Course overview
- Study period
- Semester 2, 2025 (28/07/2025 - 22/11/2025)
- Study level
- Postgraduate Coursework
- Location
- External
- Attendance mode
- Online
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course critically examines the role of teachers in relation to leadership and innovation in the context of educational change. It considers the application of technology and blended learning to facilitate leadership and innovation. Contemporary theory is addressed and students will critically engage with key concepts of leadership, innovation, the use of technology in education and blended learning. The course explores in-depth the possibilities of integrated and innovative use of technology and blended learning in educational settings, especially in relation to the provision of professional learning opportunities for colleagues. Students will build their skills and knowledge in the use of technology and blended learning throughout the course.
This course may not be offered in person if the enrolment is less than 10 students.
This course explores educational leadership and innovation through three interconnected modules.
Module One: Innovation and Leadership in Educational Practice
This module focuses on the theoretical foundations of innovation in education, examining its role in achieving broad educational goals and its transformative impact. It also explores how educational leadership transcends traditional boundaries through distributed and collaborative approaches, with a close look at the characteristics of effective teacher leaders.
Module Two: Learning Technologies and Professional Development.
This module emphasises the development and incorporation of Professional Learning Networks (PLNs) as essential tools for continuous professional development. It investigates how educators can incorporate technology to enhance their expertise and share professional knowledge.
Module Three: Evidence-informed Innovation and Leadership
This module addresses the intersection of innovation and accountability in educational settings. It focuses on the types of evidence necessary to evaluate the effectiveness of educational innovations and leadership strategies, promoting a critical understanding of evidence-informed decision-making.
During the course, students will carefully evaluate various educational innovations that have influenced teaching and learning, with particular attention to the integral relationship between technology and educational change.
Course requirements
Restrictions
Restricted to students enrolled in the GCEdSt and MEdSt. In Person offering may be cancelled unless a minimum of 10 students enrol.
Jointly taught details
This course is jointly-taught with:
- Another instance of the same course
This course has Internal and External offerings and will be run in a hybrid environment with simultaneous synchronous in-person and online delivery.
Course contact
Lecturer
Course staff
Tutor
Dr Kaylene Bishop
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
The weekly structure of this course consists of a lecture and a tutorial, each spanning one hour. Students are advised to consult their timetables for specific tutorial locations and timings.
Aims and outcomes
The Aims of this Course are to provide:
Relevantﾠknowledge about leadership and innovation in the context of educational change
Relevant knowledge about innovations in curriculum, pedagogy, and assessment in the context of educational change
Understanding ofﾠthe appropriate application of data to enhance teaching and learning
Understanding how technologies andﾠprofessional networksﾠcan be deployed to facilitate leadership and innovation
Skills to design innovative solutionsﾠto enhance professional learning in schools
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique | Leadership and Innovation Analysis | 40% 2000 words |
17/09/2025 2:00 pm |
| Essay/ Critique | Educational Innovation Proposal | 60% 3000 words |
29/10/2025 2:00 pm |
Assessment details
Leadership and Innovation Analysis
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40% 2000 words
- Due date
17/09/2025 2:00 pm
- Learning outcomes
- L01, L02, L03
Task description
For this assessment, students will analyse a real-world case study (provided) to demonstrate their knowledge of leadership and innovation in educational change. The analysis should emphasise the role of professional learning communities and networks in fostering leadership and innovation in a provided case study.
The Task:
1. Critical Analysis of Literature
- Conduct a critical examination of research that discusses the integration of leadership and innovation in educational settings. The review should identify and discuss key theories, findings, and ongoing debates, drawing from at least five academic sources to support your analysis.
2. Case Study Analysis
- Analyse a specific instance of educational change, focusing on the leadership strategies and innovative practices implemented. Assess the effectiveness of these strategies and the role of professional learning communities and networks in driving successful outcomes.
3. Strategic Integration and Application
- Synthesise insights from the literature review and case study to propose strategies that support professional learning communities and networks to foster continual leadership and innovation.
Students must engage with the relevant aspects of the readings and Course Modules for the assignment. During the semester, additional suggestions for completing the paper will be provided.
Submission guidelines
Submitting your work via Turnitin
Assignments for this course will be submitted electronically via Blackboard and using Turnitin.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Educational Innovation Proposal
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 60% 3000 words
- Due date
29/10/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
Students are required to prepare a formal written proposal that advocates for an educational innovation. They can select a scenario highlighting a specific need within an educational setting OR choose a scenario and context based on their own professional experience.
The Task:
Students will identify and propose a specific innovative practice to address a chosen educational need. The proposal should encompass an executive summary, a rationale supported by current research, a detailed description of the innovation, a strategic plan for design and consultation, and a comprehensive evaluation plan. This task requires engaging with relevant research, outlining potential challenges, and detailing the integration with existing practices and stakeholder feedback strategies.
Submission guidelines
Submitting your work via Turnitin
Assignments for this course will be submitted electronically via Blackboard and using Turnitin.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy all of the basic requirements: submissions that lack appropriate references, relevance, coherence, organisation and length. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy most of the basic requirements. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Fails to satisfy some of the basic requirements: submissions that lack appropriate references and relevance, or appropriate coherence, organisation and length. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all of the basic requirements: some use of fundamental concepts, some use of references, basically keeping to the topic; some elaboration of ideas and arguments, some degree of coherence and organisation and appropriate length; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable with respect to explaining the significance and implications of the topic. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts of the topics, going beyond mere replication of ideas from source materials to show understanding of key ideas, awareness of their relevance, analysis of implications and drawing of conclusions. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding and subtler aspects of the topics, such as identifying and debating critical issues or problems, applying ideas to practical situations in schools, and offering insightful commentary, implications and conclusions. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination, originality or flair, based on proficiency in all the learning objectives for the course; work is interesting or surprising or exciting or challenging or erudite. |
Additional course grading information
Calculation of final grades
Final grades are determined by consideration of the weighting of individual assessment items.
