CH83 - Graduate Certificate in Educational Leadership (Major)

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Overview

Course Overview

The Graduate Certificate in Educational Leadership (Major) is aimed primarily at current and future leaders in educational settings, nationally and internationally, who aspire to higher positions, with the skills and knowledge necessary to advance their career. In order to gain professional theoretical and technical knowledge, leadership skills, cognitive, technical and communication skills, you will choose one major area of study:

• School Leadership

• Early Childhood Education

• Science, Technology, Engineering and Mathematics (STEM)

• Disability and Inclusive Education.

In this course, you will enhance your role as an educational leader by learning how to create and maintain professional learning communities that lead to educational innovation and change. You will engage with contemporary national and international educational research to ensure that your leadership practices are evidence-based and focused on improving educational outcomes for students. You will apply reflective practice, thereby ensuring that ongoing professional areas of growth, learning needs and well-being are addressed. This course aligns with the Australian Institute for Teaching and School Leadership (AITSL) Professional Standards for Principals.

Career Information

Graduates of the Graduate Certificate in Educational Leadership will have the skills and knowledge required to effectively lead educational settings, departments, areas and communities. They will be employed as Principals, Heads of School, Deputy Principals, Directors of Childcare Centres, Heads of Special Education and other roles concerned with achieving quality educational outcomes for students.

Course Details
Duration 1 years full-time or 2 years part-time
Credit Points that Must be Earned 24
Number of Units Required CQUniversity uses the concept of credits to express the amount of study required for a particular course and individual units. The number of units varies between courses. Units in postgraduate courses normally consist of 6 points of credit or multiples thereof (e.g. 12, 18, 24).
Expected Hours of Study One point of credit is equivalent to an expectation of approximately two hours of student work per week in a term.
Course Type Postgraduate Award
Qualification (post nominal) GradCertEdLeadership
AQF Level Level 8: Graduate Certificate

Admission Codes

Domestic Students
Tertiary Admission Centre Codes (TAC) Codes
Not Applicable
International Students
CRICOS Codes
Not Applicable
Where and when can I start?
Units offered internally at the below campuses may be delivered using a combination of face-to-face and video conferencing style teaching.
Units offered via MIX mode are delivered online and require compulsory attendance of site-specific learning activities such as on-campus residential schools, placements and/or work integrated learning. See Course Features tab for further information. Online units are delivered using online resources only.
Please Click Here for more information.
The following tables list the courses availabilities by location and term. Directing your pointer over your preferred location will provide further information if this course is not available for the full duration. Please be sure to also check individual unit availability by location and term prior to enrolling.

Domestic Availability

Term 1 - 2020

Online

Term 2 - 2019

Online

Term 1 - 2019

Online

Term 2 - 2018

Distance

Term 1 - 2018

Distance

Term 2 - 2017

Distance

Term 1 - 2017

Distance
There are no future or current domestic availabilities for this course.
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International Availability

Term 1 - 2020

Sorry, no international availabilities found.

Term 2 - 2019

Sorry, no international availabilities found.

Term 1 - 2019

Sorry, no international availabilities found.

Term 2 - 2018

Sorry, no international availabilities found.

Term 1 - 2018

Sorry, no international availabilities found.

Term 2 - 2017

Sorry, no international availabilities found.

Term 1 - 2017

Sorry, no international availabilities found.
There are no future or current international availabilities for this course.
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For any problems regarding admissions availability for the selected course please contact 13 CQUni (13 27 86) or send us an email at http://contactus.cqu.edu.au/
What do I need to start?
Entry Scores
Entry scores are not available, please contact the Student Advice Team for more information
Entry Requirements

To be eligible for entry into the Graduate Certificate in Educational Leadership (Major) you must have completed a Bachelor Level education degree or equivalent.


If you were not born in Australia, Canada, New Zealand, United Kingdom, Ireland, South Africa or United States of America you are required to meet the English Language Proficiency requirements set by the University. 


