Leading Educational Transformation

Subject EDUC90345 (2016)

Note: This is an archived Handbook entry from 2016.

Credit Points: 25
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2016:

July, Parkville - Taught on campus.
Pre-teaching Period Start 04-Jul-2016
Teaching Period 21-Jul-2016 to 03-Nov-2016
Assessment Period End 07-Nov-2016
Last date to Self-Enrol 07-Jul-2016
Census Date 29-Jul-2016
Last date to Withdraw without fail 23-Sep-2016

During the pre-teaching period, students will be required to complete reading that will be provided via LMS.

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 48 hours
Total Time Commitment:

340 hours

Prerequisites: None
Corequisites: None
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements:


Assoc Prof David Gurr



Subject Overview:

This subject explores Educational Leadership, with a special focus on leadership for school and systemic transformation. Adopting Caldwell 's view, transformation is considered to be significant, systematic and sustained change that results in high levels of achievement for all students in all settings taking account of the particular circumstances in different settings. The Leadership Framework developed in the subject provides a conceptual tool to consider school and systemic transformation and includes seven dimensions: moral imperative; personal competence; strategic vision; teaching and learning; developing people; developing the organisation; and systemic and social justice. The style of leadership examined here has evolved in response to the adaptive challenge of system change, which demands new ways of thinking and operating. Mobilising people to meet adaptive challenges is at the heart of leadership practice. Adaptive work requires reflection on moral purposes, and demands deep reflective enquiry into the realities that threaten the realisation of those purposes.

Learning Outcomes:

On completion of this subject, students will be able to:

  • Understand the nature of school and systemic transformation;
  • Understand the role of the leader in bringing about educational transformation;
  • Participate more effectively in system change.

A case study report of 10,000 words, or equivalent (100%)

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

Prescribed Texts: None
Breadth Options:

This subject is not available as a breadth subject.

Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills:

On completion of this subject, students will:

  • have an increased capacity to observe, reflect and understand the nature of effective school leadership
  • have a detailed knowledge of reform issues and the need for effective working relationships within a school setting to deliver effective reform
  • have an enhanced knowledge of the interrelationships between schools and other agencies/providers and their capacity to contribute to the effectiveness of schools.
Links to further information: www.education.unimelb.edu.au
Related Course(s): Master of Education
Master of Education
Master of Education (Educational Management)
Master of Education (Educational Management)
Master of Education (Educational Management)

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