Educational Leadership


The Postgraduate Diploma in Educational Leadership (DEL) is designed for practicing educators who are interested in enhancing their leadership capabilities within a professional setting. It is intended to provide aspiring and current educational leaders with an understanding of recent developments in theory, research and practice in educational leadership. This programme will therefore endow you with knowledge and skills that are essential for the exercise of effective leadership in educational organisations.

Two primary foci of the programme are: the enhancement of personal leadership skills and attitudes necessary for improved human relations in educational institutions; and the emphasis on supporting practice-based inquiry through which theories may be applied in the day to day operations of educational institutions.

Learning Outcomes

On completion of the programme, you will:

  • Exhibit new leadership skills, attitudes and dispositions  
  • Understand and be able to  address contemporary issues in education 
  • Shape and guide a vision for the institution through the achievement of mission, objectives and goals 
  • Influence institutional cultures that are positive and responsive to change 
  • Plan strategically for institutional improvement and the optimum success of students 
  • Utilise technology to enhance pedagogy, communication and decision-making processes 
  • Participate in, and utilise research in the institution to promote learning 
  • Build human capacity and nurture leadership capacity in individuals 
  • Lead learning and assessment practices 
  • Provide leadership for school-family-community engagement



Credits and Credit Hours

The programme comprises six (6) courses each with a credit value of fifteen (15) points, a Summer Institute which is a non-credit, Continuing Education Unit (CEU), and the Administrators' Clinical Internship which carries thirty (30) credit points. Thirty-six (36) hours of face to face engagement (12 sessions) are allotted for each course and for completion of the Summer Institute. You are expected to utilise one hundred and eighty (180) hours over the course of twelve (12) weeks engaging in practical, administrative activity during the Administrators’ Clinical Internship.

Credit values for the credit worthy components of the programme also include notional hours. Notional hours are used as a measure of the volume of learning-time which you will spend on average, becoming conversant with course-related literature and research; engaging in self-directed learning computer-supported collaborative learning, and researching and completing course assignments. 


Programme Structure

Listed below are the components of the Postgraduate Diploma in Educational Leadership programme:


DEL101 Qualities and Skills of Effective School Leaders (15 credits)

DEL102 Contemporary Issues in Educational Leadership (15 credits)

DEL103 Technology Leadership for Educational Leaders (15 credits)

DEL104 Leading Inquiry and Research Practices in Schools (15 credits)

DEL105 School Organisational Leadership (15 credits)

DEL106 Leadership and Supervision for Teaching and Learning (15 credits)

DEL107 Educational Leadership Summer Institute (non-credit CEU)

DEL108 Administrators’ Clinical Internship (30 credits)


Component Descriptions

DEL101- Qualities and Skills of Effective Leaders

Key Question: What are the qualities and skills I should possess/develop to be an effective school leader?


Quality leadership is identified as one of the most significant correlates of the effective school. It is underpinned by a sense of moral purpose, ethics and values which enable school leaders to exercise specific skills, competencies, dispositions and attitudes. The course focuses on highlighting leadership skills, competencies, attitudes and dispositions which educational leadership research has classified as characteristic of highly effective leaders. As participants you will become acquainted with theories related to leading with ethics, values and moral purpose and motivating and inspiring positive behaviours and educational ethos.

You will also be encouraged to embrace more deeply, the importance of developing interpersonal and oral communication skills, engaging in reflective practice, employing emotional intelligence.


DEL 102- Contemporary Issues in Educational Leadership

Key Questions: 1) What are the pertinent socio-cultural, economic and temporal issues which impact schools on a daily basis?

 2) What can intentionally be done to address these issues as I lead in education?

The quality of educational offerings in existing institutions is impacted upon by a number of current and emerging issues and trends which may present challenges to leadership. Educational leaders should pay great attention to these issues and should be able to apply theory to lead appropriate responses, so that school quality is improved and that learning outcomes for students is maximised. The course is therefore designed to bring contemporary issues and trends in educational leadership which are of a socio-cultural, economic and temporal nature into purview, and to increase your ability as educational leaders to address these issues for the effectiveness of educational institutions.

