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Melbourne Graduate School of Education

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To shape minds is a privilege and a responsibility. Education has the power to transform lives - it improves social and economic outcomes and increases personal wellbeing.

As a graduate researcher in the Melbourne Graduate School of Education (MGSE), you’ll join a talented community of education researchers. You’ll share your journey with others who are inspired to grow our understandings and expand our knowledge. And you’ll be guided and supported by supervisors who are experts in their field.

Explore our research

MGSE offers a wide range of graduate research opportunities that tackle the critical issues in education policy and practice. You’ll have access to experts whose expertise spans early childhood, primary, secondary and higher education.

Research centres and institutes

As a graduate researcher, you can choose from research opportunities within our hubs and centres, including:

• Assessment and Evaluation Research Centre
• Centre for Wellbeing Science
• Continuing, Vocational and Educational Policy Hub
• International Community for Classroom Research (ICCR) Hub
• Melbourne Centre for the Study of Higher Education
• Research in Effective Education in Early Childhood (REEaCh)
• Social Transformation and Education Research Hub
• Youth Research Collective
• The Learning Environments Research Hub
• The Science of Learning Research Hub

Learn how we're making a difference

Pioneering research in the Melbourne Graduate School of Education is influencing education in Australia. We’re shaping policy and curriculum, from early childhood through to year 12 and beyond. Through research, we have discovered how to:

• Provide quality  early learning programs that help disadvantaged children.
• Reduce the serious problems that stem from  loneliness by increasing connection with classmates.
• Design  different learning environments to include children with special educational needs.
• Encourage creativity in a world that is increasingly  driven by artificial intelligence .

We’re also learning more about  what makes a great teacher . And we’ve discovered that teachers with a strong belief in their own ability make the biggest impact.

Collaborate with other disciplines

As a graduate researcher, you can also work with researchers from other disciplines, which will help you reflect on the world in different ways. Depending on the topic, you might work with fine arts and music, economics or law experts. Related education initiatives and institutes include:

• Creativity and Wellbeing Hallmark Research Initiative
• Melbourne Disability Institute
• Melbourne Social Equity Institute
• Indigenous Knowledge Institute

Graduate researchers also have access to many other interdisciplinary research opportunities across the University, including PhD Programs .

Engage with industry

You’ll have the chance to collaborate with schools in the community and beyond. Through our partnership program , you’ll access mentors and professional learning opportunities. You’ll expand your networks and enhance your career prospects.

• Search for a supervisor in your field of research.
• Find out more about  how to apply .
• Explore the  Melbourne Graduate School of Education website to learn more about education research.
• Read about the latest research findings in  education .

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• Master of Education

Course structure

Master of education (mc-ed) // course structure.

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About this course

Melbourne Graduate School of Education

Currently enrolled students:

• General information: https://ask.unimelb.edu.au
• Contact Stop 1

Future students:

• Further information

Principal Coordinator

Yvette Slaughter

2 Year Program (200 credit points)

The course requires the completion of 200 credit points of study over two years full time (or part time equivalent). The compulsory subjects completed in the first year of the course provide a foundation in education studies. Students can choose to complete up to two specialisations in an area/s of interest, or tailor the course from a wide selection of subjects.

In the final semester of the course, students undertake a capstone professional project; or may choose to complete a research pathway option (conditional upon meeting the eligibility criteria).

In Year 1 (or the first 100 points of study), students must complete:

• 4 x compulsory subjects (50 points); and
• 4 x electives/specialisation subjects (50 points)

In Year 2 (or the final 100 points), students must complete:

• 6 x electives/specialisation subjects (75 points); and
• 1 x capstone professional project subject, in the final semester of the course (25 points)

Alternatively, students who meet the eligibility criteria may enrol into the Research Pathway* option. For those students, the Year 2 structure comprises:

• 4 x electives/specialisation subjects (50 points); and
• 2 x research pathway subjects, taken in the final semester of the course (50 points)

1 Year Program (100 credit points)

Students with 100 points of advanced standing complete 100 points of study over one year full time (or part-time equivalent).