Applicants are required to provide evidence of completion of:

a secondary qualification (Year 11 or 12, or equivalent), or 

tertiary diploma level qualification, or

bachelor level qualification study for a period of at least 2 years fulltime with a minimum overall GPA 4.0

completed within Australia, Canada, New Zealand, United Kingdom, South Africa, Ireland, or United States of America, which will meet the English proficiency.


If you do not satisfy any of the above you will need to undertake an English language proficiency test and achieve the following scores as below.

An International English Language Testing System (IELTS Academic) overall band score of at least 6.0 overall with a minimum 5.5 in each subset; or

Test of English as a Foreign Language (TOEFL) - Requires 550 or better overall and minimum TWE score of 4.5 (Paper Based Test), or 75 or better overall and no score less than 17 (Internet Based Test); or

Pearson Test of English Academic (PTE Academic) - Requires an overall score of 54 with no sub-score less than 46; or

An Occupational English Test with Grades A or B only in each of the four components; or

Cambridge Certificate in Advanced English (CAE) - Score of 180 or above; or

Cambridge Certificate of Proficiency in English - Score of 200 or above; or

Combined Universities Language Test (CULT) - 70% with no individual component score of less than 15.


English test results remain valid for no more than two years between final examination date and the date of commencement of study, and must appear on a single result certificate.


Each student will be assessed individually.

Security Requirements
No information available at this time
Health Requirements
No information available at this time
Assumed Knowledge

N/A

Fees and Charges
Course Features

Awards and Accreditation

Interim Awards Not applicable
Exit Awards Not applicable
Professional Accreditation Not applicable
Learned Society Accreditation Not applicable

Residential School Requirements

No Residential School for this course.

Practicum/Work Placement

EDED20498 - As part of the assessment in this unit, students may be conducting the assessment in their workplace.
EDED20506 - As part of the assessment in this unit, students may be conducting the assessment in their workplace.
EDED20508 - As part of the assessment in this unit, students may be conducting the assessment in their workplace.
EDED20507 - As part of the assessment in this unit, students may be conducting the assessment in their workplace.
EDED20510 - As part of the assessment in this unit, students may be conducting the assessment in their workplace.
EDED20500 - As part of the assessment in this unit, students may be conducting the assessment in their workplace.

Previous Enrolments

Year Number of Students
2020 3
2019 9
2018 8
2017 5
Inherent Requirements
There are Inherent Requirements (IRs) that you need to be aware of, and fulfil, to achieve the core learning outcomes of the units and course. IRs are the essential capabilities, knowledge, behaviours and skills that are needed to complete a unit or course.

Please note that in some instances there may be similarities between course, entry and inherent requirements.

If you experience difficulties meeting these requirements, reasonable adjustments may be made upon contacting accessibility@cqu.edu.au. Adjustment must not compromise the academic integrity of the degree or course chosen at CQUniversity or the legal requirements of field education.

Ethical Behaviour

Examples are:

  • Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures and Assessment Policy and Procedure (Higher Education Coursework).
  • Demonstrating honesty and integrity in the academic and education context.
  • Treating personal information obtained in educational settings as private and confidential.
  • Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
  • Demonstrating the applicable codes of ethics as they apply in the practice of education.
  • Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.
  • Receiving a positive notice resulting from a Working With Children check.
Behavioural Stability

Examples are:

  • Reflecting on personal behaviours appropriate to professional performance and being positive and receptive to processing constructive feedback or criticism from a supervisor/lecturer.
  • Processing your own emotions and actions when dealing with other educators, colleagues and stakeholders in educational and related contexts.
  • Interacting with people from a wide range of backgrounds and cultures in a calm, professional manner that shows respect for difference, including when dealing within difficult situations.
  • Demonstrating socio-cultural communication competence to negotiate mutually agreeable outcomes in professional settings and/or to resolve conflict. 
Legal Compliance

Examples are:

  • Complying with the policies and practices of professional organisations including legislative and regulatory requirements for teaching, for example, Codes of Ethics for teachers and the Australian Professional Standards for Teachers.
  • Understanding and complying with anti-discrimination legislation and Disability Standards for Education as they apply to policy and practice in educational settings.
  • If you live and work outside of Australia, understanding and complying with the laws of the Sovereign State in which you reside, work and/or study.
Communication Skills (Verbal, Non-verbal, Written and Technology)

