Leading Schools Through Leading Self (EDUC90750)
Graduate courseworkPoints: 12.5Dual-Delivery (Parkville)
About this subject
Contact information
February
Pauline Thompson: pauline.thompson@unimelb.edu.au and Helen Stokes: h.stokes@unimelb.edu.au
Overview
| Availability | February - Dual-Delivery |
|---|---|
| Fees | Look up fees |
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
Eligibility and requirements
Prerequisites
Admission into the MC-INSLEAD Master of Instructional Leadership
OR
Permission of Coordinator
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: 4 March 2025
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: 4 March 2025
Dates & times
- February
Principal coordinator Pauline Thompson Coordinator Helen Stokes Mode of delivery Dual-Delivery (Parkville) Contact hours 24 hours Total time commitment 170 hours Pre teaching start date 1 February 2025 Pre teaching requirements During the pre-teaching period, students will be required to complete reading that will be provided via LMS. Teaching period 14 February 2025 to 29 March 2025 Last self-enrol date 3 February 2025 Census date 28 February 2025 Last date to withdraw without fail 4 April 2025 Assessment period ends 12 May 2025 February contact information
Pauline Thompson: pauline.thompson@unimelb.edu.au and Helen Stokes: h.stokes@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
- Links to additional information
Faculty of Education: http://www.education.unimelb.edu.au/
- Available through the Community Access Program
About the Community Access Program (CAP)
This subject is available through the Community Access Program (also called Single Subject Studies) which allows you to enrol in single subjects offered by the University of Melbourne, without the commitment required to complete a whole degree.
Please note Single Subject Studies via Community Access Program is not available to student visa holders or applicants
Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.
Additional information for this subject
Permission of Coordinator is required to take this subject as Single Subject study / Community Access Program
- Available to Study Abroad and/or Study Exchange Students
Last updated: 4 March 2025