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EDU8510 Building Pedagogical Leadership Capacity

Semester 1, 2022 Online
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : Band 1
Grading basis : Graded
Version produced : 27 June 2022


Examiner: Joan Conway


Building pedagogical leadership capacity within systems and schools has been shown to be critical to improving learning outcomes. Pedagogical leaders play an important role within learning organisations as the facilitators of professional conversations designed to model, explore and develop quality learning and teaching practices for organization wide application. In order to provide such pivotal guidance processes of knowledge acquisition, application in context and deep reflection need to be understood and utilised at both personal and organizational levels.

This course is designed to bring theory and practice together in an authentic workplace setting. Students will therefore need to be active participants in an educational setting. Engagement with a range of pedagogies will focus students on investigating suitable approaches for their diverse contexts, cultures, organizational settings, external frameworks and learner needs. Research, reflective processes and professional conversations will be utilised to build the skills and knowledge for pedagogical leadership.

Course learning outcomes

On successful completion of this course students should be able to:

  1. articulate personal pedagogical beliefs and applicability to practice (Assignments 1 & 2);
  2. communicate the importance of blending authoritative, organisation wide and personal pedagogical beliefs (Assignments 1 & 2);
  3. communicate a reasoned analysis of key pedagogical frameworks and authoritative approaches to maximizing learning outcomes especially in priority areas such as literacy and numeracy e.g. explicit teaching; co-operative learning; inquiry based learning; arts pedagogies; dialogic pedagogy; democratic pedagogies; and others (Assignments 1 & 2);
  4. lead conversations and professional development for peers targeted to differentiating learning according to the diverse needs of learners based on data from evidence-based assessment tasks (Assignment 2);
  5. synthesize pedagogical understandings in organisation-wide contexts through processes of deep reflection, double loop learning, knowledge creation, and the giving and receiving of feedback regarding quality pedagogical practice (Assignment 2);
  6. detail how to develop a professional learning community focused on reflecting on and improving practice (Assignment 2);
  7. apply advanced cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing (Assignments 1& 2).


Description Weighting(%)
1. Exploring the concept of pedagogy at a personal and professional level and the construct of 3D pedagogy 10.00
2. Investigating pedagogical theories and frameworks 20.00
3. Exploring concepts and pedagogies related to inclusion and differentiation 20.00
4. Establishing professional learning communities 10.00
5. Leading conversations around differentiation derived from evidence-based practice 20.00
6. Critically reflecting on self-efficacy and organisation-wide processes for improving pedagogical practices school wide 20.00

Text and materials required to be purchased or accessed

Crowther, F, Andrews, D & Conway, JM 2013, Schoolwide pedagogy: vibrant new meaning for teachers and principals, Hawker Brownlow Education, Moorabbin, Victoria.

Student workload expectations

To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.

Assessment details

Description Weighting (%)
Date printed 27 June 2022