Master of Education (Leadership)
The Master of Education (Leadership) degree course is a one-year graduate entry level course for education-qualified school principals, those in school leadership positions, or those wishing to take on leadership responsibilities. The course was developed to provide professional development and the upgrading of expertise and credentials of their school leaders. The course is academically rigorous and is grounded in a biblical perspective on the philosophical foundations of education and educational leadership. While the course has been developed primarily for educators within the Christian Education National schools in Australia, the course may be undertaken by educators in other school systems in Australia, as well as by students studying online overseas.
The course provides an advanced grounding in educational leadership theory and practice as understood from a biblical perspective. As such, the course encourages investigation into, and reflection on, current theory and practice, and where necessary, thoughtful deconstruction, and re-construction towards application in effective practice within specific, local contexts.
Included also in the course is a substantial body of knowledge appropriate to current educational leadership practice. Utilising the expertise of highly qualified and experienced lecturing staff, and with access to current books and eJournals, the course core and elective subjects provide a biblical grounding pertinent to practically oriented, current theoretical foundations that apply to a range of school leadership contexts. The course therefore aims to produce graduates who are competent and reflective school leaders who are equipped to engage in life-long learning in their profession.
The Master of Education (Leadership) is a one-year, full-time equivalent program. It comprises:
40 credit points of compulsory core subjects
30 credit points of elective subjects
10 credit points of a capstone subject
Alternatively, students wishing to complete a 20 credit point capstone subject will complete 20 credit points of elective subjects.
Course Learning Outcomes
1. Demonstrated advanced and integrated recognition of the diversity of life values that characterise today’s pluralist societies, and ability to encourage respect, based on informed understanding, of those who hold views that differ from those of the school community;
2. Demonstrated detailed understanding of the development of theological and anthropological perspectives on Christian educational leadership practice;
3. Demonstrated in-depth understanding of general research principles and methods, and advanced knowledge of specific research approaches within the discipline of educational leadership;
4. Demonstrated ability to critically evaluate and effectively communicate educational leadership theories and practices in order to most effectively achieve desired learning outcomes with special attention to embedded worldview and life values;
5. Demonstrate the advanced level of knowledge and higher-order of skills that are required for effective Christian educational leadership in such areas as management, administration and research in order to develop, sustain and fulfil the vision and mission of particular school communities;
6. Demonstrated advanced ability to a develop and implement a school-based research project that will provide a sound basis for the development of effective educational leadership practise based upon the philosophical assumptions of the school context and needs of students;
7. Demonstrated ability to articulate a clear understanding of a biblical worldview, and its impact on philosophical and historical trends in educational leadership. Plan and implement educational leadership programs in the social and cultural context of the contemporary world that are critically shaped by a biblically informed experience of that world;
8. Demonstrated ability to design and implement a capstone project which examines a complex problem or issue using appropriate methodologies and theories from educational leadership;
9. Demonstrated ability to display creativity and flexibility supported by biblically informed, rigorous reasoning in identifying and dealing with emerging problems in the educational leadership context;
10. Demonstrated ability to develop a plan for continual personal development that includes spiritual, professional and interpersonal skills for effective educational leadership practice and collegial academic engagement;
11. Demonstrated ability to design and implement a major research project to advance personal and professional development, in order to thrive in educational leadership contexts.
This course of study is delivered by the National Institute for Christian Education (NICE) through a Higher Education Third Party Arrangement between AC and NICE.
For more information about this course, including the suite of courses available, teaching faculty, requirements for admission into this course of study, and information about fees and student services, please visit NICE’s website.
This course is not currently available to onshore international students.
International students are required to have attained an International English Language Testing Service (IELTS) of 7.0, with a score of not less than 6.5 in any band, or equivalent.
Academic Entry Requirements
Applicants must meet one of the following academic entry requirements:
This course of study requires the completion of at least an AQF Level 7 Bachelors degree in education, or equivalent, or completion of a Level 8 or above equivalent postgraduate qualification by an authorised institution. Recent high school leavers are not eligible for direct entry into this course.
This course of study requires the completion of at least an AQF Level 7 Bachelors degree in education, or equivalent, or completion of a Level 8 or above equivalent postgraduate qualification by an authorised institution. Applicants with a Vocational Education and Training (VET) qualification are not eligible for this course.
Completion of at least an AQF Level 7 qualification in education or completion of any AQF Level 8 qualification.
Complete Fee Schedules and FEE-HELP information (where appropriate) for all Alphacrucis courses can be found in our Documents section, under the Fees and FEE-HELP Information link.
