Master of Education (Online)

Please note: this subject is delivered wholly online and only open to students enrolled in the wholly online Master of Education (MC-EDMO). Subjects in this course are delivered in an online accelerated learning model and therefore, students typically enrol in one 12.5 credit point subject per online teaching term.

The subject is focused on the leadership that creates the environment to support quality teaching and learning. Elements explored will include local and global purposes of education, organisational culture, leadership for learning, evidence-based teaching and learning practices, future trends in schooling and leadership, and supporting teachers to develop their expertise throughout their careers.

View detailed information in the Handbook

Please note: this subject is delivered wholly online and only open to students enrolled in the wholly online Master of Education (MC-EDMO). Subjects in this course are delivered in an online accelerated learning model and therefore, students typically enrol in one 12.5 credit point subject per online teaching term.

The subject addresses the crucial need to foster productive relationships to lead within educational organisations. It is underpinned by the belief that individuals can amplify their influence in an organisation by developing and nurturing themselves and their interpersonal skills.

Participants will explore the principles of self-leadership and practise the interpersonal skills that will equip them to lead inclusively within diverse educational organisations.

View detailed information in the Handbook

Please note: this subject is delivered wholly online and only open to students enrolled in the wholly online Master of Education (MC-EDMO). Subjects in this course are delivered in an online accelerated learning model and therefore, students typically enrol in one 12.5 credit point subject per online teaching term.

The subject focuses on the role of strategic and future-focused leadership in navigating through a dynamic and constantly changing local and global educational contexts to create flourishing and responsive organisations. The subject explores how leaders make sense of and understand the internal and external dynamics and complexity of their environment. Participants will learn the approaches, processes and skills necessary to manage the present while focusing on the future.

Content areas such as moral purpose and ethical decision making, adaptive leadership, sustainable leadership, innovation, governance, system leadership, partnerships, and leading in complex environments may be considered. Participants will engage in the use of planning tools and strategic thinking. Participants will be given an opportunity to apply this knowledge to their work setting or a provided case study.

View detailed information in the Handbook

Please note: this subject is delivered wholly online and only open to students enrolled in the wholly online Master of Education (MC-EDMO). Subjects in this course are delivered in an online accelerated learning model and therefore, students typically enrol in one 12.5 credit point subject per online teaching term.

The subject explores the concepts of leading and managing contemporary educational organisations. The subject distinguishes between the two concepts and shows how they are both needed to create effective organisations.

Participants will critically study the characteristics and qualities of successful educational leadership, the key practices that underpin leadership and management, and the key interventions and capacity-building strategies necessary for establishing a successful educational organisation that is diverse and inclusive within a complex local and global environment. Important topics will include understanding the nature, people, structures, features, processes and complexity inherent in contemporary educational organisations, and how to lead and manage change.

View detailed information in the Handbook

Please note: this subject is delivered wholly online and only open to students enrolled in the wholly online Master of Education (MC-EDMO). Subjects in this course are delivered in an online accelerated learning model and therefore, students typically enrol in one 12.5 credit point subject per online teaching term.

The subject introduces students to theories and skills relevant to managing complex and challenging interpersonal interactions in diverse organisational settings from early childhood to post-compulsory. Students will develop interpersonal confidence, knowledge and capabilities in building relationships and conducting complex and challenging conversations.

The specific focus is on the development of communication skills through which to establish rapport with a diverse range of individuals, as well as the strategies and communicative skills necessary for creating a positive, stimulating and safe culture within organisations. By developing a robust communication set students will be better able to communicate with and respond to the diversity of children, young people and adults in an epistemically just way.

Students will also critically engage with research on effective conflict management models and skills including formal and informal negotiation and problem solving and study group dynamics and group processes to enhance skills in leading collaborative and inclusive approaches to wellbeing.

View detailed information in the Handbook

Please note: this subject is delivered wholly online and only open to students enrolled in the wholly online Master of Education (MC-EDMO). Subjects in this course are delivered in an online accelerated learning model and therefore, students typically enrol in one 12.5 credit point subject per online teaching term

This subject examines the design, delivery, and evaluation of positive interventions and approaches to fostering wellbeing and other positive outcomes across a range of contexts, including educational settings, workplaces and in the local and global community.

The use and interpretation of data sources to provide an evidence base for wellbeing strategies will be explored. Ethical, cultural and sustainability issues associated with wellbeing practices, interventions or approaches across different contexts will be discussed, drawing upon guidelines from various disciplines including systems informed approaches and wellbeing literacy. Strategies for evaluating the design, effectiveness, implementation and sustainability of interventions and programs will be considered.