Students must follow the 'Year 2' course structure, taking either the Capstone Professional Project option or the Research Pathway option.

Electives can be chosen from Education Level 3 Electives (up to 25 points, and taken in Year 1 only), General Electives, and Specialisation subjects.

Students may also complete the following subjects as part of their elective study component:

• Subjects from one of the Melbourne Graduate School of Education specialist master degrees for which the student has the prerequisites;
• A relevant postgraduate subject from another Faculty/Graduate School for which the student has prerequisites, with permission;
• A negotiated project.

Specialisations

Students can obtain a specialisation by satisfactorily completing Specialisation subjects in that area (totalling 50 points). Up to two specialisations can be obtained in the 200-point program.

• Arts Education
• Assessment and Pedagogy
• Equity, Diversity and Social Change
• Leadership and Management
• Literacy Education
• Mathematics Education
• Policy in a Global Context
• Science Education
• Student Wellbeing

Capstone Professional Project

Students complete an independent investigation of a topic that they regard as directly related to their own professional practice and/or within their area of specialisation in the 25-point Capstone Professional Project subject. The subject must be taken in the final semester of the course.

*Research Pathway

This pathway is designed for students intending to pursue further research, such as a PhD. It provides a grounding in educational research methodology and design.

The two research pathway subjects must be undertaken in the final semester of the course, and the following eligibility criteria must be met to enrol in the subjects:

• Students in the 200-point program must achieve an average of at least H2A (75%) in the first 150 points of the course;
• Students in the 100-point program must achieve an average of at least H2A (75%) in their first 50 points of their course.

Alternative Exit

Students may exit this course early and apply to graduate with:

• A Graduate Diploma in Educational Studies (GD-EDST), if they have satisfied the requirements for that award during their enrolment in this master's course (i.e., successfully completed the first 100 credit points of study of the 200-credit point master degree); or
• A Graduate Certificate in Education (GC-EDGEN), if they have satisfied the requirements for that award during their enrolment in this master degree course (i.e. successfully completed 50 credit points of study).

Subject options

Year 1 / first 100 points, compulsory subjects.

4 x compulsory subjects

Code	Name	Study period	Credit Points
EDUC90830			12.5
EDUC90929			12.5
EDUC90900			12.5
EDUC90930			12.5

4 x subjects chosen from:

• any Specialisation subjects (see Majors, minors and specialisations page) or
• General Elective subjects listed below, and/or
• the following Education Level 3 Electives (up to 25 points):

Code	Name	Study period	Credit Points
EDUC30071			12.5
EDUC30067			12.5
EDUC30073			12.5
EDUC30065			12.5
EDUC30076		Not available in 2020	12.5

Students who wish to obtain a specialisation must complete Specialisation subjects as prescribed in that area (totalling 50 points).

YEAR 2 / SECOND 100 POINTS

Students can undertake either of the following two pathways:

Capstone Professional Project Pathway

EDUC90989 must be taken in the final semester of the course, together with six electives from the General Elective subjects list below.

Code	Name	Study period	Credit Points
EDUC90989			25

Research Pathway

Must be taken in the final 50 points of the course.

Student must have an H2A average (or equivalent) in the first 150 points of the course to undertake the research pathway.

The research methodology (EDUC90419) and research design (either EDUC90558, or EDUC90931 & EDUC90932) subjects can be taken in order, or together.

Code	Name	Study period	Credit Points
EDUC90419			12.5
EDUC90558			37.5
EDUC90931			18.75
EDUC90932			18.75

Students in the 1 Year Program (100 credit points) follow the 'Year 2' course structure above, taking either the Capstone Professional Project option or the Research Pathway option. Students who wish to undertake the Research Pathway must have an H2A average (or equivalent) in the first 50 points of the course.

Electives may be chosen from Specialisation subjects or General Electives. Students who wish to obtain a specialisation must complete Specialisation subjects as prescribed in that area (totalling 50 points).