Units offered as part of this Award:
- EDU400 - Biblical Foundations of Education
- Explain the relationship between the Bible as a unified narrative and theology, and appreciate the variety of different approaches to theology and the potential influence each may have on education.
- Summarise the major concerns of hermeneutics and methods of interpreting the Bible, including concerns regarding epistemological approaches to the Bible as God’s written word.
- Discuss the themes of Scripture and their pertinence to schooling.
- Compare and contrast the literature genres of specific books, and see the history of the Old and New Testament Scriptures in terms of the larger plans and purposes of God—with specific reference to education;
- Evaluate the implications of a biblically grounded metanarrative for life and educational practice.
- EDU504 - Worldview Perspectives in Education
- Describe significant theories of education and the historical, anthropological and philosophical contexts in which they developed;
- Assess and critique current education theories and evaluate them with regard to the biblical metanarrative;
- Critically appraise the impact on education of protected status given to specific religions in some jurisdictions, and explain the impact of this on society in general and on young people in particular;
- Evaluate public education’s secularist monopoly and defend the legitimacy and great value of Christian schools in contemporary life;
- Discuss recent issues and trends in education in the light of their historical development and philosophical orientation;
- Modify current operational thinking by reframing education as a deliberate practice of submitting to the Lordship of Christ and developing perspectives and pedagogies that reflect this accountability.
- EDU505 - A Biblical Vision for Christian School Leadership
- Discuss critical features of successful school leadership from a biblical perspective;
- Evaluate the relevance of worldview issues in shaping educational leadership;
- Critically evaluate a range of scholarly literature on general and educational leadership theory;
- Appraise leadership approaches that unite a school community around a biblical vision for schooling and a common educational purpose;
- Interpret and respond to the complexity and challenges for Christian school leadership in the 21st century;
- Recognise and promote the importance of nurturing the gifts of individual school members in order to strengthen the school’s communal and educational life;
- Identify weaknesses or growth areas in one’s own leadership practice and develop strategies that will enable them to be more consistent with a biblical vision of school leadership.
- EDU506 - Biblical Principles of School Management
- Appraise the demands, challenges and requirements of school management from experience and based on the AITSL Leadership Profiles;
- Evaluate various models, including mentoring, that can enable professional growth for school leaders;
- Critique leadership and management theories applicable to the roles of leadership, from a biblical perspective;
- Compare studies on the impact of management practices on school leadership according to legislative requirements, ethical standards and biblical principles;
- Select a current educational issue and describe how it affects, or is affected by, school leadership and management strategies;
- Recommend strategies for its effective resolution with support from the literature, leadership and management theory, and biblical principles.
- EDU526 - Comparative and International Education
- Explain in detail various cultural differences and how these may influence school leadership practices, curriculum development and classroom environments.
- Select and plan culturally appropriate professional development material;
- Demonstrate substantial engagement with the issues involved in education across cultures;
- Critically evaluate the issues involved in education across cultures through in-depth discussion;
- Appraise and critically reflect on educational leadership in cross-cultural settings.
- EDU531 - Directed Reading in Educational Leadership
- Select an issue/problem within an educational context in the scholarly literature and justify the selection;
- With regard to the previously elected issue/problem compile, assess and compare the appropriate academic literature, including biblical perspectives, relevant to various aspects of an educational research problem;
- Critically evaluate these findings in a literature review that effectively communicates the scope of research available and the relevance of biblical principles;
- Propose a possible solution and demonstrate how the research findings inform a personal understanding of educational leadership and make recommendations for improvement in classrooms and/or the school.
- EDU561 - Leading Quality Teaching and Learning
- Summarise the characteristics of quality teaching practice through communally-based and systematic self-appraisal;
- Evaluate strategies for increasing teacher quality and professional learning based on Christian worldview perspectives and quality teaching characteristics;
- Design and implement a strategy for creating Professional Learning Communities that are appropriate to the school context;
- Appraise and critique the current trends in professional learning for educators;
- Design a strategy to meet the professional learning needs of individual teachers in a way that serves the communal interests and student learning objectives of the school.
- EDU567 - Adults and Professional Learning
- Critically evaluate ideas associated with adult learning and be able to identify and appraise implicit worldview assumptions;
- Discuss in detail a biblical appreciation of learning as an adult in a profession that can be applied to enhance the knowledge and capacity of educators;
- Assess professional development for adult learners in relation a biblical worldview to enhance the educational value of Christian schooling;
- Evaluate critically a range of professional development practices based on biblical perspectives, andragogical practice, and claims relating to improved teaching.