View detailed information in the Handbook

Please note: this subject is delivered wholly online and only open to students enrolled in the wholly online Master of Education (MC-EDMO). Subjects in this course are delivered in an online accelerated learning model and therefore, students typically enrol in one 12.5 credit point subject per online teaching term

This subject concerns the historical, cultural, social and political contexts in which wellbeing is understood and the concepts, theories and diverse research informing how wellbeing is promoted in educational settings. Students will review and critique current wellbeing models and frameworks used in promoting learner, educator and community wellbeing from early childhood to post-compulsory educational settings. Students will investigate diverse social, public health, psychological, critical and philosophical theories related to wellbeing. Through engaging with contemporary research, theories and frameworks, students will engage with current debates on wellbeing and reflect on their own perspectives and values regarding wellbeing.

View detailed information in the Handbook

Please note: this subject is delivered wholly online and only open to students enrolled in the wholly online Master of Education (MC-EDMO). Subjects in this course are delivered in an online accelerated learning model and therefore, students typically enrol in one 12.5 credit point subject per online teaching term

The subject explores social structure and context, policy, school environment and other organisational factors in relationship to student wellbeing. In this subject students will assess and recommend specific approaches to change related to student wellbeing based on current research and analysis of evidence, existing policy, practices. There will be an emphasis on preventative measures and a whole-system/school approach. The course prepares students to take a leadership role in the design, implementation and evaluation of well-being activities in schools and beyond.

View detailed information in the Handbook

Please note: this subject is delivered wholly online and only open to students enrolled in the wholly online Master of Education (MC-EDMO). Subjects in this course are delivered in an online accelerated learning model and therefore, students typically enrol in one 12.5 credit point subject per online teaching term.

This subject is the first part of a two-subject sequence, taught over two consecutive study periods. Students are required to enrol in EDUC91372 Disciplined Inquiry Capstone Part 1 (12.5 points) and EDUC91373 Disciplined Inquiry Capstone Part 2 (12.5 points), consecutively, for a total enrolment of 25 points.

An overall result for the subject is given following completion of the two-subject sequence.

Assessment, Subject Intended Learning Outcomes, and Total Time Commitment applies to the entire enrolments across Parts 1 and 2 of the subject.

The Total Time Commitment for the subject is approximately 340 hours, inclusive of the two study periods.

This subject involves students undertaking a substantial project directly related to their own professional practice and/or within their area of specialisation. Students will draw on theory, knowledge and skills developed through their degree to design and complete their professional Capstone project.

The Capstone project will entail a gradual process of problem definition and mapping, and it will produce a research-informed plan (a Knowledge Mobilisation Strategy or KMS) to inform action. The experience will provide students with concepts, methods and skills to implement their project in a future professional or policy context.

The word “problem” does not imply a deficit view, and indeed a project can focus on opportunities and potentials. In all cases, however, students will be encouraged to treat their inquiries in a rigorous way, “problematising” their assumptions and considering counterarguments and other disciplinary perspectives.

The project will involve the following activities:

• Identification of a context - this can be an existing context of professional practice or a more generic future context. The context can also be understood more abstractly as a particular debate or trend in education policy.
• Iterative, reflective and dialogic cycles of problem definition, redefinition and expansion.
• Mapping of stakeholders and forms of knowledge: who should be involved? What diverse forms of knowledge should be mobilised? What forms of evidence should be generated? What methods should be used?

Students will present their KMS in a conference presentation format in Part 2 that facilitates peer learning and fosters professional alliances and networks.

The project does not require the collection of data involving human participants and, does not require ethical clearance.

View detailed information in the Handbook

Please note: this subject is delivered wholly online and only open to students enrolled in the wholly online Master of Education (MC-EDMO). Subjects in this course are delivered in an online accelerated learning model and therefore, students typically enrol in one 12.5 credit point subject per online teaching term.

This subject is the second part of a two-subject sequence, taught over two consecutive study periods. Students are required to enrol in EDUC91372 Disciplined Inquiry Capstone Part 1 (12.5 points) and EDUC91373 Disciplined Inquiry Capstone Part 2 (12.5 points), consecutively, for a total enrolment of 25 points.

An overall result for the subject is given following completion of the two-subject sequence.

Assessment, Subject Intended Learning Outcomes, and Total Time Commitment applies to the entire enrolments across Parts 1 and 2 of the subject.

The Total Time Commitment for the subject is approximately 340 hours, inclusive of the two study periods.

Refer to EDUC91372 Disciplined Inquiry Capstone Part 1 for details.

