| COURSE SUMMARY | |
| Qualification / Award | Master of Educational Leadership (Online) |
| Course Duration | 1 year full-time (2-4 years part-time) |
| Credit Points | 48 Credit points (8 units) |
| Delivery | 100% online |
| Available to | Domestic (FEE-HELP available) |
| IELTS | 6.5 with no band less than 6.0 |
| Financial Information | Course Fees Page |
| AQF | Level 9 |
| Key Dates | Application Deadlines and other Key Course Dates |
The Excelsia Master of Educational Leadership degree provides aspiring, emerging and current leaders, managers or administrators in education with sound knowledge of theory and practice in educational leadership. Whether you are already in a leadership role or preparing to take the next step, this degree will help you extend your career in a variety of educational settings.
The Master of Educational Leadership at Excelsia College is an online degree which gives you the flexibility to navigate your way through the content and resources from anywhere you are. However, you’re not alone in this journey. In order to give you the support you need in an online environment, our experienced lecturers will conduct live online discussions where you will be able to connect with your lecturers and other students, and also have all your questions answered synchronously.
Each unit in this course is taught by our highly-experienced and well-qualified academic staff who have extensive experience in education in Australia and overseas.
Excelsia College’s respected academics will guide your learning from a faith-based perspective, teaching you to reflect deeply on the ways in which your Christian worldview impacts your role as a teacher and leader. Our courses are aligned with AITSL standards, and students will graduate with the confidence to lead in both religious and non-religious educational environments.
The entry criteria for admission to the Master of Education are:
a four-year Bachelor of Education or equivalent qualification; and one of the following:
(i) the completion of postgraduate studies in a relevant field; OR
(ii) professional experience equivalent to one year full-time in a field considered by the Faculty to be appropriate to the
program of study.
The entry requirements for those with postgraduate initial teaching education degree are:
a bachelor’s degree AND ONE of the following postgraduate qualifications:
- Master of Teaching;
- Graduate Diploma in Education; OR
- Equivalent postgraduate teaching qualification
Visit the Applicants with Higher Education Page
The Master of Educational Leadership is not available to International Students.
Entry to this course will not be possible based on VET or TAFE studies or on Work and Life Experience alone.
Early Exit Qualification
Upon successful completion of first semester (4 units) of Master of Educational Leadership students will be able to exit early with
following qualifications depending on the units studied:
a) Graduate Certificate in Education Leadership
or
b) Graduate Certificate in Classroom and Curriculum Innovation
Applicants whose qualifying undergraduate studies were taken in a language other than English will be required to demonstrate English proficiency equivalent to the IELTS Academic minimum overall result of 6.5 with no band score below 6.0. Comparative scores for recognised tests are included below:
| Examination | Minimum Score |
| IELTS | 6.5 with no band less than 6.0 |
| TOEFL iBT (Internet-based) | 79 with no score less than 20 |
| PTE Academic | 58 with no score less than 51 |
Download the Student Selection and Admissions Policy and Procedure.
Perhaps you want to hone your skills in the classroom, increase your earning potential or become a leader in your professional learning community. Perhaps your eye is on a future role as a principal or curriculum leader. Whichever path you want your career to take, our online MEd prepares professional educators for advancement in any area of educational research, leadership and practice.
The Master of Educational Leadership comprises of eight units:
• Four core units
• Two compulsory research units
• Two elective units
This unit provides students with a resilience model for spiritual and holistic wellbeing including practical strategies for coping and responding to change using Christian pillars of prayer, forgiveness, supportive communities, rest and renewal, gratitude, and hope. The unit explores the principles underpinning virtue ethics, intentional character and identity development, bioethics, and a Biblical response to relevant contemporary environmental, cultural, and social issues.
Understand the way in which Lave & Wenger’s classic theory of community plays out in a professional learning community in which all members engage, imagine and support in the pursuit of knowledge. With the recognition that learning cultures are context-specific and constantly changing and growing, students will reflect on ways to apply theories to current work or school environments.
Examine and critique decision making practices based on data and research in the context of a Christian definition of student outcomes. Students are taught to use care and wisdom as they interpret research and evaluate current Australian data collection practices, acknowledging both the limitations and value of data-based decision making.
The aim of this unit is not to provide a definition of leadership, but to discuss key aspects of the concept and their implications, in particular, the idea of a ‘leader’ as a role, or a person with particular qualities, or as a process; or, as is considered at length in this unit, a fluid combination of all these elements, the precise combination of which at any time and in any one situation will vary according to a host of factors, not the least of which is how people view themselves as ‘leaders’ and/or ‘followers.’
Evaluate and learn to conduct informed research in the social sciences. Philosophical and theoretical approaches to research are coupled with practical research skills and an opportunity to design a research report. Research skills prepare students for lifelong learning and future success in postgraduate study, and are a valuable and influential tool as they engage with their learning communities as teacher leaders.
Building on the foundation of the Research Methods unit and working with a Research
Supervisor, students conduct a self-led research project exploring a ‘real world’ problem in the field of education. Students identify and investigate their chosen topic, design and conduct professional research, and report their findings in a final seminar.
* Compulsory
This unit explores a philosophy of education from a Christian perspective. Students examine theories about how worldviews are formed by our culture, and how our philosophy of education impinges on educational practice from a transformational perspective; They explore the concept of worldview, how it appropriates itself in a school, in vision and mission statements, in the classroom, in the individual and in an organisation. The concept of a biblical worldview, and the place of religious education in Australia, are examined and contextualised.
Study and critique a range of pedagogical approaches for learning and best practice. Students evaluate their personal pedagogies and are encouraged to consider how their Christian faith influences their perspective. Digital and multimedia pedagogies, direct instruction and enquiry learning theories are discussed in depth.
Learn to apply a Christian worldview to leadership and management principles while developing a personal metaphor and mode of leadership. Students explore both the theory of successful leadership and historical examples, as well as sustainable leadership practices, ethics, management principles, spiritual leadership, gender, emotions and other topics which must be understood in order to be an effective Christian leader.
Appreciate the incredible influence a creative Christian leader can have in curriculum development, strategic planning, management, school cultures and pedagogical approaches. While studying models and theories of creativity and innovation, students learn to apply what they learn personally and to encourage others in their learning communities to value innovation.
| Applicant background | 2019 Semester 2 | |
| Number of Students | Percentage of all students | |
| (A) Past higher education study (includes a bridging or enabling course) | 3 | 100% |
| (B) Past vocational education and training (VET) study | 0 | 0% |
| (C) Work and life experience (Admitted on the basis of previous achievement not in the other three categories) | 0 | 0% |
(D) Recent secondary education:
| 0 | 0% |
| 0 | 0% |
| 0 | 0% |
| International students | 0 | 0% |
| All students | 3 | 100% |