- EDU573 - Understanding Stakeholder Relationships
- Construct a biblically informed view of education within community;
- Categorise the various stakeholders in the school community;
- Compare differing views on the roles and responsibilities of specific educational stakeholders;
- Appraise various strategies for nurturing stakeholder relationships in Christian schools;
- Develop a Christian perspective on relationships between teachers and other stakeholders;
- Synthesise insights from the literature to propose improvements in ONE stakeholder relationship.
- EDU575 - Vision and Mission in Australian Christian Schooling
- Present a justified case for the role of Christian schools in historical and current Australian schooling contexts;
- Clearly articulate and justify the choices made in the composing of a promotional artefact to communicate a school vision that is biblically grounded and appropriate to a particular school context;
- Critically evaluate the vision statements and philosophy of a Christian school;
- Demonstrate advanced research regarding the effectiveness of the operation of a Christian school in light of its historical context, vision, mission, philosophy and aims;
- Discuss and analyse the complexities involved in the operation of a faith-based school within a secular social context.
- EDU576 - Reforming Leadership: Overseeing Change and Continuity
- Critically engage with literature regarding effective change management and critical components of successful Christian educational leadership;
- Evaluate the culture of a school in relation to maintenance of vision, need for change and the identification of ‘gatekeepers’;
- Develop a detailed proposal for a significant change within an education organisation, outlining leadership requirements and preparation with a particular focus on the impact of change for key stakeholders;
- Formulate a detailed implementation plan for the above proposed change, including how other leaders within the organisation contribute to the process of change and how the change promotes greater faithfulness to the implementation of the school’s vision and mission.
- EDU580 - Critical Analysis of Leadership Development
- Explain and interpret insights on educational leadership practice from a diversity of sources and learning areas as filtered through a Biblical worldview;
- Appraise the leadership development processes engaged in during postgraduate study or another approved leadership development program;
- Critique leadership development experiences based on current research and literature in the field, as well as biblical perspectives and suggest changes to established ideas and practices;
- Summarise and critically evaluate unstated worldviews that are embedded in leadership development programs in order to ensure a fundamental coherence in one’s approach to educational leadership and management;
- Describe the design and delivery of training programs that are based upon Biblical presuppositions to enhance worldview and life values of a school community.
- EDU590 - Capstone Review
- Reflectively evaluate the role of the postgraduate course in personal and professional development;
- Critique those facets of postgraduate study that facilitated or hindered professional development;
- Critically analyse the course undertaken in terms of its philosophical and theological underpinnings, as well as government standards for teachers or school leaders;
- Explain and justify transformation—personal, spiritual, educational practice—that has taken place as a result of postgraduate study.
- EDU592 - Special Project in Education
- Select and concisely describe a particular educational situation or issue in context and construct a project by which it may be explored in depth;
- Compile, in depth, the relevant literature concerning the situation or issue (a justified case) through a literature search;
- Organise informal research using an appropriate research methodology or communication with colleagues to clarify the situation or issue if necessary;
- Assess the case in question with regard to biblical perspectives;
- Comprehensively relate the results and conclusions from the case study project.
- EDU593 - Education Research Project
- Construct a literature review related to the research problem;
- Articulate an original, researchable problem within an educational leadership context and develop an appropriate research question in order to address it from a biblical perspective;
- Design an appropriate research proposal to address the identified problem using research methods and data collection protocols taking into account ethical considerations;
- Undertake the necessary research based on the proposed methodology;
- Analyse the collected data and write a research report including a discussion of the results from theoretical, philosophical/theological and practical perspectives.
- EDU594 - Reflexive Teaching through Action Research
- Select specific educational issues requiring correction or modification;
- Assess identified problems using a biblical framework;
- Critically evaluate the literature pertinent to the problem;
- Construct a problem-related intervention in the form of an action research cycle;
- Appraise the result of the action research cycle and plan subsequent action if necessary;
- Summarise the process and results of the action research;
- When the unit is applied as a capstone unit, critical consideration is to be given to prior learning in the degree course.
- EDU597 - Reflexive Leading Through Action Research
- Select specific educational leadership issues requiring correction or modification. Where possible, this should be conducted in collaboration with other leaders;
- Assess identified school leadership problem using a biblical framework;
- Critically evaluate the literature pertinent to the problem;
- Construct a problem-related intervention in the form of an action research cycle;
- Appraise the result of the action research cycle and plan subsequent action;
- Summarise the process and results of the action research.