The final grade will be calculated using the weighting and the individual assignment grades as follows.
For example, a student receives the following three grades
Assignment 1: Grade of 6.0 at 15% weighting
Assignment 2: Grade of 5.0 at 40% weighting
Assignment 3 : grade of 6.0 at 45% weighting
The final grade for this student would be a 6 taking into account the weighting of each assignment as shown:
(Assignment 1: Grade 6 x weighting 0.15=0.90) + (Assignment 2: Grade 5 x weighting 0.40= 2)ﾠ + (Assignment 3: Grade 6 x weighting 0.45=2.70 ) = 5.6ﾠ= Grade 6.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
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| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (28 Jul - 03 Aug) |
Lecture |
Week 1: Introduction and Course Overview Students will reflect on current principles of leadership and examine various educational leadership styles using both contemporary and traditional theories. Readings/Ref: Challenging Leadership Models Learning outcomes: L02 |
Week 2 (04 Aug - 10 Aug) |
Lecture |
Week 2: Distributed Leadership Students will explore the theory of distributed leadership and its usefulness in promoting collaborative educational environments. Readings/Ref: Women in Education; Authority versus Power; Networking Learning outcomes: L01, L02 |
Week 3 (11 Aug - 17 Aug) |
Lecture |
Week 3: Educational Innovation Students will examine the impact of innovation in education and its influence on overall transformation, with a specific emphasis on the incorporation of digital technology. Readings/Ref: Innovation in education; Hurdles; Technology Applications Learning outcomes: L01, L02, L04 |
Week 4 (18 Aug - 24 Aug) |
Lecture |
Week 4: Teachers Leading Innovation Students will investigate the impact of teacher-led innovations in education, highlighting real-world applications and the translation of such innovations into policy. Guest Speaker. Readings/Ref: Teachers Leading Change; Collective Responsibility Learning outcomes: L01, L02, L03, L04 |
Week 5 (25 Aug - 31 Aug) |
Lecture |
Week 5: The Significance of Professional Learning Communities in Driving Innovation Students will define the attributes of successful Professional Learning Communities (PLCs) and their importance in fostering educational innovation. Readings/Ref: Professional Learning Communities; Digital Tools in PLC’s Learning outcomes: L01, L02, L03 |
Week 6 (01 Sep - 07 Sep) |
Lecture |
Week 6: Innovations in Practice Students will critically investigate various innovative educational practices, with insights from a guest speaker from a Systemic Schooling Network. Readings/Ref: Professional Learning Communities; Models of 21st century Innovation in Education Settings Learning outcomes: L02, L03, L04 |
Week 7 (08 Sep - 14 Sep) |
Lecture |
Week 7: Sustainable Innovation for 21st Century Learners Students will investigate sustainable educational strategies that prepare students for future challenges, with a particular focus on leadership models in promoting these developments. Readings/Ref: Transformational Leadership; Integrated Model for Sustainable Leadership; Self Determination Theory Learning outcomes: L02, L03, L04 |
Week 8 (15 Sep - 21 Sep) |
Lecture |
Week 8: A Community of Practice Case Study Students will explore a case study of Communities of Practice, evaluating its influence on enhancing school performance and fostering professional growth through innovation. Readings/Ref: Communities of Practice; Networks: Digital tools Learning outcomes: L01, L02, L03, L04 |
Week 9 (22 Sep - 28 Sep) |
Lecture |
Week 9: Stakeholders in Education Innovation Students will investigate the responsibilities of different parties involved in educational innovation, with a specific emphasis on cooperative approaches and collaborative creation. Readings/Ref: Stakeholders in Digital Education; Leveraging Teachers' Digital Competencies; Listening to Stakeholder Perceptions Learning outcomes: L02, L03 |
Mid Sem break (29 Sep - 05 Oct) |
No student involvement (Breaks, information) |
Mid Semester Break |
Week 10 (06 Oct - 12 Oct) |
Lecture |
Week 10: Data Collection in Evaluating an Innovation Students will analyse methods for evaluating educational innovations and exploring practical implications and challenges in diverse contexts. With insights from a guest speaker in an alternate education setting. Readings/Ref: Data-informed reforms in education; Evaluating for continuous improvement Learning outcomes: L02, L03, L04 |
Week 11 (13 Oct - 19 Oct) |
Lecture |
Week 11: Differentiating Evidence-Based and Evidence-Informed Practices Students will compare evidence-based and evidence-informed approaches, evaluating their significance and implementation in educational environments. Readings/Ref: Evidence-Informed; Evidence-Based Practices Learning outcomes: L02, L04 |
Week 12 (20 Oct - 26 Oct) |
Lecture |
Week 12: Principles of Design and Evaluation in Educational Innovations Students will investigate design models and evaluation techniques that contribute to sustainable educational innovations. Readings/Ref: Putting Evidence to Work; Processes of Implementation Learning outcomes: L03, L04 |
Week 13 (27 Oct - 02 Nov) |
Lecture |
Week 13: Q & A _Finalising Innovation Proposal AT2 Students will consolidate their learning from the course, revisit key concepts and prepare for final assessments. Learning outcomes: L01, L02, L03, L04 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments for Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.