DEL103-Technology Leadership for Educational Leaders

Key Question:  How can I integrate technology to support administrative and pedagogical practices?

This course will focus on technology pedagogy, and will also emphasise the necessary skills that you will need as a technological instructional leader. It caters to educators in leadership positions who are able to influence decisions on curriculum and technology acquisition. You will realise the importance of investing wisely in Information Communication Technology resources to support administrative and pedagogical practices.

In addition, there will be an introduction to current and emerging technologies that may be used to integrate technology in the classroom. Our course is designed to help you answer questions such as: How can I help teachers to design more interesting and engaging lessons for digital learners? How can I get the students to be as involved in class activities as they are on social media? Why are the teachers not using the technology at the school? Are our ICT resources adequate for the school’s purposes? How can I use the technology to get more parent/ teacher/student involvement in school activities? How can I use technology to create an effective information system to assist in day-to-day school management? These concerns will be addressed via collaborative online discussions and hands-on practice using productivity and Web 2.0 tools.

DEL104- Leading Inquiry and Research Practice in the School

Key Question: How can I promote and conduct collaborative inquiry to improve teaching and learning?

Educational institutions must be proactive and willing to change to remain relevant in a dynamic and fluid, global environment. Therefore, school leaders must be equipped with the skills to use research to lead their institutions. The main focus will be on how to conduct and promote research within the school to improve learning.  Action research and other forms of research that would be applicable for educational institutions will be analysed in this course. In this vein, you will develop your understanding of how to read and apply research in your educational context.


DEL105- School Organisational Leadership

Key Question: How can I lead, manage and develop the school organisation towards improvement?

Leadership of educational organisations in this 21st century era, requires that administrators be transformational, and understand and appropriately apply theoretical knowledge of organisational leadership and management, organisational behaviour, strategic planning and change leadership. In so doing, you will be able to lead in ways such that responsive cultures of change are fostered, and that efforts towards change, development and improvement within the organisation are implemented, monitored and sustained. The course explores the dynamics of understanding, leading and transforming school organisations in order that change is enduring and sustainable.

DEL106-Leadership and Supervision for Teaching and Learning

Key Question: What critical activities should I be involved in as I seek to effectively lead and supervise the teaching and learning process?

As educational leaders, you must be able to promote and support learning environments that guarantee improved outcomes for students and that best prepare them for life and work in the 21st century. This course therefore focuses primarily on the development of leadership strands which are pertinent to the leadership and supervision of teaching and learning, learner assessment, and standards for developing and maintaining a personalised learning culture.

Instructional programmes, best practices and professional growth plans which are highly associated with effective teaching and learning will be under purview.  In this course, you will collaborate to share understandings about how to establish nested professional learning communities.  We will learn how through these PLCs, we can engage teachers in cooperative work to design, assess, and revise teaching and assessment to improve learner outcomes.

Supervision is also an important element of this course. You will learn that supervision provides opportunities for promoting teacher efficiency and effectiveness. You will build understanding of how to encourage teacher abstract thought and reflection on teaching and learning methods  by examining research-based supervisory processes and  in particular, through the use of coaching and mentoring.


DEL107- Educational Leadership Summer Institute (ELS)

Key Question: What supporting knowledge and skills do I need to have to ensure that I am leading and managing with best practices?

During the Summer Institute, you will participate in important workshops and seminars which would assist in your leadership functioning. This Continuing Education Unit will be recorded as a non-credit course of study and will serve as evidence of your serious commitment to career advancement and the maintenance of professional competence. Attendance and participation are compulsory for this instructional component. During the ELS institute you will engage in:

  • Employment Relations Practices
  • Education and the Law
  • Health, Safety and Well-being in Educational Institutions
  • Risk Reduction and Disaster Management in the Educational Setting
  • Sustainable Development and Education
  • Protocol and Etiquette for Educational Leaders
  • Managing Finances in Educational Institutions
  • Constructing Timetables
  • Written Communication for Educational Leaders
  • School Leaders’ Interviews


EL108-   Administrators’ Clinical Internship

Key Question: How can I achieve praxis as an intern in this educational leadership programme and utilise theory to inform my practice?

