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Master of Educational Leadership
Course handbook
General Information
Overview
This course will develop leadership capabilities for those in or seeking to undertake leadership roles in an educational workplace. Content will challenge students in contemporary leadership domains such as self-awareness, self-efficacy, interpersonal skills building, team dynamics, inclusive leadership, responding to complex situations and people within communities with care and empathy, and coaching with compassion. Students will learn from world-class industry experts and sector leaders to gain real-world insights and applications of contemporary theories and practices in educational leadership. In the final stages of the course, students will collaborate with industry and an assigned coach to develop a small-scale research project that consolidates learning within an educational workplace, while opening pathways to doctoral studies for those wishing to pursue PhD candidature.
Study structure
Successful completion of the Master of Educational Leadership requires students to complete 100 credit points. All units of study are valued at 25 credit points unless otherwise stated.
Full-time study: 100 credit points/eight standard units of study per year
Part-time study: 50 credit points/four standard units of study per year
One credit point is equivalent to one hour of study per week per semester (including contact hours and private study)
See the course planner for an example degree structure.
Full-time study: 100 credit points/eight standard units of study per year
One credit point is equivalent to one hour of study per week per semester (including contact hours and private study)
See the course planner for an example degree structure.
| Units of study | Unit code |
|---|---|
| Core units | |
|
Leadership of Self
Core unit, 25.0 credit points |
EDU80061 |
|
Leadership of Teams
Core unit, 25.0 credit points |
EDU80062 |
|
Leadership of Communities
Core unit, 25.0 credit points |
EDU80063 |
|
Leadership for Innovation
Core unit, 25.0 credit points |
EDU80064 |
Learning outcomes
Critically evaluate a variety of contemporary leadership concepts that influence education contexts locally, nationally, and internationally
Integrate sophisticated understandings of educational leadership in practice and theory within education contexts
Analyse complex local, national and international issues related to leading learning and teaching within education contexts
Critically evaluate and choose from a range of research methods in order to share knowledge about educational leadership
Design, conduct and communicate independent research to industry, communities and families, inclusive of Indigenous and diasporic peoples, to maximise opportunities for learning and advancement
Career opportunities
Graduates from this course will possess leadership and management expertise to effectively manage themselves within contemporary educational settings. They will be well-prepared with the qualifications and competencies necessary for leadership roles across a variety of educational contexts including those within early, primary and secondary teaching environments
Course rules
To qualify for the award of Master of Educational Leadership students must complete 100 credit points comprising:
- Four [4] core units (100 credit points)
Maximum Academic Credit
The maximum level of credit that can be granted for the Master of Educational Leadership is 50 credit points
Informed choices
Further information for students
Swinburne supports students to make informed choices when applying for and enrolling in courses. In education there are functional and behavioural abilities required to undertake tasks, learning activities or assessments. These functions are described below to assist prospective students when assessing whether they can successfully undertake an Initial Teacher Education Course.
Reasonable adjustments
Swinburne upholds inclusive academic practices, ensuring that students with disabilities and other conditions can undertake courses and participate in study. Reasonable adjustments can be implemented to support students through viable arrangements to enable students with a disability or a chronic health condition to undertake the studies while maintaining the academic integrityof core course requirements.
Students considering whether they may be eligible for reasonable adjustments should contact Swinburne’s AccessAbility Services and will need to complete an AccessAbility Registration Form.
Sensory abilities
Some tasks in education courses require certain sensory abilities, including: visual ability and auditory ability.
Will reasonable adjustments be considered?
Yes. Please contact AccessAbility to consider reasonable adjustments suitable for your situation.
| Sensory ability | What is this? | How is this relevant to education courses? |
|---|---|---|
| Visual ability | The extent to which a person can see or interpret visual information. This may also include colour vision. | If you have any concerns about your visual ability, please contact us to determine what rasonable adjustments may be possible to support you. |
| Auditory ability | The sense of hearing, and the extent to which a person can be responsive to aural cues, and differentiate vocal sounds and tone. | If you have any concerns about your auditory ability, please contact us to determine what reasonable adjustments may be possible to support you. |
Strength and mobility
Some tasks in education courses require strength and mobility, including: gross motor skills and fine motor skills.
Will reasonable adjustments be considered?
Yes. Please contact AccessAbility to consider reasonable adjustments suitable for your situation.
| Strength and mobility | What is this? | How is this relevant to education courses? |
|---|---|---|
| Gross motor skills | The use of large muscle groups that coordinate body movements and provide strength for activities such as lifting, pushing, pulling, walking and maintaining balance. | If you have any concerns about your gross motor skills, please contact us to determine what reasonable adjustments may be possible to support you. |
| Fine motor skills | The ability to undertake precise coordinated movements of the hands for activities such as writing and manipulating small objects. | If you have any concerns about your fine motor skills, please contact us to determine what reasonable adjustments may be able to support you. |
Behaviours
Some tasks in education courses require certain behaviours, including: ethical behaviour, mental wellness and behavioural stability, as well as sustainable performance and endurance.
Will reasonable adjustments be considered?
Yes. Please contact AccessAbility to consider reasonable adjustments suitable for your situation.
| Behaviours | What is this? | How is this relevant to education courses? |
|---|---|---|
| Ethical behaviour | Ability to comply with and be governed by quality and professional standards. Acting in ways consistent with the recognised values of society and avoiding activities that do harm. | Learning and assessment activities require confidentiality and integrity in order to perform in academic and professional settings. Practice and registration requires adherence to the Australian Professional Standards for Teachers. |
| Mental wellness and behavioural stability | A state of well-being in which an individual can cope with the normal stresses of life and can work productively and fruitfully, maintaining consistent behaviour that is acceptable and appropriate. | Exposure to situations which are challenging and unpredictable is common in teaching practice. Learning and assessment activities require sensitive, perceptive and delicate interactions and responses. Learning and assessment activities require behavioural stability to manage challenges objectively and professionally |
| Sustainable performance and endurance | The ability to undertake a task over a predetermined period of time, including physical performance such as standing for a period of time, or mental performance such as concentrating and maintaining focus for a particular length of time | Teaching practice while on placement requires exposure to unexpected and sometimes emergency situations. There is a requirement for a sustained level of physical and mental performance in learning and assessment activities. |
Admission criteria
Information about Swinburne's general admission criteria can be found at Admissions at Swinburne - Higher Education webpage.
Interested in the Master of Educational Leadership?
From state-of-the-art facilities to opportunities to engage with industry – this course is designed with your future in mind. Let's get started.