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Study graduate diploma online through Open Universities Australia. Explore all degrees, subjects and short courses now.

The Graduate Diploma of Education (Leadership and Innovation) provides the opportunity for existing teachers, education practitioners or other professionals to upskill, enhance research ability and develop proficiency in specific areas of education theory and practice.This course includes a solid foundation in the research of inclusion, leadership and social justice, empowering you to enact change in program, policy and project design.Through a leadership lens this course provides advanced theoretical and practical knowledge in identifying issues and opportunities in education. Student will engage in designing methods of responding to issues through practice, and understand the role of technology in contemporary learning settings. Whilst exploring a range of contemporary innovations and focusing on analysing and critiquing existing innovating approaches.Course duration: 1 Year full time, 2 Years part-time.

Expand your professional practice. This course offers an overview of the contemporary educator’s skillset. You’ll explore technology and build research skills. Gain confidence tackling educational challenges and making changes.

Graduate Diploma of Education (Leadership & Innovation)

This subject will provide an overview of local and international, historical and philosophical perspectives that have influenced contemporary Australian early childhood education and care contexts. Their impact on early childhood education and care and its leadership and management will be critically examined. The subject affords the opportunity to explore and critique policy and procedure development in the light of current legislative and accountability requirements. Pre-service teachers are invited to examine approaches to: leading professional learning communities; engaging with families; sustaining advocacy for children; relating theory to practice and supporting professional research; and creating a climate for continuous debate and improvement of Early Childhood settings.Please Note: If it’s your first time studying a Curtin University subject you’ll need to complete their compulsory ‘Academic Integrity Program’. It only takes two hours to complete online, and provides you with vital information about studying with Curtin University. The Academic Integrity Program is compulsory, so if it’s not completed your subject grades will be withheld.Find out more about the <a href="https://www.curtin.edu.au/students/essentials/rights/academic-integrity/aip/" target="_blank">Academic Integrity module</a>.

Philosophy, Management and Leadership in Early Childhood Education and Care

Reflective leadership is a style of being leader, either as teacher or administrator that connects actions of leaders with inner truths that help shape their outward behaviours and value perspectives. It is imperative that leaders develop insight into an awareness of self to become compelling examples for others. In this course, the concept of reflective practice as a professional activity is explored and leaders learn ways of disciplined reflection on experiences. Participants in this course are invited to develop personal styles of reflective practice. They are assisted to identify, claim, and transform obstacles to good teaching and learning and be empowered to provide positive authentic leadership.

Leadership as Reflective Practice

Teacher resilience has been associated with teacher quality and positive outcomes for both educators and students. School leaders play a critical role in cultivating resilience for staff across the range of career phases and in leading resilient schools. This course focuses on the concept of resilience and why it is important for teachers and school leaders. Using understandings from theory and research, the course explores the influence of both individual and contextual factors in the resilience process along with strategies and practices that constrain and promote resilience. Drawing on theory and recent empirical research, the course will enable students to develop in-depth knowledge and understanding of the concept of resilience and the personal qualities and strategies that promote resilience for themselves and others. Further, the course enables students to understand how school contexts support resilience and the operational, relational and strategic implications for school policies and practices. Throughout the course students will have opportunity to reflect on key themes in relation to their own experiences, understand and apply learning to current and future situations.

Building Resilient Teachers and Schools

This course will provide students with an introductory overview on qualitative and quantitative research methods. The course focuses initially on exploring the nature of a research question and its relationship to the aims and objectives of a research study. Next, the course provides students with the tools and background to critique a research article in an area of professional relevance. The course enables students to critically evaluate a range of research techniques and how they would apply these techniques to a chosen area of study. Finally, students will review and critique literature and methodologies in preparation for the writing of a research proposal within an educational setting.

Applied Research Methods in Education

Higher education requires leaders who are adept at managing continuous change, transparency, consultation, collaboration and accountability. This subject takes a growth approach to assist academics to be effective leaders in learning and teaching and actively advance their careers. It does this through providing a foundation in leadership capabilities and competencies, contemporary leadership theories, and values-based strategic leadership frameworks.

