This unit enables students to engage with the question of how faith-based schools develop their capacity to fulfil their core mission. The integrating theme of the unit is developing Christian professional learning communities and conversations. Students will draw from the disciplines of education and theology. They may pursue this study from a number of potential perspectives including leadership, curriculum and the teaching of Christian Studies. Key theological emphases are vocation, Christian service and the law/gospel tension. The policy statements and other relevant systemic documents from the student’s own Christian education tradition will be incorporated.

Unit code: XP9020L

Unit status: Approved (Major revision)

Points: 24.0

Unit level: Postgraduate Capstone

Unit discipline: Capstone Other P

Proposing College: Australian Lutheran College

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Learning outcomes


Demonstrate a discerning and deep understanding of key theological emphases which inform the practice and mission of a designated faith-based learning context


Engage with theological and educational scholarly literature in order to critically reflect on professional practice


Contribute meaningfully to sophisticated dialogue between education and theology, exploring the nexus between the disciplines and communicating in creative and effective ways which generate new insights for stakeholders


Analyse key elements of their own education praxis which enhance their capacity to fulfil their dual roles as educators and active participants in the mission and ministry of the church through its sites of learning

Unit sequence

Course relationship: A capstone unit in a postgraduate education course

Prerequisites: DE9016L Education and Theology in Dialogue


This unit has a small online coursework component relating to distributed leadership but primarily uses self-directed inquiry learning and independent research pedagogy.

Indicative Bibliography

  • Australian Institute for Teaching and School Leadership. Australian Professional Standards for Teachers. Education Council, 2018.
  • Braaten, Carl E. Principles of Lutheran theology. 2nd ed. Minneapolis, MN: Fortress Press, 2007.
  • Christenson, Tom. Who needs a Lutheran college? Values vision vocation. Minneapolis, MN: Lutheran University Press, 2011.
  • Crowther, Frank. From school improvement to sustained capacity: the parallel leadership pathway. Thousand Oaks, CA: Corwin Press, 2011.
  • Drago-Severson, Eleanor. Helping educators grow: strategies and practices for leadership development. Cambridge, MA: Harvard Education, 2012.
  • Dimmock, Clive. Leadership, capacity building and school improvement: concepts, themes and impact. London, UK: Routledge, 2012.
  • Katzenmeyer, Marilyn. Awakening the sleeping giant: helping teachers develop as leaders. 3rd ed. Moorabbin, VIC: Hawker Brownlow Education, 2009.
  • Levin, Barbara, and Lynne Schrum. Every teacher a leader: developing the needed dispositions, knowledge, and skills for teacher leadership. Thousand Oaks, CA: Corwin, 2017.
  • McBeth, Mark. The distributed leadership toolbox: essential practices for successful schools. Moorabbin, VIC: Hawker Brownlow Education, 2009.
  • Militello, Matthew. Leading with inquiry & action: how principals improve teaching and learning. Moorabbin, VIC: Hawker Brownlow Education, 2010.
  • Reiss, Karla. Leadership coaching for educators: bringing out the best in school administrators. 2nd ed. Thousand Oaks, CA: Corwin, 2015.
  • Sackstein, Starr. From teacher to leader: finding your way as a first-time leader without losing your mind. San Diego, CA: Dave Burgess Consulting Inc, 2019.


Type Description Word count Weight (%)

A professional integrated response including proposal, written report and professional development plan drawing together education theory, personal praxis and the theological and educational context

8000 100.0

Unit approved for the University of Divinity by Maggie Kappelhoff on 5 Oct, 2020

Unit record last updated: 2021-06-07 08:43:48 +1000