GENERAL ELECTIVES

Code	Name	Study period	Credit Points
EDUC90137			12.5
EDUC90139			12.5
EDUC90140			12.5
EDUC90278			12.5
EDUC90287			12.5
EDUC90290			12.5
EDUC90578			12.5
EDUC90610		Not available in 2020	12.5
EDUC90630			12.5
EDUC90642			12.5
EDUC90685			12.5
EDUC90850			12.5
EDUC90933			12.5
EDUC90937			12.5
EDUC90943			12.5
EDUC90101			12.5
EDUC91017		Not available in 2020	12.5

Last updated: 1 September 2024

Melbourne Graduate School of Education Educational Psychology

: :

Welcome to Educational Psychology

The Educational Psychology team are involved in the provision of credentialing training for educational psychologists to prepare them for work in a broad range of educational settings including schools and tertiary institutions, as well as for a range of community based settings. Research and consultancy range from quality assurance in day care, the development of student interest, cognitive style, the social emotional well being of young people along with the development of their coping skills across the lifespan, young people and their resources and coping with learning difficulties.

For information on educational psychology programs available through the Melbourne Graduate School of Education, please refer to Study Educational Psychology with Us

The School of Behavioural Science offers professional and research training in various fields of Psychology for postgraduate students with APS-approved fourth year qualification.  For more information on the courses available in psychology, please check out the website of the Department of Psychology or make enquiries at Tel: +61 3 8344 6377

: : :

: 84 002 705 224
Provider Number: 00116K ( )

Matthew Harrison

Senior lecturer in learning intervention, contact matthew harrison, primary interest, social skills development & intervention, matthew harrison's short profile, matt harrison.

Melbourne Disability Institute

• Disability Research Hubs

MGSE Disability Research Collaboration

The Melbourne Graduate School of Education Disability Research Collaboration was established at the end of 2021. Their first activity was to conduct a needs analysis which identified a range of overarching themes including co-design, cultural change, removing barriers, inclusive education practices and intersectionality to guide our work.

The collaboration has established a working group that includes academics from a range of disciplines across MGSE. The initial work has focused on developing a terms of reference and guiding principles to outline our vision, rationale, protocols when co-designing with organisations and people with disability and the underpinning frameworks we will use in our work.

The Hub has commenced two research projects:

• The first is a collaborative project with Aspect examining physical spaces for neurodiverse staff and students at the University of Melbourne. This project has been funded via a MGSE seed grant. Co-design was an important part of developing the project and our researcher partner from Aspect and research assistants all identify as neurodiverse. The research team are interviewing staff and students about their experiences of working and studying at MGSE and hope the results will lead to actionable change at the MGSE.
• The second project is in partnership with Down Syndrome Victoria (DSV). This project is funded through the MDI Community Based Research Program. It focuses on the factors that influence parent decision-making when deciding whether to transition their child to a mainstream or specialist secondary school after attending a mainstream primary school. The project has been co-designed with DSV and we will commence interviewing families including children with Down syndrome, and young adults with Down syndrome about their experiences of decision-making early next year.

Finally the MGSE DRC will be making a submission to the Senate inquiry into school refusal. As children and young people with disability are overrepresented in the numbers of students who are at-risk of, or who have disengaged from schooling, we feel this is an important issue for us to comment on.

Questions? Contact us at [email protected]

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2025 Graduate Teacher - all methods considered - new school opened in 2024

12 days remaining

Job Description

Location: Melbourne | Western Metropolitan

Job type: Full time / From 28/01/2025

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1433698

Job posted: 30/08/2024

Closes: 12/09/2024

Classification: Graduate Teacher Program

Job duration: From 28/01/2025

Contact: Simon Haber | 03 8001 3333

Salary Range: Salary not specified

Work location: Melbourne | Western Metropolitan

Location Profile

Brinbeal Secondary College

Are you a passionate teacher or aspirational leader wanting to make an impactful change?  Our college is expanding and we are excited to grow our team with a range of positions and opportunities available.    As a new college that has recently opened, you will be part of the exciting journey of contributing to a new school culture and the creation of inclusive and engaging teaching in brand new state of the art facilities.