The Administrators’ Clinical Internship is a supervised field experience, designed to afford you the opportunity to apply educational leadership theory to the practice of leading and managing educational institutions. As participants you will plan and engage in a practical administrative activity in six (6) key areas of educational leadership.  

Your internship will be undertaken with the cooperation of a school administrator as a mentor, and a coach assigned from Erdiston Teachers’ Training College. The internship will be conducted in the educational institution at which you are assigned to work. 


A variety of engagement strategies and approaches which are based on socio-constructivist models of independent learning and the formation of a community of learners will be utilised throughout the programme. You will be encouraged to be self-directed and inquiring as you learn in order to maximise your learning outcomes. Your ability to collaborate with others, to share in meaning making and to negotiate consensual understandings of course materials, will be highly valued throughout. Individual course tutors will welcome your contributions through the use of the following strategies:

  • Differentiated Learning
  • Self-directed Learning
  • Brain-based learning (brainstorming; reflective practice; tapping prior knowledge)
  • Scenarios and Vignettes
  • Demonstration and Modelling
  • Seminars and Panel discussions
  • Simulation and Role play
  • Socratic dialogue
  • Questioning
  • Inquiry-based learning
  • Research, Literature/article review
  • Cooperative learning and Group presentations
  • Peer-tutoring
  • Collaborative Meaning Making /Collaborative Participation and Team-work
  • Case-based learning
  • Project-based learning
  • Flipped Classroom
  • Integrated Technologies
  • Computer Supported Collaborative Learning (CSCL)
  • Field experiences and virtual tours

Assessment Protocols

Assessment protocols will vary according to individual courses and face-to-face or online learning. Specific assessments are attached to each course, they could be:

  • In class individual or group presentations
  • Portfolios
  • Research papers
  • Position papers
  • Reflective papers
  • Short essays
  • Responses to online activities
  • Quizzes
  • Article/literature review
  • Case-based analysis
  • Collaborative inquiry projects


Assessments also include class participation and peer and self- assessment. Preparatory work for activities to be engaged in and assignments to be submitted must be started in good time so that deadlines can be met. It should be noted that ALL COURSE WORK WILL COUNT TOWARDS FINAL MARKS.


Presentation of Papers/Assignments

You are required to present all written assignments in accordance with the APA format. All written assignments should be presented as a bound document or in a presentation folder. Loose leaves fastened by paper clips WILL NOT be accepted.

Course Evaluation

Opportunities will be provided for you to formally evaluate each component of the programme.  However, staff would be grateful if, during the year, participants brought to their attention any matters which would help to improve the programme.



As course participants, you are encouraged to exercise absolute integrity in ALL academic undertakings and to observe the code of academic integrity established by tutors during specific courses. The code of academic integrity is grounded in the concept of honesty with respect to the intellectual efforts of each participant and those of other persons. It applies to the specific areas of withdrawal from the course of study, submission and non-submission of assignments, plagiarism and fabrication of data, grade appeal and ethical and academic conduct.

Procedures for Submission/Non-submission of Written Assignments

All assignments should be submitted to the College Registry on or before the scheduled submission date. If you do not submit your assignment(s) within the specified time you will be deemed to have failed the course. 

In the event that you are unable to submit an assignment for medical reasons, a doctor’s certificate from a registered medical practitioner should be submitted, within 24 hours of the specified submission date. Incomplete will be recorded along with the medical reason for non-submission. You will be allowed to submit the said outstanding assignment in the following year when the course is offered. You should note that the assignment(s) may change and it would be your responsibility to re-register for the course if you decide to submit the assignment(s) the following year.

Procedure for Submission/Non-submission of Online Assignments

ALL online assignments should be submitted during the scheduled submission time frames and dates. If you do not submit an online assignment(s) within the specified time, you will be deemed to have failed the course. If you are unable to submit an assignment for medical reasons, a doctor’s certificate from a registered medical practitioner should be submitted, within 24 hours of the specified submission date. Incomplete will be recorded along with the medical reason for non-submission.  You will be permitted to submit outstanding online assignments at a date specified by the course tutor, or the following year when the course is offered. You should note that the non-functioning of the technology is not a valid reason/excuse for non-submission of online assignments.

