Master of School Leadership

Course 676-AA (2009)

Note: This is an archived Handbook entry from 2009. Search for this in the current handbook

Year and Campus: 2009
Fees Information: Subject EFTSL, Level, Discipline & Census Date
Level: Graduate/Postgraduate


Education Student Centre

Level 2 Alice Hoy Building

Course Overview: The Master of School Leadership is a 100 point one year full time or two years part-time degree for current and potential school leaders.The course will provide students with an opportunity to develop a capacity for leadership through critical exploration of different conceptual frameworks and policy understandings, and to shape work practices that are informed by current research.

This course is offered on a fee-paying basis only, in intensive study mode.


Students will demonstrate knowledge and understanding of:

  • effective school and systemic leadership;
  • strategies for innovation and transformation of schools to improve outcomes for all students in all settings;
  • the use of data to drive change and intervention focussed on improvement of teaching and learning;
  • contemporary issues in education and the role of the leader in dealing with these issues in the school setting
Course Structure & Available Subjects: Participants must complete the core subjects before selecting 37.5 points of elective subjects
Subject Options: Core subjects:
Study Period Commencement:
Credit Points:
In many cases, students may either be required or advised to complete:
Study Period Commencement:
Credit Points:
37.5 points of elective subjects
Study Period Commencement:
Credit Points:
Summer, Semester 2
Not offered in 2009
Semester 1
Semester 1
Entry Requirements: An applicant may be eligible for entry in the Master of School Leadership if the applicant has:
  • completed an undergraduate degree and an appropriate fourth-year level education qualification, or a four-year education degree; and
  • a documented record of at least five full-time equivalent years of professional or teaching experience in a school sector/s.
Core Participation Requirements:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support:

Graduate Attributes: None
Generic Skills:

The course will

  • provide opportunities for students to develop connections with other schools and researchers both locally and more widely;
  • enhance the capacity of students to combine historical analysis with analyses of contemporary policy options;
  • enhance student skills in research and scholarly writing;
  • enhance student skills in reflective practice
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