We are seeking dedicated educators who are committed to empowering colleagues and students, playing a pivotal role in our College community. We encourage applications from educators with all levels of experience, from graduates through to highly accomplished teachers.

As a new and growing school, the school has the capacity to negotiate part-time hours with any applicants who wish to be considered for part-time only.

About our School:

·        Brinbeal Secondary College is one of the newest 7 - 12 Secondary College in Melbourne¿s west.   The school opened its doors to its first cohort of Year 7 students in 2024 to a purpose built, state of the art educational facility.

·        At present, the school has just under 200 Year 7 students and will add an additional year 7 cohort each year until 2029 when it will become a 7 - 12 school.

·        There has been great excitement in the community about our new school.

·        In 2025, we will add Year 8 to our program, as well as a new cohort of Year 7 students.

·        The school is situated in Melbourne¿s booming western growth corridor approximately 23 kilometres from Melbourne CBD and services the rapidly growing and aspirational communities of the highly sought after Grove and Grand Central Estates in Tarneit.

·        Find out more via our website: Brinbeal Secondary College, Tarneit (brinbealsc.vic.edu.au)

Our Facilities:

Stage 1 state of the art educational facilities are now complete and includes:

·        Administration and Resource Centre ¿ featuring modern design and multiple learning spaces for a variety of teaching styles.

·        Exceptional two storey Science and Technology building ¿ with dedicated labs, materials and digital technology

·        Large Learning Neighbourhood ¿ featuring 14 general classrooms, multiple presentation and seminar spaces and an array of quiet and small group collaborative areas.

·        Performing Arts building ¿ featuring specialised drama, music and media spaces as well as four Food Technology rooms

·        Large Community Hub ¿ features 3 indoor basketball courts and multi-purpose exercise rooms

·        Outside ¿ we have extensive outdoor basketball courts as well as manicured landscaping that allows for multipurpose outdoor learning experiences.

Our Values:

Brinbeal Secondary College¿s values are:

Respect ¿ Have honour or regard for the worth of oneself, others and the school environment.

Acceptance ¿ Value all members of the community as they present themselves and wish to be seen.

Aspiration & Achievement ¿ Set ambitious goals and strive to achieve them.

Working at Brinbeal SC:

All staff at Brinbeal Secondary College have qualities which ensure the effective learning & wellbeing of our students at the school.

¿          This is a unique and exciting opportunity for you to work in a brand-new secondary school in the heart of the western suburbs, catering for the diversity of learners.

¿          You will be empowered by education support staff, teachers and leaders in a highly collaborative workplace, with opportunities for professional development and career advancement.

¿          As we grow, we will have many opportunities for leadership and positions of responsibility including Leading Teachers, Learning Specialists, Learning Area Leaders, Student Managers, Student Support Services etc.

¿          The Principal Class have an open-door policy and are always available to staff. They are highly visible both in the yard and frequent classes.

·        Staff are highly motivated and skilled and are active contributors to the creation of a high achieving secondary school.

·        Our staff are committed to professional learning and growth for both self and others to ensure we are maximising the learning outcomes of all students.

2025 Positions of Responsibility ¿ 2025 positions of responsibility will be advertised in term 4, all current and future staff appointed prior to this, will have an opportunity to apply.

If you are ready for the next challenge in your career in education and enjoy working collaboratively to enable student success and achievement, feel free to contact Principal Simon Haber either via phone or email to discuss the role further.

School Tours for prospective applicants:

If this opportunity appeals to you, we encourage potential applicants to join us on a school tour, where you can see our amazing facilities in person and see first-hand what it will be like to work at Brinbeal Secondary College. To book a personalised tour with a member of the Principal Class, please contact the general Office on 03 ¿ 8001 3333.

Selection Criteria - Graduates

SC1     Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2     Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth. 

SC3     Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4     Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.    

SC5     Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching. 

