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Educational Leadership and Management - PGDip

Course content

The Graduate Diploma in Educational Leadership and Management is a 12-month, 18-credit, six course program designed to build the knowledge and practical skills of professionals working in the private and public education sectors. It meets the growing demand for professionals who are faced with leadership demands and who wish to expand their skills, strategies and expertise in the area of educational communication, research, administration and management.

This diploma will ladder directly into the MA in Educational Leadership and Management program, providing students with an opportunity to extend their learning or leave the program with a recognized diploma and return at a later date to complete their MA.

Who It’s For
Administrators, principals and teachers within K-12 educational institutions who want to expand their expertise and gain new skills and credentials in the field of educational leadership to advance their current career or launch a new one.

Applicants who do not have the formal academic education to qualify for admission may be assessed on the basis of both their formal education and their informal learning, in accordance with the Flexible Admission Policy. Please visit the program admission page for more information.

Outcomes
Graduates will be able to apply practical tools and strategies to address issues, challenges, and opportunities related to supporting student achievement and growth.

Graduates will have the skills to:
-Facilitate the collaborative development and implementation of shared values, vision, mission, and goals to support learning and achievement for all students
-Understand and use change and improvement processes to support student learning and achievement
-Build positive and effective relationships among the school, families and the larger community
-Integrate evidence-based decision making approaches into school leadership practices to support school growth and improvement
-Engage in meaningful self-assessment and self-awareness to enhance leadership skills, positive relationships, and professional goals
-Maximize opportunities for curricular, instructional, and assessment practices to have a positive impact on student learning and achievement
-Apply systems thinking to strategically plan and manage the school environment to support student learning
-Foster and sustain an inclusive culture and climate to support both student learning and professional growth
-Implement authentic and meaningful strategies for supporting and supervising teachers’ instructional capacities to maximize student learning and achievement
-Lead collaborative and systematic inquiry processes that support school improvement

Delivery Model
Pre-Residency
Students begin the Graduate Diploma in Educational Leadership and Management program with a very short online pre-residency session that introduces them to the instructor, familiarizes them with the course content and materials, and connects them with other students in the program. This blended learning format allows students to benefit from the synergy of on-campus learning and direct interaction with leading faculty members, while still meeting the demands of career and lifestyle. The result is accessible, high quality learning with minimal professional disruption.

Residency
The 10-day residency is a carefully designed period of intense academic study. The schedule of instruction and studying during the residency is structured to optimize the face-to-face access to instructors, develop networks with fellow students, and access the support services of the university if required. The typical daily schedule is from 8 a.m. to 5 p.m. Team meetings, homework, and readings are done outside of these hours.

Online Learning
Distance courses are delivered entirely online through innovative, easy to use Internet technologies. Participants draw upon web resources as well as more traditional print media, while using online discussion groups and drop boxes to work towards the electronic submission of assignments. Prior to the beginning of each course, students are provided with a list of resources including textbooks and/or online readings, plus a detailed course schedule. Learning activities and assignments are designed to allow participants to identify the practical applications of the course content and to work with others to construct both a personal and shared meaning from their experiences.

Each course requires a level of effort of approximately 10 hours per week. This varies from student to student and becomes easier as students familiarize themselves with Royal Roads University's distance learning technologies, and learn how to work effectively with team members in a virtual setting.

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