View detailed information in the Handbook

Please note: this subject is delivered wholly online and only open to students enrolled in the wholly online Master of Education (MC-EDMO). Subjects in this course are delivered in an online accelerated learning model and therefore, students typically enrol in one 12.5 credit point subject per online teaching term.

The subject introduces students to theories and skills relevant to managing complex and challenging interpersonal interactions in diverse organisational settings from early childhood to post-compulsory. Students will develop interpersonal confidence, knowledge and capabilities in building relationships and conducting complex and challenging conversations.

The specific focus is on the development of communication skills through which to establish rapport with a diverse range of individuals, as well as the strategies and communicative skills necessary for creating a positive, stimulating and safe culture within organisations. By developing a robust communication set students will be better able to communicate with and respond to the diversity of children, young people and adults in an epistemically just way.

Students will also critically engage with research on effective conflict management models and skills including formal and informal negotiation and problem solving and study group dynamics and group processes to enhance skills in leading collaborative and inclusive approaches to wellbeing.

View detailed information in the Handbook

Please note: this subject is delivered wholly online and only open to students enrolled in the wholly online Master of Education (MC-EDMO). Subjects in this course are delivered in an online accelerated learning model and therefore, students typically enrol in one 12.5 credit point subject per online teaching term

This subject examines the design, delivery, and evaluation of positive interventions and approaches to fostering wellbeing and other positive outcomes across a range of contexts, including educational settings, workplaces and in the local and global community.

The use and interpretation of data sources to provide an evidence base for wellbeing strategies will be explored. Ethical, cultural and sustainability issues associated with wellbeing practices, interventions or approaches across different contexts will be discussed, drawing upon guidelines from various disciplines including systems informed approaches and wellbeing literacy. Strategies for evaluating the design, effectiveness, implementation and sustainability of interventions and programs will be considered.

View detailed information in the Handbook

Please note: this subject is delivered wholly online and only open to students enrolled in the wholly online Master of Education (MC-EDMO). Subjects in this course are delivered in an online accelerated learning model and therefore, students typically enrol in one 12.5 credit point subject per online teaching term

This subject concerns the historical, cultural, social and political contexts in which wellbeing is understood and the concepts, theories and diverse research informing how wellbeing is promoted in educational settings. Students will review and critique current wellbeing models and frameworks used in promoting learner, educator and community wellbeing from early childhood to post-compulsory educational settings. Students will investigate diverse social, public health, psychological, critical and philosophical theories related to wellbeing. Through engaging with contemporary research, theories and frameworks, students will engage with current debates on wellbeing and reflect on their own perspectives and values regarding wellbeing.

View detailed information in the Handbook

Please note: this subject is delivered wholly online and only open to students enrolled in the wholly online Master of Education (MC-EDMO). Subjects in this course are delivered in an online accelerated learning model and therefore, students typically enrol in one 12.5 credit point subject per online teaching term

The subject explores social structure and context, policy, school environment and other organisational factors in relationship to student wellbeing. In this subject students will assess and recommend specific approaches to change related to student wellbeing based on current research and analysis of evidence, existing policy, practices. There will be an emphasis on preventative measures and a whole-system/school approach. The course prepares students to take a leadership role in the design, implementation and evaluation of well-being activities in schools and beyond.

View detailed information in the Handbook

Please note: this subject is delivered wholly online and only open to students enrolled in the wholly online Master of Education (MC-EDMO). Subjects in this course are delivered in an online accelerated learning model and therefore, students typically enrol in one 12.5 credit point subject per online teaching term.

The subject is focused on the leadership that creates the environment to support quality teaching and learning. Elements explored will include local and global purposes of education, organisational culture, leadership for learning, evidence-based teaching and learning practices, future trends in schooling and leadership, and supporting teachers to develop their expertise throughout their careers.

View detailed information in the Handbook

Please note: this subject is delivered wholly online and only open to students enrolled in the wholly online Master of Education (MC-EDMO). Subjects in this course are delivered in an online accelerated learning model and therefore, students typically enrol in one 12.5 credit point subject per online teaching term.

The subject addresses the crucial need to foster productive relationships to lead within educational organisations. It is underpinned by the belief that individuals can amplify their influence in an organisation by developing and nurturing themselves and their interpersonal skills.

Participants will explore the principles of self-leadership and practise the interpersonal skills that will equip them to lead inclusively within diverse educational organisations.

View detailed information in the Handbook

Please note: this subject is delivered wholly online and only open to students enrolled in the wholly online Master of Education (MC-EDMO). Subjects in this course are delivered in an online accelerated learning model and therefore, students typically enrol in one 12.5 credit point subject per online teaching term.

