Posted: September 16th, 2024

TCHR3004 Critical Review of Leadership in Early Childhood Education

TCHR3004 LEADERSHIP AND ADVOCACY IN EARLY CHILDHOOD
Assessment Two: Portfolio
Assessment Brief.

Critical Analysis of Educational Leadership in Early Childhood Education and Care

Educational leadership in Early Childhood Education and Care (ECEC) plays a pivotal role in shaping quality outcomes for children, families, and educators. This paper critically analyzes the role, responsibilities, and challenges of an educational leader in ECEC, based on an interview with an experienced professional. The analysis focuses on key aspects of leadership, including style, advocacy, and quality assurance, while linking these to relevant theories and frameworks in early childhood education.

Roles and Responsibilities of the Educational Leader

The educational leader interviewed has held this position since its introduction by the Australian Children’s Education and Care Quality Authority (ACECQA) in 2012. Their primary responsibilities align closely with the National Quality Standard (NQS) (ACECQA, 2020), particularly Quality Area 7: Governance and Leadership. The leader emphasizes several key roles:

Developing professional relationships through mentoring and supporting educators
Understanding individual learning styles of staff members
Establishing a shared vision for curriculum and pedagogical approaches
Promoting continuous professional learning
Advocating for high-quality early learning programs

These responsibilities reflect the multifaceted nature of educational leadership in ECEC, encompassing both pedagogical guidance and organizational management (Heikka et al., 2019).

Leadership Style and Theoretical Links

The interviewee identifies their leadership style as collaborative, which aligns with contemporary theories of distributed leadership in early childhood education (Douglass, 2019). This approach emphasizes:

Shared goals and decision-making
Respect for diversity and cultural differences
Transparent communication
Critical thinking and problem-solving
Support for self-directed learning among team members

The collaborative leadership style demonstrated by the educational leader corresponds with the concept of pedagogical leadership, which focuses on guiding educational practices and fostering a culture of continuous improvement (Heikka et al., 2019). This approach is particularly relevant in the ECEC context, where teamwork and shared responsibility are crucial for providing high-quality care and education.

Challenges and Strategies

The educational leader faces several challenges in their role, primarily related to time management and role isolation. As both the Director and Educational Leader, balancing administrative duties with pedagogical leadership proves demanding. To address this, the leader employs strategies such as:

Daily engagement with educators and children in each room
Scheduled meetings with educators for planning and goal-setting
Participation in professional networks and support groups

These strategies align with research indicating that successful educational leaders in ECEC prioritize visibility, accessibility, and ongoing professional development (Sims et al., 2018).

Advocacy and Quality Practice

The educational leader demonstrates a strong commitment to advocacy for children and high-quality early learning programs. This commitment is evident in their approach to quality practice, which is firmly grounded in the National Quality Framework (NQF). The leader consistently refers to the NQF and aims to achieve the Exceeding Themes, reflecting a dedication to continuous improvement and excellence in ECEC.

Furthermore, the leader engages in regular critical reflection on their practices, seeking feedback from educators to enhance the quality of leadership and support provided. This reflective approach aligns with the NQS Quality Area 7.2, which emphasizes effective leadership that builds and promotes a positive organizational culture and professional learning community (ACECQA, 2020).

Impact on Educational Outcomes

The educational leader’s influence on children’s educational outcomes is exemplified by the introduction of the Abecedarian Approach at their center. This evidence-based approach, consisting of Language Priority, Learning Games, Conversational Reading, and Enriched Caregiving, has significantly impacted children’s learning outcomes. The leader’s initiative in researching, implementing, and embedding this approach demonstrates their commitment to enhancing pedagogical practices and improving children’s developmental outcomes.

The successful implementation of the Abecedarian Approach highlights the educational leader’s ability to:

Identify and introduce evidence-based practices
Lead change management processes
Engage educators in professional learning
Foster collaboration between educators and families

These actions align with research indicating that effective educational leadership in ECEC is characterized by a focus on pedagogical improvement and the ability to lead organizational change (Douglass, 2019).

Conclusion

The analysis of this educational leader’s role reveals the complex and multifaceted nature of leadership in ECEC. Their collaborative leadership style, grounded in theoretical understanding and practical experience, enables them to navigate challenges effectively while promoting quality outcomes for children. The leader’s commitment to advocacy, continuous improvement, and evidence-based practice exemplifies the critical role of educational leadership in shaping high-quality early childhood education and care services.

