Posted: September 16th, 2024

TCHR3004 Critical Review of Leadership in Early Childhood Education

TCHR3004 Critical Review of Leadership in Early Childhood Education | TCHR3004 LEADERSHIP AND ADVOCACY IN EARLY CHILDHOOD

Leadership in early childhood education and care (ECEC) is pivotal for fostering environments that support children’s development. This paper critically reviews the role, responsibilities, and challenges faced by an educational leader in ECEC, based on an interview with a leader in the field. The analysis will cover key roles, leadership style, challenges, advocacy efforts, and the concept of quality in leadership.

Roles and Responsibilities
Educational leaders in ECEC are tasked with a variety of roles that include curriculum development, staff mentoring, and ensuring compliance with the National Quality Standard (NQS) (ACECQA, 2020). These leaders are responsible for creating a supportive learning environment that aligns with the Early Years Learning Framework (EYLF) (Department of Education, Skills and Employment, 2022). The interview highlighted the leader’s role in facilitating professional development and fostering a collaborative culture among staff, which is crucial for maintaining high educational standards.

Leadership Style
The leadership style of the educational leader interviewed can be described as transformational. This style is characterized by inspiring and motivating staff to achieve their full potential, which aligns with early childhood leadership theories that emphasize collaboration and empowerment (Rodd, 2018). Transformational leaders in ECEC focus on building strong relationships and encouraging innovation, which are essential for adapting to the dynamic needs of early childhood settings.

Challenges Faced
Educational leaders in ECEC face numerous challenges, including managing diverse teams and addressing varying needs of children and families. The interview revealed that balancing administrative duties with educational leadership is a significant challenge. Leaders often struggle with limited resources and high expectations from stakeholders. For example, implementing new educational programs requires careful planning and resource allocation, which can be difficult in underfunded settings (Heikka & Waniganayake, 2019).

Advocacy for Children’s Learning
Advocacy is a critical component of the educational leader’s role. The leader interviewed actively engages in advocacy by promoting inclusive practices and ensuring that all children have access to quality education. This involves collaborating with community organizations and participating in policy discussions to influence positive changes in the ECEC sector. Effective advocacy requires strong communication skills and a deep understanding of the educational landscape (Sims & Waniganayake, 2015).

Quality in Leadership
Quality in leadership is reflected in the ability to achieve positive educational outcomes for children. The leader emphasized the importance of continuous improvement and reflective practice as key elements of quality leadership. By regularly evaluating educational programs and seeking feedback from staff and families, leaders can identify areas for improvement and implement strategies to enhance learning experiences (Siraj-Blatchford & Manni, 2018).

Conclusion
The role of an educational leader in ECEC is multifaceted, involving a balance of administrative responsibilities, leadership, and advocacy. Transformational leadership styles are effective in fostering collaborative and innovative environments. Despite challenges such as resource constraints, educational leaders play a crucial role in advocating for children’s learning and ensuring quality education. Continuous reflection and adaptation are essential for maintaining high standards in early childhood education.

References
ACECQA. (2020). National Quality Standard. Australian Children’s Education & Care Quality Authority.

Department of Education, Skills and Employment. (2022). Early Years Learning Framework.

Heikka, J., & Waniganayake, M. (2019). Distributed pedagogical leadership in early childhood education. Educational Management Administration & Leadership, 47(1), 146-163.

Rodd, J. (2018). Leadership in early childhood: The pathway to professionalism. Routledge.

Sims, M., & Waniganayake, M. (2015). The role of staff in quality improvement in early childhood. Australasian Journal of Early Childhood, 40(3), 13-21.

Siraj-Blatchford, I., & Manni, L. (2018). Effective leadership in the early years sector: The ELEYS study. Institute of Education Press.

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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.