Master of Clinical Teaching
What will I study?
What you will learn
Diverse pedagogical strategies to provide rich and creative learning environments
You’ll gain the knowledge and skills to use evidence to make sound clinical judgments about the nature and implementation of teaching interventions.
Understand how to identify and critically appraise appropriate evidence-based practices in response to identified student needs
You’ll learn to generate and analyse diverse sources of data that can effectively assess and inform student learning and development.
Analyse and integrate key findings from research to understand major influences on student learning and teacher performance
Evaluate the impact of your teaching on your students’ learning and demonstrate an understanding of the ways in which theory and research inform practice.
To gain the Master of Clinical Teaching you must complete 100 points comprising of:
- Four compulsory subjects; and
- Coursework option comprising of three core subjects and one elective; or
- Research pathway option comprising of one core and a Research project.
The estimated hours required for each subject is between 15 -19 hours per week and includes independent study, but this varies for each student and depends on your task management and planning, familiarity with the material, reading style and speed.
“If you’re serious about education, you seriously need to be enrolled in this course”
By Serpil Senelmis
Christine Bellert is an English Coach at St Agatha’s Catholic primary school in Cranbourne. Despite a tumultuous time in her personal life, the 57-year-old has had an insatiable “desire to keep learning.”
In 2012, Christine’s world was turned upside down when her son Michael suffered three strokes after an erupted brain aneurysm. At the time Michael and his wife had only just announced they were pregnant with twins. It was a difficult time for the whole family, explains Christine. The knock-on effect of such heartbreak continued for quite some time, eventually taking its toll on Christine’s career.
“I continued to work as a principal the following year, however by the end of that year I needed to resign my position.”
Fast forward six years, and things are looking much brighter. Christine says she’s hopeful about her son’s progress and the future of her grandchildren.
“I am again in a leadership position at a Catholic primary school. My main role is English Coach and I get to work with all staff and students to help improve practice.”
Christine has completed a variety of different courses over the years, her most recent undertaking is the Master of Clinical Teaching at the University of Melbourne which she says, “helps with (her) role and the course enables (her) to use what she’s learning, straight away into (her) practice.”
Already every unit has enabled me to assist staff and students with making improvements in their learning and teaching.
The overall support from the University of Melbourne throughout her student experience has been exceptional states Christine.
“My interactions with the academics from the University of Melbourne has humbled me. Each one of them has been so generous with their time, to ensure I have the best opportunity to learn.”
“If you’re serious about education, you seriously need to be enrolled in this masters course,” adds Christine.
Explore this course
Explore the subjects you could choose as part of this degree.
- Clinical Teaching and Learning12.5
Clinical Teaching and Learning
This subject will introduce participants to clinical practice in schools as a paradigm for learning and teaching. It will explore the importance of data, theory and research in informing interventionist teacher practice and introduce participants to models of clinical practice and the notion of clinical judgment. It will enhance participants’ capacity to utilise individual student data in determining student zone of proximal development in order to establish the starting point for teaching. The developmental model of learning will provide the theoretical basis through which a range of assessment tools and feedback approaches are explored. There will be an emphasis on linking concepts studied to the school context.
- Evidence-based Practice12.5
The major focus of this course is the exploration of research evidence that informs and supports the implementation of Clinical Teaching in classroom contexts. Participants will consider how they can use evidence-based practice to enhance the effectiveness and impact of their classroom actions and identify appropriate interventions for students, when necessary. Specifically, they will use the clinical judgement decision-making model to examine the current evidence base about what works best, what criteria can be developed to make decisions about student success, and how to select, implement, review and communicate research-supported teaching strategies that address identified student needs.
- The Student as Learner12.5
The Student as Learner
This subject focuses on the theoretical frameworks and evidence bases that educators use in understanding the development of their students and in planning suitable instructional sequences that are responsive to the inherent variability of learners. It covers foundational concepts related to learning environments, learning processes and child and adolescent development. It also provides opportunities to explore and discuss implications for teaching that are related to the consideration of learners’ profiles of capabilities and how teachers facilitate the quality, depth and active nature of their learning.
- Learning From Evidence12.5
Learning From Evidence
This subject will develop participants’ skills in using student achievement data to inform teaching practice to support student learning. It will consider the use of a wide range of data types and sources to evaluate learning, teaching and assessment and make recommendations for improving practice. Through case studies and practical activities, participants will be exposed to ideas, methods and techniques to support high quality, evidence-based decision making.
- Applied Research Methodology12.5
Applied Research Methodology
This subject is designed to provide students with an overview of the methodologies for conducting research in evaluation. In particular, the subject provides students with an introduction to the philosophical backgrounds and influences on social research, epistemological and ontological considerations, and the basic foundations of research design, logic of inquiry, and ethics of social research. Students will work on developing research questions and operationalise them to enable data gathering, analysis and interpretation as well as evaluate existing social research.
- Applied Research Study25
Applied Research Study
Students negotiate an individual project relating to education with an individual supervisor. The project includes a critical review of relevant academic and research literature and a research project relating to educational practice. Students also participate in regular online activities to support them and build their skills as they develop their project, analyse research literature and data, and write up their research report.
- Autism Intervention12.5
This subject will consider how professionals can better understand ways in which people with autism and those identifying as Autistic interact with and experience the world, and how that impacts on engagement and learning. The subject unifies research from neuroscience, psychology and pedagogy to create a multidisciplinary evidence-base that reflects the science of learning. This will be used by students in conjunction with an intervention model of tiered response supported by the MGSE’s clinical teaching cycle. Educators will combine this foundation with their expertise to develop a sustainable intervention framework tailored to a community of learners that is both responsive and rigorous.
- Resilience and Relationships12.5
Resilience and Relationships
The subject will support participants to develop further skills in promoting student wellbeing and creating supportive and safe learning environments at a classroom and whole school level. Current research will be used to understand what teachers can do to support the social and emotional learning of their students, and how to implement school-wide approaches that foster student resilience and respectful relationships across all partners in the education process.
- Literacy Across the School Years12.5
Literacy Across the School Years
This subject will examine the development of literacy from the preschool years through secondary schooling. Topics will include relationships between language and literacy; language development; literacy development, oral and written language of the teacher and the learner; comprehension; literacy across the curriculum, discipline specific literacy, and evidence based literacy practices.
This subject will highlight the importance of planning effective evidenced-based language and literacy approaches and strategies to meet the needs of diverse learners on a developmental continuum. It will illustrate how teachers, educational leaders and policymakers can cater for diversity in both policy and practice through authentic and focused assessment practices, including profiling learner’s strengths and challenges and through the use of evidence based practices in the learning environment.
- Neuroscience of Human Learning12.5
Neuroscience of Human Learning
This subject examines the foundations of human learning through a neurological lens, ranging from the sensory detection, encoding, storage, retrieval, storage, and behavioural outputs, to social constructs of learned information. A neuroscience of learning lens will also be used as a framework for critiquing educational practices, policies and products. The subject will provide opportunities for students to analyse ways in which findings derived from neurological research can be used to inform their professional practice.