Leadership in Learning and Teaching in Higher Education

Organisations everywhere now operate in an environment of rapid, on-going and disruptive change. Leaders play a key role managing such change, which can include system-wide and local reforms, restructuring and innovations. Often, many planned changes are not implemented in practice as originally conceived. This subject examines some of the forces of change and for change in society today, focusing in particular on both barriers and facilitators. Students will develop deeper understandings of change processes, appreciate the complexities of these processes and identify some strategies to successfully lead change.

Leadership for Change

Expectations of leaders in educational and other settings can change significantly over the course of a career. In addition to understanding individual issues of changing professional identity, self-preparation, and role transition, leaders are required to engage with heightened responsibilities when government and institutional reforms of structure, culture and practice entail high stakes accountability through outcome-focused performance targeting. By the end of this subject, you will have developed advanced knowledge and skills in the connection between individual and systemic change in leadership practice through study of modules on: approaches to leadership, theories and styles of leadership, the practice of leadership; and the social dimension of leadership in educational and related work contexts. Part of the aims this subject is to enable you to have a better understanding of yourself as a leader and how to lead others.

Understanding Leadership

This subject was previously known as ECHX826 Leading and Managing Early Childhood Settings.This subject explores micro and macro systems that impact on the effective leadership and management of early childhood settings. The unit will focus on the critical exploration of three content areas: the social, political and legal contexts within which early childhood organisations in Australia operate; early childhood leadership theory; and roles and responsibilities of early childhood leaders and managers. Students will investigate diverse management structures, regulatory and legislative frameworks, and the ethical and professional roles and responsibilities of early childhood teachers as leaders and managers

Build your capacity to lead and manage by exploring early childhood leadership theory. Investigate management structures, regulatory and legislative frameworks, and the ethical and professional roles and responsibilities required

Leading and Managing Early Childhood Settings

This subject provides a lens for examining the social, cultural and political contexts that drive the Australian STEM education agenda and associated leadership practices for creating impact, and curriculum transformation. Students will critically explore the impact of STEM identity on career choices and how this is associated with the low representation of women, Indigenous people and others from a diversity of backgrounds. Students will explore the leadership challenges of reversing these participation trends and consider the philosophical debates about the nature of STEM and how this shapes practices in schools and across a range of invested community contexts. An interrogation of integrated learning programs will lead to identifying and developing strategies for a wider impact evaluation of STEM education initiatives.﻿Please Note: If it’s your first time studying a Curtin University subject you’ll need to complete their compulsory ‘Academic Integrity Program’. It only takes two hours to complete online, and provides you with vital information about studying with Curtin University. The Academic Integrity Program is compulsory, so if it’s not completed your subject grades will be withheld.Find out more about the <a href="https://www.curtin.edu.au/students/essentials/rights/academic-integrity/aip/" target="_blank">Academic Integrity module</a>.

Becoming a Leader of STEM Education

This subject integrates a rich understanding of the significance of social justice in educational contexts. It envisions educators at all levels and across contexts as leaders and invites students to reflect on and evolve their philosophy of educational leadership. Through a series of case studies and engagement with social justice theory, students will gain a holistic understanding of the principles of social justice and the skills to recognise and apply them to local contexts. students will explore how educators can hear, recognise and uphold the voices, views and lived experiences of learners, especially marginalised people and communities. Students will engage reflexively with their practice and use theory and research to build an understanding of how to respond to learners, their families, and their communities in a manner consistent with social justice informed leadership. In the assessments, students will apply this knowledge to practical, authentic situations by evaluating and engaging with both their own experiences and resources provided throughout the subject. The subject design and content will reflect and model social justice principles. It will run as a series of integrated modules to give students agency and flexibility in how to engage in their own learning.﻿Please Note: If it’s your first time studying a Curtin University subject you’ll need to complete their compulsory ‘Academic Integrity Program’. It only takes two hours to complete online, and provides you with vital information about studying with Curtin University. The Academic Integrity Program is compulsory, so if it’s not completed your subject grades will be withheld.Find out more about the <a href="https://www.curtin.edu.au/students/essentials/rights/academic-integrity/aip/" target="_blank">Academic Integrity module</a>.

Empowering Learners Through Social Justice Leadership

Graduate Diploma Education leadership Courses & Degrees | Open Universities Australia

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