Program Benefits - Graduates

This position may attract an incentive payment of $5,650 (pre-tax) for the successful candidate starting in 2024 who meets the eligibility criteria set out under conditions of employment.

Role - Graduates

The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes.

These teachers teach a range of students/classes and are accountable for the effective delivery of their programs.  Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.  The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice.  New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

Responsibilities - Graduates

Core responsibilities include:

• Planning and implementing a range of teaching programs or courses of study
• Teaching an area of the curriculum or a general curriculum to a year level
• Monitoring, evaluating and reporting student progress in key learning areas
• Implementing strategies to achieve targets related to student learning outcomes
• Maintaining records of class attendance and recording student progress
• Implementing effective student management consistent with the school charter.
• Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio

Additional responsibilities may include but are not limited to:

• Supervising a range of student activities including support and welfare programs
• Contributing to a range of co-curricular programs

Who May Apply - Graduates

To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must: 

• have completed their course requirements and graduated in the last 4 years, and
• not be employed as a teacher by the department at the time the advertised position is to commence

Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

EEO AND OHS Commitment

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see  Workplace adjustment guidelines ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]

Child Safe Standards

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

  https://www2.education.vic.gov.au/pal/child-safe-standards/policy

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:

  https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Other Information

INSTRUCTIONS TO APPLICANTS:

Thank you for your interest. 

If you would like any further information about the position or our college, please contact Simon Haber via email [email protected]

If you would like to apply for this position, please include in your application (preferably saved as one PDF document):

1.      Covering letter

2.      Detailed CV ¿ including details of employment and the names, email addresses and mobile phone numbers of three professional referees

3.      List of your qualifications and relevant experience

4.      A response to each of the key selection criteria

Simon Haber

Conditions of Employment

All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.

Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.

A probationary period may apply during the first year of employment and induction and support programs provided.

Eligibility for incentive payments:

• The successful candidate is committing to a minimum of 1 year employment at this school
• The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy
• The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence

Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at  http://www.education.vic.gov.au/hrweb/Pages/default.aspx

VIT LANTITE

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

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Full time / From 28/01/2025

Job classification:

Graduate Teacher Program

Simon Haber | 03 8001 3333

To apply for this role, you will be redirected to the Schools (Government) job application system.

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General studies in education

Address the major educational challenges of our times

About General studies in education

Delve into contemporary education issues, connect with the latest developments in the field, and enhance your professional opportunities through our General Studies in Education courses.

Whether you are a classroom teacher, education administrator or principal, you will benefit from access to world-renowned academics, researchers and educational leaders, who are at the forefront of education theory and practice.

The Master of Education offers nine different specialisation options, while the graduate research degrees provide a pathway into school leadership positions, specialised learning or academia.

Discover the Melbourne Graduate School in Education

Study options in general studies in education.

The University of Melbourne offers over 270 degrees in a vast range of study areas and specialisations. Browse through the programs we offer in the study area of your choice.

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A major is your chosen area of specialisation. At the University of Melbourne we offer 100 majors at undergraduate level, and even more opportunities to specialise your study at graduate level.

Looking for personalised advice?

Find out more about our graduate degrees and get support with your application. Speak to our expert staff online, via phone or at an upcoming event. You can also register to learn more about your course options and opportunities via email.

Why study at the University of Melbourne

Cutting edge research

Home to education experts, we deliver high-impact education research that makes a difference around the world.

Support while you learn

Benefit from our extensive network of schools and early childhood centres and receive ongoing support from a Mentor Teacher and Clinical Specialist every step of the way.

Be in demand

Our graduates are confident in classrooms and education settings which sets us apart with employers. 96% of graduates are employed within four months of graduating.

Hear from our students

Find out what motivated our current students to choose Melbourne, and the impact studying with us has had on their lives and careers.

Seeing how highly regarded the course was at my placement schools and that so many teachers at these schools completed the same course was great. It was a relief that a lot of people had undertaken the course, found jobs and worked straightaway. Athena Kavaleris, Master of Teaching (Secondary)

Please speak to our expert staff to discover more about our learning opportunities and get support with your application.

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