Graduate Certificate in Educational Leadership (Major)
Central Queensland University
About
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.
Structure
Course Structure
--> In order to complete this course, you must:
- Complete the core structure
- Complete 1 major
Core Structure
--> View Full Course Structure -->| column1 | column2 |
|---|---|
| Number of units: 2 | Total credit points: 12 |
Students are required to complete the following core units
| column1 | ||
|---|---|---|
| Available units | ||
| Students must complete the following compulsory units: | ||
| --> EDED20497 | Orientation to Educational Leadership | --> |
| --> EDED20500 | Engaging with Educational Research | --> |
Course Structure
--> In order to complete this course, you must:
- Complete the core structure
- Complete 1 major
Graduate Certificate in Eduational Leadership (School Leadership) Major
--> View Full Course Structure -->| column1 | column2 |
|---|---|
| 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:
| column1 | ||
|---|---|---|
| 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:
- Complete the core structure
- Complete 1 major
Graduate Certificate in Educational Leadership (Disability and Inclusive Education) Major
--> View Full Course Structure -->| column1 | column2 |
|---|---|
| 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:
| column1 | ||
|---|---|---|
| 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:
- Complete the core structure
- Complete 1 major
Graduate Certificate in Educational Leadership (Early Childhood Education) Major
--> View Full Course Structure -->| column1 | column2 |
|---|---|
| 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:
| column1 | ||
|---|---|---|
| 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:
- Complete the core structure
- Complete 1 major
Graduate Certificate in Educational Leadership (STEM) Major
--> View Full Course Structure -->| column1 | column2 |
|---|---|
| Number of units: 2 | Total credit points: 12 |
| column1 | ||
|---|---|---|
| Available units | ||
| Students must complete the following compulsory units: | ||
| --> EDED20510 | STEM and Community Engagement | --> |
| --> EDED20511 | Contemporary Practices in STEM Education | --> |
Entry requirements
What do I need to start?
Entry Scores
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
- Domestic Fees -->
Learning outcomes
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.
| column1 | column2 | |||||
|---|---|---|---|---|---|---|
| | 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.
| column1 | column2 | |||||
|---|---|---|---|---|---|---|
| | 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.
| column1 | column2 | |||||
|---|---|---|---|---|---|---|
| | 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.
| column1 | column2 | |||||
|---|---|---|---|---|---|---|
| | 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 | --> | --> | --> |
Institution
