Specialisation: Leading Teaching and Learning
Leading Teaching and Learning
LTL19MSV1
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 Leading Teaching and Learning specialisation equips teachers who already operate at a high level of accomplishment to broaden their sphere of influence by providing them with the knowledge and skills to take the lead in initiating and evaluating programs which enhance teaching and learning, and which develop their fellow teachers’ professional knowledge, practice and engagement through initiatives such as coaching, mentoring and professional learning. These specialist knowledge and skill sets are built on a scholarly foundation, the study of educational research methods and of theories of innovation and change, and as the culmination of their studies our students bring all they have learned to bear on designing a project which aims to enhance the quality of teaching and learning in their schools. |
| 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: • Demonstrate an advanced understanding of the nature and characteristics of the various research methodologies that contribute to the development and evaluation of educational theory, policy and practice in teaching and learning. • Analyse, synthesise and critically review current scholarship and research on programs designed to enhance the effectiveness of teaching and learning. • Demonstrate an understanding of how mentoring, coaching, and professional development of teachers can be used to enhance their knowledge, skill, and practice, and their engagement with programs designed to improve teaching and learning. • Demonstrate an understanding of how leadership and management action system systems can be tailored to improve teaching and learning. • Design, conduct, and report on a rigorous program of research or scholarly inquiry into critical issues of relevance to the enhancement of teaching and learning. • Initiate, lead, and evaluate activities that focus on improving teaching and learning. • Communicate and share knowledge and understanding with a range of audiences. • Work effectively in collaborative contexts. |
| Learning and Teaching Methods | You will be encouraged in this program to acquire relevant skills, knowledge and understanding through a range of independent and collaborative activities. You will read widely from documents including scholarly literature, reports and government policy documents, and you will be expected to draw upon your own professional experiences and reflect upon these in the context of relevant theories and scholarship. Based on the theoretical study and your understandings from the literature, as well as your experiences and your particular educational situation, you will participate in discussions (real and/or virtual) where you will be able to challenge and learn from the ideas and views of others. All students are expected to be active participants in a range of online activities, which may include participating in or leading group discussions; peer review of the work of other students; and presentations to your fellow students. Online activities use a variety of stimuli and approaches that take advantage of the online medium. |
| Assessment | Assessment is made on the submission of individual coursework and may include components which reflect your participation in online work. Many assessment tasks will encourage you to relate your new learning to your own particular educational and working context. Clear standards and criteria for coursework, what is assessed, and how it is assessed, are included in each unit guide. The coursework is designed to develop and assess your ability to appraise and apply theory, policy and practice to educational context. The program incorporates formative and summative feedback. Both forms of feedback are extremely important and provide you with information and guidance on your development and progress. Feedback may be provided in written form or in discussion with peers and teachers. |
| 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 Leading Teaching and Learning specialisation caters to teachers who seek to enhance their professional knowledge and skills to better support colleagues to enhance their own levels of proficiency, and to take the lead in shaping school-wide programs which leverage teacher, student, parent and community resources to maximise outcomes for all. |
| 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