Master of Instructional Leadership
- CRICOS Code: 084959E
What will I study?
You will gain evidence-based skills to transform and improve teaching and learning. Through the course, you will learn how to manage and develop your team, and discover innovative approaches to school management.
The Master of Instructional Leadership can be completed via either a coursework or research pathway.
- Course code: MC-INSLEAD
- 1 year full-time or 2 years part-time
- 100 points of coursework, comprising:
- 7 x compulsory 12.5 point subjects (including the 25 point captstone component)
- 1 x 12.5 point elective.
- Course code: MC-INSLEAD
- 2 years part-time
- 100 points of coursework, comprising:
- 4 x core 12.5 point subjects
- 1 x 12.5 point research methodology subject
- 1 x 37.5 point research project.
For detailed course and subject information, see the University Handbook: Master of Instructional Leadership.
- On campus
- Semester 1
- Semester 2 - entry is only available for graduates of the Professional Certificate.
Explore this course
Explore the subjects you could choose as part of this degree.
- Leading Learning and Teaching12.5
Leading Learning and Teaching
This subject will critically examine the research evidence linking quality teaching with student outcomes within the context of contemporary educational theory, policy and practice. Of central interest will be the role of leadership, and in particular approaches to instructional leadership, in promoting, developing and providing quality teaching and student learning. Key aspects include successful change management, effective teacher professional learning and the importance of evidence and data. Candidates will conduct a self-assessment of their capabilities against the research literature on effective instructional leadership and the National Professional Standard for Principals (AITSL). This subject aligns with the Australian Institute for Teaching and School Leadership National Professional Standard for Principals.
- Leading Assessment12.5
This subject is designed around the key assumption that assessment practice and policy is a central component in successful school leadership and instructional decision making. Participants will explore assessment and reporting frameworks that focus on improved pedagogy. Recent developments in assessment and reporting will form a basis of the subject. These developments include consideration of how innovative methods of student assessment might be applied in the classroom; and how assessment data can be used at individual student-teacher level, at class-coordinator level, and at school leadership level. Participants therefore will be engaged in reviewing approaches to student assessment, teacher use of these assessment data to make instructional decisions, and leadership use of data to inform curriculum, staffing, and school policy related matters. The subject aligns with the Australian Institute for Teaching and School Leadership National Professional Standard for Principals.
- Evidence for Learning and Teaching12.5
Evidence for Learning and Teaching
The major focus of this course is how school leaders know that teachers and students are learning in positive ways throughout their school. Students will explore the current evidence base about what works best, what criteria can be developed to make decisions about success, how to develop a program logic for their leadership role, and how to evaluate the impacts of leadership decisions on both teachers’ and students’ learning. This subject aligns with the Australian Institute for Teaching and School Leadership National Professional Standard for Principals.
- Understanding Schools12.5
The structure, organisation and culture of schools are critically explored through the conceptual tool of framing. Several frames are used to understand the typical forms schools take, and how people are organized in these forms. Re-framing, organizational behaviour, and successful school leadership conceptions provide the necessary conceptual lenses to critique school structure, organisation, and culture, whilst, several views of change management are used to explore why these forms are enduring, The subject also explore how schools can be transformed to respond to the contemporary learning needs of students. The ideas explored provide the foundation for developing school success within an instructional leadership orientation. This subject aligns with the Australian Institute for Teaching and School Leadership National Professional Standard for Principals.
- Leading Schools Through Leading Self12.5
Leading Schools Through Leading Self
This subject is designed around the key assumption that self-leadership is a critical pre-cursor for successful school leadership. Students will explore key educational frameworks that enable to them expand their own self awareness and allow them, as educational leaders, to assist school staff and school students to develop greater self awareness. Authentic Leadership will be a major topic in this subject and will be analysed via two prominent, evidence-based frameworks: George and Simms (2007) and Walumbwa, Avolio, Gardner, Wernsing and Peterson (2008). Students will explore the importance of developing relational transparency and an internalized moral perspective in ensuring successful educational leadership. The new science of positive psychology will be used to encourage students to engage in appreciative reflection of self and others, to study strength-based approaches to creating change in schools and to explore the social factors that influence education. This subject aligns with the Australian Institute for Teaching and School Leadership National Professional Standard for Principals and considers theory that guides self reflection, self improvement and self development. The subject also explores the importance of school leaders behaving with integrity and moral purpose.
- Leading Educational Research12.5
Leading Educational Research
This is the first of two subjects that Master of Instructional Leadership students complete as part of their (AQF) Capstone experience. The subject will provide an introduction to approaches to conducting evidence-based research in educational settings. This will include: guiding students through critical evaluation of relevant literature, the purposes and characteristics of qualitative and quantitative methodologies for data collection and the procedures and processes for executing a research project including ethical, design and analysis considerations, Students working in groups will develop short research proposals and present these proposals as part of the subject.
- Researching Leadership Practice12.5
Researching Leadership Practice
This is the second of two subjects that Master of Instructional Leadership students complete as part of their [AQF] Capstone experience. Drawing on theory, knowledge and skills developed throughout the Master of Instructional Leadership students will implement an intervention or innovation designed to address an issue associated with instructional practice, or that will lead to improvements in teacher quality and student learning and achievement. As part of their project, students will be expected to document planning and implementation decisions, and also research the impact of the intervention on teachers and school students. The Capstone project will culminate with students synthesizing the findings of their research in a written form such as a journal article or report. A hurdle requirement for this subject is that students will also provide an oral presentation of their findings, which should incorporate a reflection on the key learnings and understandings they have gained from their studies in the Master of Instructional Leadership. This subject aligns with the Australian Institute for Teaching and School Leadership National Professional Standard for Principals.
Note: Projects will be based on a set of topics that will be introduced in ‘EDUC90786 Leading Educational Research’.
Research intensive option
- Education Research Methodology12.5
Education Research Methodology
In this subject, students will develop an understanding of how to appraise, plan, implement and disseminate research in education. Students will participate in a series of lectures and seminars, focusing on: what constitutes research in education; the function of a literature review; methodologies and methods in education research; key issues in research ethics; the management and analysis of data and the fundamentals of research writing. Students will develop a research proposal with guidance from a supervisor, and present an overview of the aims and significance of their proposed project.
- Education Research Design37.5
Education Research Design
In this subject, students gain experience in designing a substantial educational research investigation that could be subsequently used to inform the development of a PhD proposal. Students negotiate to undertake the completion of a theoretically and methodologically defensible research proposal, in an area of interest, with assistance from an academic supervisor.