Note: This is an archived Handbook entry from 2013.
|Year and Campus:||2013 - Parkville|
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
|Duration & Credit Points:||100 credit points taken over 24 months part time.|
Associate Professor Lea Waters Scholes
Phone: +61 3 8344 0050
Education Student Centre
234 Queensberry Street
Phone: +61 3 8344 8285
The Master in School Leadership is designed to develop the next generation of school leaders by fostering self knowledge and building the leadership skills required for senior appointments in schools and across the educational system. The course follows a multidisciplinary approach drawing on fields such as education, psychology, organisational behaviour and change management. The Master in School Leadership includes the completion of four compulsory subjects over a two year period. The focus of the course expands from an initial emphasis on leading self and others (subject 1), to leading teams (subject 2), to leading organisations and environments (subject 3) and, finally, to leading change (subject 4).
The last intake to this course was in 2012.
Students completing this course should be able to:
|Course Structure & Available Subjects:|| |
Students complete 4 compulsory subjects.
|Subject Options:|| |
Study Period Commencement:
Not offered in 2013
Not offered in 2013
|Core Participation Requirements:||
The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.
In all courses
Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact the Disability Liaison Unit.
Graduates from this program are eligible to apply for entry to the Doctor of Education program or a PhD after completion of a 50-point Postgraduate Certificate in Educational Research, provided they meet the entry requirements and subject to achievement of an H2A GPA. Please note also that graduates of an undergraduate Honours degree may already be eligible for doctoral studies, subject to the same entry and achievement requirements.
The program is built on the premise that students coming into the program will have a firm foundation of disciplinary knowledge and analytical skills, and have considerable school teaching experience. The program will allow students to build their leadership skills such as creating visions, communication, problem solving, use of narratives, relationship management and appreciative inquiry. The program will allow students to build their scholarly skills such as analysis of school-level data, report writing, and critically evaluating school leadership research. Students' capacity for critical inquiry and professional reflection will be built through reflective assessment. A highly collaborative environment will enable students to develop skills for distributed leadership and collaborative leadership. Students will understand the policy landscape and the processes for making policy at school and system level, so that they can intervene and justify producing change. The leading change subject will help students to develop action-research skills in leading a school through change.
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