Examples are:

  • Performing a range of advanced written communication skills that address key educational issues. These include completing assessment tasks and constructing logical and succinct reports and presentations that demonstrate substantive research while adhering to correct CQU academic and referencing protocols.
  • Using a range of digital and communications technologies to deliver key messages and information in ways that are appropriate for a professional audience of teachers, educational leaders and other stakeholders.
  • Using appropriate speaking techniques, including voice modulation, facial expressions, eye contact, and gestures in a range of communication contexts, while being mindful of socio-cultural contexts and personal space and time boundaries.
  • Communicating with effect in complex contexts, including under pressure.


Cognitive Abilities (Knowledge and Cognitive Skills, Literacy and Numeracy)

Examples are:

  • Conceptualising and using appropriate educational and leadership knowledge in response to academic assessment items.
  • Applying theoretical and other relevant knowledge, research evidence, policies and procedures in educational contexts and practice.
  • Expressing complex and detailed information and knowledge into a logical, coherent report, in a timely manner, that communicates the intended message and meets professional expectations and standards.
  • Constructing written text proficiently, in English, using appropriate vocabulary and structures, including paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the American Psychological Association (APA) referencing format used by the School of Education and the Arts.
  • Constructing and completing documentation that is accurate, clear and concise and meets relevant professional and legal requirements.
Sensory Abilities (Visual, Auditory, Tactile)
Examples are:

  • Capacity to observe, obtain, process and interpret information in educational settings such as classrooms, professional meetings and in digital contexts.
  • Capacity to ensure operation of a safe and secure professional and/or learning environment for colleagues, students and other stakeholders.
Relational Skills

Examples are:

  • Interacting positively and collaboratively with a range of stakeholders including professional colleagues, education leaders, students and community community members.
  • Demonstrating positive socio-cultural communication strategies to achieve educational outcomes and address complex issues, including conflict.
  • Engaging in personal reflection to increase self-awareness in professional contexts.
  • Modifying, adapting and acting in the light of changing professional circumstances and contexts.
Reflective Skills

Examples are:

  • Reflecting on contexts and/or topics addressed during the course, including in complex professional situations.
  • Reflecting on personal situations that may be difficult and sensitive.
  • Identifying when professional practice may be negatively affected by personal experience and/or reactions.
  • Reflecting on your progress in relation to the relevant Australian Professional Standards for Teachers.
Sustainable Performance
Examples are:

  • Participating actively in course activities including during stressful and challenging times.
  • Maintaining momentum and consistency in planning and executing learning and assessment tasks.
Interpersonal Engagement

Examples are:

  • Engaging productively and positively with a range of educational and community stakeholders to initiate, lead and execute tasks and projects.
  • Communicating in a consultative way to affect and influence decision making in a range of professional contexts.
Information and Communication Technology (ICT) Abilities

Examples are:

  • Using a range of digital technologies in engage with course materials, fellow students, and professional colleagues for learning, assessment, communication and other professional purposes.
Core Learning Outcomes
Please refer to the Core Structure Learning Outcomes
Graduate Certificate in Eduational Leadership (School Leadership) Learning Outcomes
  • 1. Design, implement and evaluate school initiatives that are evidence-based and focused on improving student learning outcomes
  • 2. Identify, research and analyse complex leadership issues to create and sustain a professional learning community that facilitates change and innovation
  • 3. Lead and engage professionally and ethically with colleagues, parents/carers and the community to improve outcomes for learners
  • 4. Respond to assessment data and the developmental, cultural and/or social needs of a group of learners, by applying evidence-informed teaching practice
  • 5. Identify future professional development needs and reflect on the leadership of learning and teaching to improve personal practice
  • 6. Communicate complex school leadership ideas through written, oral and other media platforms to inform school improvement.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5 6
1. KNOWLEDGE Have specialised knowledge within a systematic and coherent body of knowledge that may include the acquisition and application of knowledge and skills in a new or existing discipline or professional area
2. SKILLS Have cognitive skills to review,analyse, consolidate and synthesise knowledge and identify and provide solutions to complex problems
3. SKILLS Have cognitive skills to think critically and to generate and evaluate complex ideas
4. SKILLS Have specialised technical and creative skills in a field of highly skilled and/or professional practice
5. SKILLS Have communication skills to demonstrate an understanding of theoretical concepts
6. SKILLS Have communication skills to transfer complex knowledge and ideas to a variety of audiences
7. APPLICATION OF KNOWLEDGE & SKILLS Be able to make high level, independent judgements in a range of technical or management functions in varied specialised contexts
8. APPLICATION OF KNOWLEDGE & SKILLS Be able to initiate, plan, implement and evaluate broad functions within varied specialised technical and/or creative contexts
9. APPLICATION OF KNOWLEDGE & SKILL Be responsible and accountable for personal outputs and all aspects of the work or function of others within broad parameters
Graduate Certificate in Educational Leadership (Disability and Inclusive Education) Learning Outcomes
  • 1. Design, implement and evaluate school initiatives that are evidence-based and focused on improving student learning outcomes
  • 2. Identify, research and analyse complex leadership issues to create and sustain a professional learning community that facilitates change and innovation
  • 3. Lead and engage professionally and ethically with colleagues, parents/carers and the community to improve outcomes for learners
  • 4. Respond to assessment data and the developmental, cultural and/or social needs of a group of learners, by applying evidence-informed teaching practice
  • 5. Identify future professional development needs and reflect on the leadership of learning and teaching to improve personal practice
  • 6. Communicate complex school leadership ideas through written, oral and other media platforms to inform school improvement.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5 6
1. KNOWLEDGE Have specialised knowledge within a systematic and coherent body of knowledge that may include the acquisition and application of knowledge and skills in a new or existing discipline or professional area
2. SKILLS Have cognitive skills to review,analyse, consolidate and synthesise knowledge and identify and provide solutions to complex problems
3. SKILLS Have cognitive skills to think critically and to generate and evaluate complex ideas
4. SKILLS Have specialised technical and creative skills in a field of highly skilled and/or professional practice
5. SKILLS Have communication skills to demonstrate an understanding of theoretical concepts
6. SKILLS Have communication skills to transfer complex knowledge and ideas to a variety of audiences
7. APPLICATION OF KNOWLEDGE & SKILLS Be able to make high level, independent judgements in a range of technical or management functions in varied specialised contexts
8. APPLICATION OF KNOWLEDGE & SKILLS Be able to initiate, plan, implement and evaluate broad functions within varied specialised technical and/or creative contexts
9. APPLICATION OF KNOWLEDGE & SKILL Be responsible and accountable for personal outputs and all aspects of the work or function of others within broad parameters
Graduate Certificate in Educational Leadership (Early Childhood Education) Learning Outcomes
  • 1. Design, implement and evaluate school initiatives that are evidence-based and focused on improving student learning outcomes
  • 2. Identify, research and analyse complex leadership issues to create and sustain a professional learning community that facilitates change and innovation
  • 3. Lead and engage professionally and ethically with colleagues, parents/carers and the community to improve outcomes for learners
  • 4. Respond to assessment data and the developmental, cultural and/or social needs of a group of learners, by applying evidence-informed teaching practice
  • 5. Identify future professional development needs and reflect on the leadership of learning and teaching to improve personal practice
  • 6. Communicate complex school leadership ideas through written, oral and other media platforms to inform school improvement.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5 6
1. KNOWLEDGE Have specialised knowledge within a systematic and coherent body of knowledge that may include the acquisition and application of knowledge and skills in a new or existing discipline or professional area
2. SKILLS Have cognitive skills to review,analyse, consolidate and synthesise knowledge and identify and provide solutions to complex problems
3. SKILLS Have cognitive skills to think critically and to generate and evaluate complex ideas
4. SKILLS Have specialised technical and creative skills in a field of highly skilled and/or professional practice
5. SKILLS Have communication skills to demonstrate an understanding of theoretical concepts
6. SKILLS Have communication skills to transfer complex knowledge and ideas to a variety of audiences
7. APPLICATION OF KNOWLEDGE & SKILLS Be able to make high level, independent judgements in a range of technical or management functions in varied specialised contexts
8. APPLICATION OF KNOWLEDGE & SKILLS Be able to initiate, plan, implement and evaluate broad functions within varied specialised technical and/or creative contexts
9. APPLICATION OF KNOWLEDGE & SKILL Be responsible and accountable for personal outputs and all aspects of the work or function of others within broad parameters
Graduate Certificate in Educational Leadership (STEM) Learning Outcomes
  • 1. Design, implement and evaluate school initiatives that are evidence-based and focused on improving student learning outcomes
  • 2. Identify, research and analyse complex leadership issues to create and sustain a professional learning community that facilitates change and innovation
  • 3. Lead and engage professionally and ethically with colleagues, parents/carers and the community to improve outcomes for learners
  • 4. Respond to assessment data and the developmental, cultural and/or social needs of a group of learners, by applying evidence-informed teaching practice
  • 5. Identify future professional development needs and reflect on the leadership of learning and teaching to improve personal practice
  • 6. Communicate complex school leadership ideas through written, oral and other media platforms to inform school improvement.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5 6
1. KNOWLEDGE Have specialised knowledge within a systematic and coherent body of knowledge that may include the acquisition and application of knowledge and skills in a new or existing discipline or professional area
2. SKILLS Have cognitive skills to review,analyse, consolidate and synthesise knowledge and identify and provide solutions to complex problems
3. SKILLS Have cognitive skills to think critically and to generate and evaluate complex ideas
4. SKILLS Have specialised technical and creative skills in a field of highly skilled and/or professional practice
5. SKILLS Have communication skills to demonstrate an understanding of theoretical concepts
6. SKILLS Have communication skills to transfer complex knowledge and ideas to a variety of audiences
7. APPLICATION OF KNOWLEDGE & SKILLS Be able to make high level, independent judgements in a range of technical or management functions in varied specialised contexts
8. APPLICATION OF KNOWLEDGE & SKILLS Be able to initiate, plan, implement and evaluate broad functions within varied specialised technical and/or creative contexts
9. APPLICATION OF KNOWLEDGE & SKILL Be responsible and accountable for personal outputs and all aspects of the work or function of others within broad parameters
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 1 major
Number of units: 2 Total credit points: 12


Students are required to complete the following core units

Available units
Students must complete the following compulsory units:
EDED20497 Leadership in the Educational Context
EDED20500 Leadership Project
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 1 major

Graduate Certificate in Eduational Leadership (School Leadership) Major

Number of units: 2 Total credit points: 12


In addition to the two core units, students within this major must complete the following two units:

Available units
Students must complete the following compulsory units:
EDED20498 Educational Change and Improvement
EDED20499 Leading Learning and Community Engagement
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 1 major

Graduate Certificate in Educational Leadership (Disability and Inclusive Education) Major

Number of units: 2 Total credit points: 12


In addition to the two core units, students within this major must complete the following two units:

Available units
Students must complete the following compulsory units:
EDED20506 Innovative Practices in Disability and Inclusive Education
EDED20507 Leading Community Learning in Disability and Inclusive Education
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 1 major

Graduate Certificate in Educational Leadership (Early Childhood Education) Major

Number of units: 2 Total credit points: 12


In addition to the two core units, students within this major must complete the following two units:

Available units
Students must complete the following compulsory units:
EDED20508 Leading Community Engagement in Early Childhood Education
EDED20509 Contemporary Practices in Early Childhood Leadership
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 1 major

Graduate Certificate in Educational Leadership (STEM) Major

Number of units: 2 Total credit points: 12


Available units
Students must complete the following compulsory units:
EDED20510 STEM and Community Engagement
EDED20511 Contemporary Practices in STEM Education
More Details
There is no additional information for this course.