Graduate Certificate of Education (Innovation and Change)

Develop knowledge that will serve as a foundation for education leadership.

The Graduate Certificate of Education (Innovation and Change) provides an opportunity for those who are interested in identifying methods of improving educational outcomes to develop skills and knowledge that they can apply to extend their professional practice. The course offers an opportunity to explore a range of contemporary innovations, and also maintains a clear focus on developing critical capacities to analyse and critique approaches identified by others as innovative. As such, this course meets a need for ongoing professional development for educators in the 21st century, providing a skillset for maintaining professional currency and effectiveness, and the opportunity to develop knowledge that will serve as a foundation for educational leadership.

Designed as a specialisation for primary and secondary teachers, professional educators, educational administrators, tertiary educators and others involved in education, the Graduate Certificate of Education (Innovation and Change) provides advanced theoretical and practical knowledge with regard to best practices in identifying issues and opportunities in teaching and learning, designing methods of responding to such issues through practice, and the role of technology in supporting innovation in contemporary learning settings. The program aims to provide educators with a set of advanced technical skills and tools that can be applied across a range of settings, and to reinforce a mindset of critical reflection and practice that can be applied in future practice, as well as in response to current issues and opportunities.

Graduates can progress to further postgraduate studies in related fields of education. They can also pursue advanced career options within the education profession, such as Lead Teacher status and leadership opportunities within schools.

N.B. This is not an accredited Australian Initial Teacher Education course and therefore does not qualify the student to teach in Australia.


Key Study Outcomes:

About the School

This course is delivered by Torrens University Australia Ltd, ABN 99 154 937 005, RTO 41343, CRICOS 03389E.

Read more about Torrens University Australia

Torrens University Australia

Course Delivery

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Workload and Assessment

No. of timetabled hours per week:

It is expected that each subject, whether studied online or on-campus, will involve a combined total of 120 hours of structured and self-directed learning, which equates to approximately 10 hours a week for subjects over 12-week trimesters.

International students on a student visa are required to study full time, i.e. the student must complete a minimum of 1.0 EFTSL of study per year.

Typical assessment includes:

Assessments within the Graduate Certificate of Education (Innovation and Change) vary in submission outcome, including (but not limited to):

  • Reflective journal/Blog

  • Portfolio

  • Report/Essay

  • Presentation/Pitch

  • Research

  • Collaboration/Facilitation of discussion

  • Negotiated tasks

  • Scenario responses

  • Problem based tasks

Subject Information

This subject provides students with an opportunity to plan and carry out a small-scale, self-study project within one trimester of study. Students will design a project around an issue or problem relating to their current professional practice, and implement this project with a focus on achieving positive change in their own practice. In designing and implementing their projects, students will draw on their learning across all other subjects within this program, linking theory to practice and applying their understandings relating to processes and technologies that support innovation in education.

In this subject students will analyse a variety of examples of innovative educational practice (including, for example, practices relating to the support of students with additional educational needs), critically examine the meaning of innovation and debate whether innovation can be quantified and measured. Students will be supported to identify problems/issues within education practice and will utilise tools and thinking processes designed to assist in the generation of innovative solutions. Finally, students will explore evaluation methodology as a means of analysing innovation outcomes relevant to their professional context in a systematic way.

Design thinking is an approach to innovation that involves identifying ‘problems’ or issues in a particular context, considering those who have a stake in these problems/issues, and designing a range of possible solutions that are then tested and refined in practice. In this subject, students will explore the concepts and processes of design thinking, including the origins of design thinking and its use across a range of disciplines and contexts. Following these general processes, students will then engage in a design thinking process to identify and address an issue within their own professional context. Through this design thinking process, students will engage in reflection and analysis of their professional skills, knowledge, and judgement, and ultimately arrive at an advanced understanding of their roles as innovators and leaders in education.

This subject challenges students to engage with a diverse range of educational technologies, with a view to critically examining the relevance and application of such technologies within their professional context. More broadly, students will engage critically with the discourses surrounding technologies in education, refining their skills of critique and analysis to articulate the principles through which educators might make informed decisions about the effectiveness and appropriateness of specific technologies for learning. The subject will provide students with the opportunity to consider specific technologies that are relevant for their professional setting, for example technologies to engage students with Autism, and/or technologies relevant to the teaching of particular disciplines.

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