1 x 3-day intensive workshop per semester
1 x 1-hour on-line exercises weekly
1 Admission into GCOL-Graduate Certificate in Organisational Learning
1a Admission into GCELM-Graduate Certificate in Education (Leadership and Management)
1b Admission into GCEWS-Graduate Certificate in Education
1c Admission into MEDCP-Master of Education (Cog Psych & Educational Prac)
1d Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment)
1e Admission into MEDLM-Master of Education (Leadership and Management)
1f Admission into MEDSE-Master of Education (Special Education)
1g Admission into MEDWS-Master of Education
1h Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years]
1i Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years]
1j Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years]
1k Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years]
1l Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
1m Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years]
1n Admission into MEDSAP-Master of Education (Studies of Asia) [1.5 years]
1o Admission into MEDWSP-Master of Education [1.5 years]
1p Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health)
1q Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years]
1r Admission into MEDHE-Master of Education (Higher Education)
1s Admission into MEDHEP-Master of Education (Higher Education) [1.5 years]
1t Admission into MEDLE-Master of Education (Languages Education)
1u Admission into MEDLEP-Master of Education (Languages Education) [1.5 years]
1v Admission into MEDECP-Master of Education (Early Childhood Studies) [1.5 years]
2 Admission into MED-Master of Education
2a Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
2b Admission into MLE-Master of Leadership in Education
2c Admission into MISE-Master of Inclusive and Specialised Education
2d Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education
2e Admission into GCLED-Graduate Certificate in Leadership in Education
2f Admission into GCE-Graduate Certificate in Education
3 Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
3a Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
3b Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
3c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
3d Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
3e Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
4 108 units of study
Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m or 1n or 1o or 1p or 1q or 1r or 1s or 1t or 1u or 1v)) or ((2 or 2a or 2b or 2c or 2d or 2e or 2f)) or ((3 or 3a or 3b or 3c or 3d or 3e) and 4))
Enrolment not permitted
EDUC9618 has been successfully completed
Topic description

This topic offers participants an opportunity to critically dialogue a range of selected academic educational leadership readings pertaining to pedagogical leadership and to consider the associated challenges and opportunities of enacting aspects of the literature in their educational settings.

The topic invites participants to discuss with other topic participants their educational settings pedagogical leadership experiences, understandings and challenges in relation to the literature.

Participants will be situated within a developing university led leaders professional learning community (LPLC) which will promote active discussion of contextual challenges that need to be considered when experimenting with new forms of pedagogical leadership in unique educational communities.

Participants will be encouraged to develop a more critical praxis approach to pedagogical work within their educational communities communities to promote contextually based pedagogical leadership learning and practice. New contextual understandings about pedagogical leadership will emerge through the application of theory and practice. Leaders will be invited to write about their pedagogical leadership experiments for peer reviewed educational journals, subject to ethics approval.

Educational aims

This topic aims to provide opportunities for:

  • An application of leadership theory as it applies to pedagogical leadership in educational settings
  • The development of critical praxis in leaders work
  • The demonstration of relational leadership within a university led professional learning community to support learning and promote experimentation
  • The promotion of research based ways for participants to engender pedagogical change in their schools/preschools
  • Leaders to address their presenting contextual challenges re pedagogy
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Reflexively evaluate the range of contemporary approaches to pedagogical leadership relevant to their contexts
  2. Develop a philosophy for pedagogical leadership that reflects the contemporary approaches and a relational concern
  3. Develop an approach to pedagogical leadership that is reflective of their philosophy of pedagogical leadership and grounded in the opportunities and aspirations of their context

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.


If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.