Faculty of Education

Postgraduate - Unit

This unit entry is for students who completed this unit in 2014 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

FacultyFaculty of Education
OfferedCity (Melbourne) Term 1 2014 (Flexible)
Coordinator(s)Mr Paul Forgasz


This unit promotes self-and-other awareness and positions emotional preparedness as foundational to school leadership. It engages aspirant school leaders in personal and professional growth according to principles and practices of adult learning and development. Collaborative reflective practices examine cognitive and emotional meaning making systems in dynamic learning communities. A range of sources and learning modalities feature educational philosophy and learning theory issues. Durable bridges between practice and theory support the development of practical needs assessments and preliminary planning for school wide change projects.


Upon successful completion of this unit students should be able to:

  1. complete regular reflective journal submissions that demonstrate considered and integrated personal, scholarly and professionally constructed meanings that use the appropriate reflective writer's content and 'voice' and culminates in a formal personal growth plan
  2. work self-directedly and collaboratively with peers to create a workshop/discussion project pertaining to unit topics, such as adult development models, emotions of leadership, educational philosophical documents, professional development for teachers, learning theories etc., for use in face to face and online modalities
  3. based on study of extant research and readings on professional development planning and in response to school characteristics in student's professional setting, report on one relevant article and collaboratively develop a draft needs assessment for school wide application to determine professional learning needs of teachers and document collaboration notes from liaison with professional mentor and professional teacher colleagues.


Reflective writings culminating in personal growth plan (4000 words equivalent, 50%)
Workshop delivery on course topic, presentation 'notes' including handout summary and interactive materials and online participation (1500 words equivalent, 20%)
Progress report on school wide change project, not including needs assessment document (2500 words equivalent, 30%)

Chief examiner(s)

Workload requirements

Minimum total expected workload equals 24 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 3 contact hours per week

(b.) Additional requirements

  • independent study to make up the minimum required hours per week