Professional Certificate in Instructional Leadership

The Professional Certificate in Instructional Leadership comprises two of the core subjects in the Master of Instructional Leadership.

It provides a strong research evidence base for understanding student and teacher learning and how instructional leadership can create the conditions for this to occur.

This course aligns with the Australian Institute for Teaching and School Leadership National Professional Standard for Principals.This course will not meet the requirements for initial teacher registration in Australia.

Course structure

Students will complete two compulsory subjects.

NOTE: The two compulsory are core subjects in the Master of Instructional Leadership (100 points). Those who complete the Professional Certificate in Instructional Leadership will be eligible for entry to the Master of Instructional Leadership and will need to complete the remaining 75 points.

Entry requirements

1. In order to be considered for entry, applicants must have completed:

• an appropriate four year degree in Education or equivalent; or
• a Postgraduate Diploma in the field of Education; and
• at least two years of documented relevant professional experience.

Meeting these requirements does not guarantee selection.

2. In ranking applications, the Selection Committee will consider:

• prior academic performance; and
• the professional experience.

3. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.

4. Applicants are required to satisfy the university’s English language requirements for postgraduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 7 is required.

Inherent requirements (core participation requirements)

The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs. The core participation requirements for study in the Melbourne Graduate School of Education are:

In all courses

1. The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
2. The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
3. Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.

Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact Disability Liaison.

Intended learning outcomes

Students who complete the Professional Certificate in Instructional Leadership should be able to:

• Demonstrate understanding of the educational leadership literature in general, and instructional leadership literature in particular.
• Demonstrate understanding of current research on learning including the impacts of various teaching strategies and approaches.
• Demonstrate understanding of current leadership research and the implications this has for teacher quality and student learning and achievement.
• Critically reflect on their professional strengths and weaknesses and their approach to leading and working with others.
• Understand current research and approaches to teachers’ professional learning.
• Demonstrate understanding of the features of and approaches to successful innovation and change in educational settings, teaching and learning.
• Demonstrate understanding of effective approaches to engaging and working with diverse groups and the community.