Semester 1 (Early-Start) (On Campus - Parkville) |
12.5 |
EDUC91201 | Education and International Development | Semester 2 (On Campus - Parkville) |
12.5 |
Research Option
- Admission to the Research option requires attainment of an average of at least H2A (75%) in the first four compulsory subjects (50 points of study).
- EDUC90419 and EDUC91197 can be taken in sequence, or together.
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90419 | Education Research Methodology |
February (On Campus - Parkville)
July (Dual-Delivery - Parkville)
|
12.5 |
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC91197 | Research Project in Education |
Semester 1 (Early-Start) (Dual-Delivery - Parkville)
Year Long (Dual-Delivery - Parkville)
Semester 2 (Early-Start) (Dual-Delivery - Parkville)
|
37.5 |
Further study
Graduate Research Degrees
The University of Melbourne's Faculty of Education is widely recognised as a leader in Australian and international education research.
Graduates interested in further study in one of Faculty of Education's suite of graduate research degrees may have several options, depending on their prior qualifications, academic achievement, research experience and professional experience.
Graduates who have completed the Capstone option in this course (MC-INSLEAD) may be eligible to apply to either:
Graduates who have completed:
- the 50 credit-point Research option in this course (MC-INSLEAD), or
- the Graduate Certificate in Educational Research, or
- the Master of Education (Research), or
- an undergraduate Honours degree
may be eligible to apply to one of the following Faculty of Education research degrees:
- Doctor of Philosophy - Education (PhD)
- Doctor of Education (note there are professional experience requirements associated with this degree)
- Master of Philosophy - Education
Entry to these courses is a competitive process and each course has additional entry requirements such as minimum academic entry scores which must be met. Please check the Handbook course entry for details of entry requirements.
For more information about graduate research study in Education see the Faculty of Education Research Degrees page.
Last updated: 9 April 2024