Specialisation: Educational Leadership
Educational Leadership
EDL19CSV1
This specialisation must be completed as part of an award. The general requirements for the award must be satisfied in order to graduate.
Requirements for the Specialisation:
Credit points
800 level
TOTAL CREDIT POINTS REQUIRED TO SATISFY THIS SPECIALISATION
| Overview and Aims of the Program | The Educational Leadership specialisation is designed to enhance the professional practice of those in leadership positions in school and early childhood contexts, or the advocacy, professional and regulatory bodies associated with them. Students explore contemporary theory and practice of educational leadership, and learning activities are designed to assist students in addressing professional standards for leadership that exist in Australian education jurisdictions. |
| Graduate Capabilities | The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows: Interpersonal or social capabilities |
| Program Learning Outcomes | By the end of this program it is anticipated you should be able to: 1. demonstrate an advanced, specialised and integrated knowledge and scholarly understanding of the theory, policy and practice of educational leadership in school settings (K) 2. synthesise, review and analyse a specialist body of knowledge covering contemporary developments in school education at an advanced level relevant to educational leadership (K, T, J) 3. investigate complex ideas, concepts, problems and theories when working in diverse school contexts by applying high-order analytical and integrative thinking skills (K, T, P, J) 4. demonstrate capability in creative questioning, problem finding and problem solving in relation to the practice of educational leadership (T, P, E) 5. design, implement and evaluate innovations in educational leadership in diverse school settings and related community contexts (T, P, C, E, J) 6. apply educational expertise with a high level of personal autonomy, accountability and initiative in undertaking research, policy or program development in a variety of educational contexts (T, P, C, E, J) 7. use a range of communication strategies, media and technologies effectively in designing, implementing or evaluating innovations within school community contexts (C, E, J) 8. apply knowledge, skills, expert judgment, adaptability and responsibility as an educational leader to develop confident, transformative action in relation to professional responsibilities for justice, inclusion and connectedness to the wider community (E, J). |
| Learning and Teaching Methods | You will be encouraged and supported in this program to develop your knowledge, skills and understandings of educational leadership through a variety of collaborative and individual activities: • The formation of learning communities within the teaching and learning program enables you to draw on the expertise of both course leaders and practising professionals in identifying key issues and working towards evidence-based solutions relevant to a diversity of contexts. • We explore the international educational research and literature utilising the Macquarie University library's state-of-the-art electronic databases and other resources to inform and improve your local practice. Discussion groups explore the significant issues in education today. • The program is made available online and can be undertaken fully in external mode. Day or evening classes on campus are also available in a number of units. • The learning and teaching activities are also designed to assist you in addressing professional standards for leadership that are made available in Australian education and in other jurisdictions. • Your learning in the program will take place through acquisition of new knowledge, inquiry, collaboration and discussion and their application to self-identified workplace challenges. |
| Assessment | Assessment is on the basis of submission of individual or group work in a number of formats that may include: • contributions to the learning of others in discussion groups and seminars • development of reflective journals and papers • individual projects integrated with workplace initiatives • literature reviews to identify a research trends and focus • the development of individual or group presentations • written tests comprising short answer and multiple choice questions • online discussions, blogs and twitter • peer-assessed work in progress reports • essays and case studies • independent investigations supported by an academic • professional or research conference attendance and written critique • preparation of papers for a professional publication. Learning activities are designed to provide a scaffold in preparing your assessment tasks. The program incorporates both formative and summative feedback on the assessment tasks which are designed to support you in achieving a high standard of professional writing appropriate to the educational leader's role. A capstone unit enables you to draw your learning together across the program. |
| Recognition of Prior Learning | Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. Information can be found at: https://mq.edu.au/rpl |
| Support for Learning | Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus. |
| Program Standards and Quality | The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability | The Educational Leadership specialisation caters to educators who are, or aspire to be, in leadership positions in school or early childhood settings, or the advocacy, professional and regulatory bodies associated with them. The program develops students' understanding of the body of research, theory and practice which underpins effective leadership in order to enhance their professional practice and to prepare for, or develop within, leadership roles. |
| Assessment Regulations | This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.
Inherent requirements for Macquarie University programs fall under the following categories:
Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.
Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.
Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements