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CQUni Handbook
CM21 - Graduate Certificate in Educational Leadership
Overview
Course Overview
The Graduate Certificate in Educational Leadership enables you to develop the educational leadership skills central to navigating social, organisational and pedagogical complexities and sustaining positive learning outcomes for students and their communities. In this course, you will build skills and confidence to lead educational teams and organisations and to partner with communities and stakeholders to drive and sustain pedagogical quality and organisational wellbeing and capacity. You will explore, critique and apply contemporary leadership research, policy and strategies as you learn to interpret and apply relevant evidence, facilitate change initiatives and evaluate educational environments, policies and frameworks.
This course will enable you to enhance your role as an educational leader by learning how to create and maintain professional learning communities that lead to and sustain educational innovation and change. You will engage with contemporary national and international educational research to ensure that your leadership practices are evidence-informed and focused on improving educational experiences, organisational climate and outcomes for students. You will apply reflective practice, thereby ensuring that ongoing professional areas of growth, learning needs and wellbeing are addressed. This course aligns with the Australian Institute for Teaching and School Leadership (AITSL) Professional Standards for Principals. The Graduate Certificate in Educational Leadership leads seamlessly to the Master of Educational Leadership in which you will complete a research project relevant to your educational context.
Career Information
The Graduate Certificate in Educational Leadership together with relevant practical leadership experience may enhance employment opportunities in leadership roles in schools and other educational contexts. Graduates have specialised knowledge and skills in educational leadership. The course enables the development of professional and research skills to work productively with teams, communities and stakeholders to enhance organisational curriculum and pedagogical capacity and wellbeing. Graduate Certificate in Educational Leadership units may be used as evidence of continuing professional development and/or to support career advancement. On completion of the course units, students may enrol in the Master of Educational Leadership
Course Details
| Duration | 0.5 years full-time or 3 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) | GradCertEdLead |
| AQF Level | Level 8: Graduate Certificate |
| Course Fees |
Indicative Year - 2025
Indicative Year - 2024
Indicative Year - 2023
Indicative Year - 2022
|
Admission Codes
|
Domestic Students Tertiary Admission Centre Codes (TAC) Codes |
Not Applicable |
|---|---|
|
International Students CRICOS Codes |
Not Applicable |
Where and when can I start?
Domestic Availability
Hyperflexible Annual Term - 2025
Online
Hyperflexible Annual Term - 2024
Online
Overseas Availabilities
Hyperflexible Annual Term - 2025
Online
Hyperflexible Annual Term - 2024
Online
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 Requirements
To be eligible for entry into this course, applicants must hold one of the following:
- A completed Australian Qualifications Framework (AQF) equivalent Bachelor degree or higher equivalent qualification, with a minimum of two years' relevant* experience in an education setting; or
- A completed AQF equivalent Initial Teaching Education (ITE) course with evidence of three years' registered teaching experience within Australia or equivalent.
*Relevant work experience includes employment in a teaching or educational setting (which can include early childhood education, guidance counsellor or corporate settings which have a strong educational focus).
Employment experience must be shown in a letter of employment which is presented on a company letterhead as well as signed and dated by a delegated authority. The letter must contain position title, duties performed and length of service.
Applicants who hold other relevant qualifications with extensive employment experience in an educational setting may be referred to the Head of Course for consideration of admission.
English Language Proficiency Requirements
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 and 12, or equivalent), or
- An Australian Qualifications Framework (AQF) diploma level qualification, or
- Bachelor level qualification study for a period of at least 2 years full time 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:
- An International English Language Testing System (IELTS Academic) overall band score of at least 6.0 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.
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.
International Students should visit http://www.cqu.edu.au/international for further information.
Each student will be assessed individually.
Assumed Knowledge
The course is delivered in a hyperflexible mode. It is fully online and available 24/7 and 365 days a year to support students' self-paced study. There is a recommended sequence of study, but the pacing of study and unit completion is determined by the student. The 4 course units are typically completed in 600 hours.
Security Requirements
Students enrolled in this course must have a relevant Working with Children clearance or equivalent
Health Requirements
Not applicable.
Fees and Charges
Be Different
- Indicative Year - 2025
- International Indicative First Term Fee - $9,360
- International Indicative First Year Fee - $9,360
- Indicative Year - 2024
- Domestic Full Fee Paying – Indicative First Year Fee - $8,418
- International Indicative First Year Fee - $8,418
- Indicative Year - 2023
- Domestic Full Fee Paying – Indicative First Year Fee - $7,794
- International Indicative First Term Fee - $8,400
- International Indicative First Year Fee - $8,400
- Indicative Year - 2022
- Domestic Full Fee Paying – Indicative First Year Fee - $7,566
- International Indicative First Year Fee - $8,400
Higher Education
Course Features
Awards and Accreditation
| Interim Awards | Not applicable |
|---|---|
| Exit Awards | Not applicable |
| Accreditation |
|
Residential School Requirements
No Residential School for this course.
Practicum/Work Placement
| Not applicable |
Previous and Current Enrolments
| Year | Number of Students |
|---|---|
| 2024 | 10 |
| 2023 | 8 |
| 2022 | 6 |
| 2021 | 1 |
Inherent Requirements
There are currently no inherent requirements associated with this course.
Core Learning Outcomes
- 1. Design, implement and evaluate evidence-informed educational initiatives that focus on improving student learning experiences and outcomes in schools and other educational settings
- 2. Lead professionally and ethically with colleagues and community stakeholders to nurture student, staff and community relationships, enhance governance and curriculum structures and build organisational wellbeing and professional capacity
- 3. Respond to data on school and learners' developmental, cultural, linguistic and/or social characteristics and needs to enact effective curricula, innovation and change
- 4. Review ways in which research, policy and practice converge to influence leadership decision making and organisational and pedagogical capacity to enhance educational outcomes for learners
- 5. Engage with community and professional stakeholders to forge productive educational partnerships that inform educational decision making at the school or organisation level
- 6. Identify and apply leadership strategies to build and sustain professional learning communities that facilitate innovation, build organisational wellbeing and enhance educational outcomes for students.
| 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 | ||||||
| 10. FOUNDATIONAL KNOWLEDGE sufficient to undertake qualifications | ||||||
| 11. ACQUISITION AND APPLICATION of knowledge in new or existing disciplines or professional areas drawn from higher education units | ||||||
| 12. FOUNDATIONAL SKILLS sufficient to undertake qualifications | ||||||
| 13. ACQUISITION AND APPLICATION of skills in new or existing disciplines or professional areas drawn from higher education units | ||||||
| 14. Course content drawn from higher education units | ||||||
Course Structure
In order to complete this course, you must:
- Complete the core structure
Core Structure
| Number of units: 4 | Total credit points: 24 |
|---|
The Graduate Certificate of Educational Leadership is comprised of four 6 Credit Point units. Each unit is designed to take approximately 150 hours to complete and has 3 modules, each of approximately 50 hours. You have up to three years from enrolment to complete the course at your own pace. Choose to spread it out evenly with, say, 6–10 hours per week. Do larger sections concurrently on weekends or holidays, or anywhere in between – the way you pace your study is up to you. On enrolment, you have access to all four units and can work through them at your own pace. We strongly recommend you complete the units in the sequence below to gain the foundational knowledge relevant for later units. Units can be completed concurrently, but as a minimum, you must complete EDED20497 Orientation to Educational Leadership before enrolling in EDED20500 Engaging with Educational Research. All units are compulsory, there are no optional or elective units.
Course structure
| Phase | # | Unit Code | Unit Name |
| Graduate Certificate of Educational Leadership | 1 | EDED20497 | Orientation to Educational Leadership |
| 2 | EDED20498 | Educational Change and Improvement | |
| 3 | EDED20499 | Leading Learning and Community Engagement | |
| 4 | EDED20500 | Engaging with Educational Research | |
Students must complete all units.
| Available units | ||
|---|---|---|
| Students must complete the following compulsory units: | ||
| EDED20497 | Orientation to Educational Leadership | |
| EDED20498 | Educational Change and Improvement | |
| EDED20499 | Leading Learning and Community Engagement | |
| EDED20500 | Engaging with Educational Research | |
More Details
There is no additional information for this course.