Grade Appeal

As a participant, you may appeal a grade. The procedures for addressing the grade appeal are as follows:

  • Within the first two (2) weeks of receiving the grade, you shall discuss the concerns with the course tutor, stating the reasons for questioning the grade. If this interview does not resolve the difficulty, you shall inform the tutor in writing that you intend to file a grade appeal with the Principal of the College.
  • Within the first two (2) weeks of receiving the grade, you shall meet with the Principal of the College to discuss the grade. You must state in writing that you informed the course tutor that you intend to file a grade appeal.
  • The Principal and course tutor shall meet to discuss the grade appeal.
  • Within two weeks from the date of receipt of your written statement, the Principal of the College shall respond to you in writing to notify you of the outcome. The Principal shall explain the grading procedures and provide further clarification as necessary.

 Violation of Academic Honesty


Plagiarism is the representation of another person’s words, ideas, or work as one’s own without attribution. Plagiarism may involve using another person’s wording without using quotation marks; a distinctive name, a phrase, a sentence, or an entire passage or essay. Misrepresenting sources is another form of plagiarism. The issue of plagiarism applies to any type of work, including research papers, journal and online articles or other writing, digital materials, art, music, photography, video, and other media.


Fabrication of Data

Fabrication is the falsification, distortion, or invention of any information or citation in academic work. Examples include, but are not limited to, inventing a source, deliberately misquoting, or falsifying numbers, statistics, anecdotes or other data.



When verified, depending on the severity of the offence, violations of academic honesty may lead to the imposition of the following penalties, either singly or in combination:

  • Written disciplinary warning or reprimand
  • Make-up assignment/presentation or rewriting a paper, subject to a lower grade
  • Lower grade on the assignment/presentation, or paper
  • Lower grade in the course
  • Failure of the course
  • Notation on transcript


As participants in the programme, you are expected to adhere to the code of professional conduct which refers to accountability, use of appropriate language, civility, cleanliness, fairness, honesty, justice, regularity in attendance, punctuality, reliability, professional ethics, non-discriminatory behaviour, respect, trustworthiness, and other aspects of professional behaviour.

Attendance and Punctuality

Regular attendance and punctuality are necessary for participants to make meaningful gains during contact hours, both face-to-face and online. It is therefore mandatory that ALL participants attend 90 % (ninety percent) of the face-to-face and online sessions. ALL participants are also expected to attend scheduled classes and tutorials in connection with studies, presentations, internship activities and such other aspects of the programme, as may be determined from time to time.

Absences should be for major illness or emergencies ONLY. In such instances, you are responsible for contacting and notifying the Principal’s secretary about your absence. You should also contact the course tutor regarding the completion of readings, activities or assignments that were missed due to your absence. You are encouraged to arrange personal business and appointments outside of scheduled classes.

Kindly note that you are deemed to be late, as long as you arrive any time after the specified time for the class.  Attendance will be taken by each tutor at the start of the class.

Regulations for Withdrawal

You may withdraw from the programme at any time. You should ensure that this withdrawal is registered with the College through the submission of a letter written to the Principal of the College. You should also note that the withdrawal will be recorded in your academic record at the College. Registration fees paid for the course of study are non-refundable.



ALL participants are expected to dress appropriately. Clothing should be professional, clean, and in good repair. You MUST refrain from wearing clothing that is short, tight, or that reveal buttocks, breasts or undergarments. Clothing with derogatory, offensive and/or lewd messages either in words or pictures should not be worn within the College. Exposed body piercings (other than ears for females) and tattoos, are not appropriate for the College.

In-class Conduct

It is anticipated that an atmosphere of mutual respect, non-discrimination and collegiality will permeate ALL classes. You are therefore expected to exercise civility and to use appropriate language when engaging with each other and tutors. You may at the discretion of individual tutors, use cell phones and other technological devices ONLY to engage in learning activities. It is advised that ethical codes of behaviour, associated with technology usage, be adhered to throughout the programme. Light refreshment of water, coffee, tea, juice and a snack may also be permitted for use during class.