References

Australian Children’s Education and Care Quality Authority (ACECQA). (2020). Guide to the National Quality Framework. https://www.acecqa.gov.au/nqf/about/guide

Douglass, A. (2019). Leadership for quality early childhood education and care. OECD Education Working Papers, No. 211. OECD Publishing. https://doi.org/10.1787/6e563bae-en

Heikka, J., Halttunen, L., & Waniganayake, M. (2019). Perceptions of early childhood education professionals on teacher leadership in Finland. Early Child Development and Care, 189(2), 264-278. https://doi.org/10.1080/03004430.2016.1207066

Sims, M., Waniganayake, M., & Hadley, F. (2018). Educational leadership: An evolving role in Australian early childhood settings. Educational Management Administration & Leadership, 46(6), 960-979. https://doi.org/10.1177/1741143217714254

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TCHR3004 LEADERSHIP AND ADVOCACY IN EARLY CHILDHOOD
Assessment Two: Portfolio
Assessment Brief
Assessment name: Portfolio
Due Date: 4th October 2024 (Week 6)
Weighting: 50% of final grade
Length: 1500 words (10% leeway above and below)

Unit Learning Outcomes
You will demonstrate the following Unit Learning Outcomes on the successful completion of this task:

Demonstrate knowledge of the key principles of leadership and management in practice in early childhood education and care services and settings underpinned by theoretical and practical perspectives on administration, management, and leadership.
Demonstrate an understanding of how to build supportive and collaborative environments for children, parents, community, and staff.
Critically reflect on the role that advocacy plays in early childhood education (locally, nationally, and internationally) and identify the skills that a strong advocate for the ECEC profession should display.
Critically analyze and understand the role of the educational leader: including relationships, responsibilities, expectations, ethical practice, and transition to an educational leader.
Task Description:
Three interviews with educational leaders in ECEC have been provided under the assignment 2 information link. Choose ONE interview with an educational leader and prepare a critical review of the role, responsibilities, and challenges of the early childhood educational leader. The information collected from the interview is to be analyzed to describe the educational leader’s position with respect to:

key roles and responsibilities of the educational leader
the leadership style, and link this to early childhood leadership theory
Discuss the challenges faced by the early childhood educational leader with respect to leadership style, processes, and practices employed; provide examples in practice. Present and discuss measures the educational leader takes to advocate for children’s learning and development. Critically review what quality means in terms of the leadership role regarding educational outcomes for children; provide examples in practice.

Rationale:
As an early childhood educator, it is important you have an understanding of leadership and your role as a leader. It is also helpful to have a good understanding of interview expectations for the role of the educational leader.

Referencing:
APA 7th referencing format is required in Faculty of Education assessment tasks – link to SCU Libguide here: APA 7 Referencing. A minimum of 10 references must be included in this assessment task, including the set text, National Quality Standard, and the Early Years Learning Framework (V2.0).

Support Resources:

Academic Integrity – SCU guidelines
Learning Zone – workshops, Quick Guides, videos, study hub
Submission:
Submission of your assessment is via TURNITIN. The submission link can be found in the Assessment Tasks and Submission Tab in the TCHR3004 Blackboard site.
Please note:

It is YOUR responsibility to ensure that you have submitted the correct file and the FINAL version of your assessment for marking BEFORE the due date/time.
After you have followed the TurnItIn submission it is essential you download the Digital Receipt.
If you have any difficulty submitting your assignment, please contact Technology Services and make sure that you log a job with them so you have evidence of your attempted submission. To avoid any last-minute problems, make sure you submit well before 11:59 pm on the due date.
As per SCU Rules Relating to Awards – Rule 3 – Coursework Awards – Student Assessment and Examinations: Section 6 – Assessment Resubmission, there are NO resubmissions for this unit.
Late Submission/Extension:
If you need to apply for special consideration you may do so HERE
If your special consideration application is approved you will need to include a copy of the approval in your assessment task. According to SCU Policy, late penalties apply. More information found HERE

Academic Integrity:
At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility, and respect in relation to academic work. The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic, and consistent approach to addressing academic integrity across the entire University. For more information see the SCU Academic Integrity Framework

GenAI May be Used:
Generative Artificial Intelligence (GenAI) tools, such as Grammarly Premium, may be used for this Assessment Task. If you use GenAI tools, you must use these ethically and acknowledge their use. To find out how to reference GenAI in your work consult the referencing style for your unit via SCU Library referencing guides and the Student Learning Zone Quick Guide on Acknowledging and referencing GenAI. If you use GenAI tools without acknowledgment it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.
You may use Grammarly Premium to provide feedback and suggestions on your writing for academic tone, written expression, grammar, Australian English spelling, and punctuation. You must not use GenAI to generate ideas for this assessment task. If you choose to use these tools, you must include an appendix to demonstrate your work prior to using GenAI.
If you have used GenAI in this task, you must include an acknowledgment of how and when you used these tools. Please use the Assessment Task Coversheet provided under the assessment tasks link and indicate whether or not you have used GenAI.