The subject focuses on the role of strategic and future-focused leadership in navigating through a dynamic and constantly changing local and global educational contexts to create flourishing and responsive organisations. The subject explores how leaders make sense of and understand the internal and external dynamics and complexity of their environment. Participants will learn the approaches, processes and skills necessary to manage the present while focusing on the future.

Content areas such as moral purpose and ethical decision making, adaptive leadership, sustainable leadership, innovation, governance, system leadership, partnerships, and leading in complex environments may be considered. Participants will engage in the use of planning tools and strategic thinking. Participants will be given an opportunity to apply this knowledge to their work setting or a provided case study.

View detailed information in the Handbook

Please note: this subject is delivered wholly online and only open to students enrolled in the wholly online Master of Education (MC-EDMO). Subjects in this course are delivered in an online accelerated learning model and therefore, students typically enrol in one 12.5 credit point subject per online teaching term.

The subject explores the concepts of leading and managing contemporary educational organisations. The subject distinguishes between the two concepts and shows how they are both needed to create effective organisations.

Participants will critically study the characteristics and qualities of successful educational leadership, the key practices that underpin leadership and management, and the key interventions and capacity-building strategies necessary for establishing a successful educational organisation that is diverse and inclusive within a complex local and global environment. Important topics will include understanding the nature, people, structures, features, processes and complexity inherent in contemporary educational organisations, and how to lead and manage change.

View detailed information in the Handbook

Please note: this subject is delivered wholly online and only open to students enrolled in the wholly online Master of Education (MC-EDMO). Subjects in this course are delivered in an online accelerated learning model and therefore, students typically enrol in one 12.5 credit point subject per online teaching term.

This subject is the first part of a two-subject sequence, taught over two consecutive study periods. Students are required to enrol in EDUC91372 Disciplined Inquiry Capstone Part 1 (12.5 points) and EDUC91373 Disciplined Inquiry Capstone Part 2 (12.5 points), consecutively, for a total enrolment of 25 points.

An overall result for the subject is given following completion of the two-subject sequence.

Assessment, Subject Intended Learning Outcomes, and Total Time Commitment applies to the entire enrolments across Parts 1 and 2 of the subject.

The Total Time Commitment for the subject is approximately 340 hours, inclusive of the two study periods.

This subject involves students undertaking a substantial project directly related to their own professional practice and/or within their area of specialisation. Students will draw on theory, knowledge and skills developed through their degree to design and complete their professional Capstone project.

The Capstone project will entail a gradual process of problem definition and mapping, and it will produce a research-informed plan (a Knowledge Mobilisation Strategy or KMS) to inform action. The experience will provide students with concepts, methods and skills to implement their project in a future professional or policy context.

The word “problem” does not imply a deficit view, and indeed a project can focus on opportunities and potentials. In all cases, however, students will be encouraged to treat their inquiries in a rigorous way, “problematising” their assumptions and considering counterarguments and other disciplinary perspectives.

The project will involve the following activities:

• Identification of a context - this can be an existing context of professional practice or a more generic future context. The context can also be understood more abstractly as a particular debate or trend in education policy.
• Iterative, reflective and dialogic cycles of problem definition, redefinition and expansion.
• Mapping of stakeholders and forms of knowledge: who should be involved? What diverse forms of knowledge should be mobilised? What forms of evidence should be generated? What methods should be used?

Students will present their KMS in a conference presentation format in Part 2 that facilitates peer learning and fosters professional alliances and networks.

The project does not require the collection of data involving human participants and, does not require ethical clearance.

View detailed information in the Handbook

Please note: this subject is delivered wholly online and only open to students enrolled in the wholly online Master of Education (MC-EDMO). Subjects in this course are delivered in an online accelerated learning model and therefore, students typically enrol in one 12.5 credit point subject per online teaching term.

This subject is the second part of a two-subject sequence, taught over two consecutive study periods. Students are required to enrol in EDUC91372 Disciplined Inquiry Capstone Part 1 (12.5 points) and EDUC91373 Disciplined Inquiry Capstone Part 2 (12.5 points), consecutively, for a total enrolment of 25 points.

An overall result for the subject is given following completion of the two-subject sequence.

Assessment, Subject Intended Learning Outcomes, and Total Time Commitment applies to the entire enrolments across Parts 1 and 2 of the subject.

The Total Time Commitment for the subject is approximately 340 hours, inclusive of the two study periods.

Refer to EDUC91372 Disciplined Inquiry Capstone Part 1 for details.

View detailed information in the Handbook