EDU516 Formative Classroom Assessment
The incorporation of assessment for learning and assessment as learning strategies allow teachers to use student data formatively, within and as part of a learning experience. This notion supplements and enriches learning as it moves beyond the traditional understanding of assessment as a summative process at the end of a learning experience. Students will select and trial new assessment approaches, consider the role and relevance of formative theory and practice in, and to, their school contexts, and apply their learning to developing or modifying a schedule or plan of formative assessment. As such, they will gain greater understanding of assessment possibilities and implications, with an emphasis on formative practices.
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EDU524 Learning Theories in Practice
Beginning with the early ideas of Plato, emerging understandings of learning and the development of knowledge are explored: from the observations and techniques of behaviourism to constructivist and connectivist approaches. Learning theories are considered for their contribution to educational decision-making and practice, and critiqued through a biblical worldview lens. Additionally, the theoretical basis and educational implications of theories of learner diversity are evaluated. Students will engage in classroom-based action research to investigate how insights from one or more learning theories can inform, shape and suggest answers to questions about the impact of their actions and choices on their students’ learning.
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EDU526 Comparative and International Education
The aim of this course is to assist teachers and educational leaders to reflect on their worldview assumptions and then consider the implications of education in cross-cultural contexts. This is to be accomplished by exposing them to education systems and educational leadership practices in different cultural or country contexts. This process will include a brief study of theory related to comparative and international education, reflection and discussion, and practical experience of educational leadership in other settings. These other settings may include cross-cultural sites within the student’s country or, preferably, visiting schools in another country.
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EDU531 Directed Reading in Educational Leadership
Educators working in school settings are regularly confronted with problems or difficulties—some of which may seem impossible to solve. This subject provides an opportunity for students to learn the necessary skills involved in systematically searching appropriate literature in order to give clarity to the definition of the problem and to identify potential solutions. In this process, the problem, any possible solutions, and the literature should be considered or critiqued from a biblical perspective. Once possible solutions have been located, the student is guided to writing a practically oriented response to their local-level problem.
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EDU546 Equity and Inclusion: Educating Students with Disability
Students will critically investigate the notion of diversity and inclusion in educational contexts, exploring the moral, legal, and professional imperatives for equity. This subject focuses on learning and teaching practices for students with disability while acknowledging that inclusive school communities are responsive to the educational needs of all, including those with exceptional abilities and students who may be marginalised through ethnicity, refugee status, or emotional/behavioural difficulties. Building on themes and principles from foundational units of study, a biblical perspective will be presented in terms of the creation, fall, and redemption schema as the contour for the biblical narrative and as the context for this exploration of inclusive education.
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EDU561 Leading Quality Teaching and Learning
This subject provides participants with an understanding of the significant role of leaders in shaping quality teaching. Participants will critique preconceived notions of professional development processes, especially in the area of staff appraisal, through both a biblical worldview and current research. Through this analysis, participants will reflect on their current school practices. In collaboration, participants will consider additional strategies beyond mere appraisal to implement in an action plan in order to support quality teaching. Participants will both model and see the potential of collaboration based on trusting relationships.
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EDU567 Adults and Professional Learning
This subject investigates and applies theories associated with andragogy and its implications for adult learning. Knowles’ andragogical model will be reviewed and compared with a range of alternative theories and models of adult learning.
This subject provides educational leaders within Christian schooling an opportunity to apply principles associated with adult learning from within a biblical worldview.
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EDU573 Understanding Stakeholder Relationships
The importance of the various stakeholders in educational communities has been highlighted in recent research. Parents can be conceptualised as partners in their children's education, and school-community links can be developed to enhance both learning and community. Students can also be seen as stakeholders in their own learning whose insights could influence both research and practice.This subject evaluates current understandings of community in the school setting and explores the application of Christian worldview perspectives to stakeholder relationships in Christian school communities.
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EDU575 Vision and Mission in Australian Christian Schooling
This subject is designed as an investigation into the history and philosophy that underpins Christian education. If we do not spend time investigating the reason for Christian schooling, and to learn from our history, how then ought we be guided for the future?
The purpose of this subject is to examine the philosophical and historical roots and context of Christian schooling in Australia, so that students of this subject may be better equipped to fulfil their task in the Christian school.
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EDU576 Reforming Leadership: Overseeing Change and Ccontinuity
Leaders have the dual responsibility to maintain the foundational vision of a school while overseeing mandated and desired change. The term ‘reforming leadership’ has been used because it has connotations with both continuity and change. Christian reformers made changes by going back to foundations. This subject helps the leader and aspiring leader affirm the foundational vision of the school; identify the school culture and practices that either support or hinder this vision; and initiate vision congruent change. Leaders will be assisted in appreciating the important aspects of worldview and meaning held by various people involved in educational change.
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EDU579 Critical Evaluation of Professional Learning
This subject offers students opportunities to appraise professional learning events through the lens of a biblical worldview in order to enhance educational theory and practice particularly within Christian schooling.
Students will use a range of common worldview diagnostic tools to engage with and use to critically appraise professional learning events or activities such as conferences or other formal adult learning in relation to schooling.
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EDU580 Critical Analysis of Leadership Development
This subject offers students opportunities to appraise professional learning events through a Biblical worldview in order to enhance educational theory and practice particularly within Christian schooling.
Students will use a range of common worldview diagnostic tools to engage with and use to critically appraise professional learning events or activities such as conferences or other formal adult learning in relation to schooling.
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