TCHR3004 Assessment 2 Rubric:

Marking Criteria and % allocation:

High Distinction+ 100%
High Distinction (85-99%)
Distinction (75-84%)
Credit (65-74%)
Pass (50-64%)
Fail (1-49%)
The roles and responsibilities of the educational leader have been described in detail, with reference to unit materials and the NQS (ACECQA, 2020) – 20%

Achieves all the criteria for a high distinction to an exemplary standard, without any errors.
The roles and responsibilities of the educational leader have been described in exceptional detail, with reference to unit materials and the NQS (ACECQA, 2020)
The roles and responsibilities of the educational leader have been very well described in detail with reference to unit materials and the NQS (ACECQA, 2020)
The roles and responsibilities of the educational leader have been described well in detail, with reference to unit materials and the NQS (ACECQA, 2020)
The roles and responsibilities of the educational leader have been described in detail, with reference to unit materials and the NQS (ACECQA, 2020)
The roles and responsibilities of the educational leader have not been identified or have been described in very little detail.
The leadership style of the educational leader is identified and linked to EC leadership theory with reference to the unit materials – 20%

Achieves all the criteria for a high distinction to an exemplary standard, without any errors.
The leadership style of the educational leader is identified extremely clearly and linked to early childhood leadership theory with reference to the unit materials in an outstanding way.
The leadership style of the educational leader has been identified clearly and linked very well to early childhood leadership theory with reference to the unit materials.
The leadership style of the educational leader has been identified clearly and linked well to early childhood leadership theory with reference to the unit materials.
The leadership style of the educational leader has been identified and linked to early childhood leadership theory with reference to the unit materials.
The leadership style of the educational leader has not been identified or identified to some extent and little to no links to early childhood leadership theory or unit materials have been made.
Challenges of the educational leader are discussed with respect to leadership styles, the processes and practices with examples in practice – 20%

Achieves all the criteria for a high distinction to an exemplary standard, without any errors.
Outstanding discussion of the challenges faced by the educational leader including clear examples of practice.
Very good discussion of the challenges faced by the educational leader including clear examples of practice.
Good discussion of the challenges faced by the educational leader including clear examples of practice.
Satisfactory discussion of the challenges faced by the educational leader including some examples of practice.
Unsatisfactory discussion of the challenges faced by the educational leader. Few or no examples in practice.
Identify and discuss the skills that the educational leader had talked about for advocacy in the EC profession – 20%

Achieves all the criteria for a high distinction to an exemplary standard, without any errors.
Outstanding identification and discussion of the skills that the educational leader has discussed.
Very good identification and discussion of the skills that the educational leader has discussed.
Good identification and discussion of the skills that the educational leader has discussed.
Clear identification and discussion of the skills that the educational leader has discussed.
Unsatisfactory/unclear identification and discussion of the skills that the educational leader has discussed.
Critically reflect on the role that advocacy plays in ECE using examples from the educational leader – 10%

Achieves all the criteria for a high distinction to an exemplary standard, without any errors.
Outstanding critical reflection with the inclusion of examples.
Very good critical reflection with the inclusion of examples.
Good critical reflection with the inclusion of examples.
Sound critical reflection with the inclusion of examples.
Little to no critical reflection. Few or no inclusion of examples.
Written expression reflects correct spelling, grammar, punctuation, and APA 6th ed. Referencing – 10%

Achieves all the criteria for a high distinction to an exemplary standard, without any errors.
Outstanding standard of academic writing including APA 7. No errors evident.
Clear and correct use of academic writing and APA 7 referencing. No errors evident.
Clear and correct use of academic writing and APA 7 referencing. Some errors evident.
Academic writing and APA 7 referencing is mostly correct. Very minor errors are evident.
Poor academic writing including APA 7 referencing. Errors are present.

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