Unit rationale, description and aim
There is a growing trend in Early Childhood Education and Care (ECEC) towards integrated educational settings and collaboration across learning contexts, requiring professional leaders to have knowledge and skills in interdisciplinary and trans-disciplinary leadership.
The unit aims to develop essential knowledge and skills for effective leadership, management and administration in ECEC. Pre-service teachers will reflect on how policies and procedures align with State and Commonwealth legislative mandates while operating within an ethical framework. The unit is structured to offer varied opportunities for acquiring knowledge and understanding processes that help build and maintain effective partnerships. These partnerships support leadership, management and the development of appropriate administrative practices. The unit covers strategies for collaborative leadership, effective decision making and self-awareness. It also focuses on enhancing communication, negotiation and conflict-resolution skills through group discussions, role-plays in simulated contexts, and field-based tasks that explore home/centre/school partnerships.
The aim of this unit is for pre-service teachers to develop the required skills to engage in a research-informed, practical community-based task that investigates advocacy or leadership practices in ECEC contexts and relationships.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Analyse responsibilities and strategies for decisi...
Learning Outcome 01
Demonstrate understanding of : professional commun...
Learning Outcome 02
Review current leadership theories and analyse the...
Learning Outcome 03
Demonstrate research capabilities pertinent to rol...
Learning Outcome 04
Content
Topics will include:
- Managing and leading people: interacting and communicating ethically and effectively with families, children and staff, including conducting effective staff meetings, collaborating with parent committees, onboarding families and staff, and developing comprehensive family and staff handbooks
- Policy development: -understanding the purpose of the policy, the process of developing and revising policy, leveraging the expertise of recognised authorities, and monitoring policy implementation
- Understanding of legislative requirements, regulations, licensing procedures, quality improvement and accreditation systems impacting ECEC and programming
- Managing, developing and leading staff
- Principles and Concepts to guide a research-informed investigation in ECEC
- Authentic engagement in an ECEC setting: leading the development of a research-informed investigation into aspects of early childhood leadership, with a topic collaboratively negotiated with the setting.
Assessment strategy and rationale
This unit includes two assessment tasks which are designed to meet the unit learning outcomes and develop graduate attributes consistent with the University’s assessment requirements. Students are required to complete both of the assessment tasks. The items of assessment are designed to provide the student with opportunities to demonstrate achievement of the learning outcomes. Tasks will be based on the development and engagement in an investigation into leadership, management and advocacy in ECEC contexts.
Minimum Achievement Standards
The assessment tasks for this unit are designed to demonstrate the achievement of each learning outcome.
In order to pass this unit, students are required to submit all assessment tasks, meet the learning outcomes of the unit and achieve a minimum overall passing grade of 50%.
Overview of assessments
Assessment Task 2: Investigation design and actio...
Assessment Task 2: Investigation design and actioning
Develop the design of the investigation (including literature review). This design must demonstrate reflection on key elements of leadership and advocacy. Key leadership skills and practices need to be demonstrated through group practices and engagement in the investigation context.
50%
Assessment Task 2: Investigation Report Reflecti...
Assessment Task 2: Investigation Report
Reflection on and discussion of the implementation process (possibilities, challenges, ethical considerations, modifications to your plan).
Written analysis of the findings in relation to key elements of leadership, management and advocacy with connections to the key elements of leadership literature and implications for your leadership practice.
50%
Learning and teaching strategy and rationale
This is a 10-credit point unit. Students should anticipate undertaking 150 hours of study in total across the semester for this unit. This may involve a combination of face-to-face, online and/or multi-mode delivery, on a weekly basis across a semester or in intensive mode. Students should expect to participate in a range of activities, such as online engagement, lectures, tutorials, seminar presentations, group discussions (both synchronous and asynchronous), self-directed study activities and assessment tasks. Some participation in appropriate educational settings may be required. Activities are intended to support pre-service teacher engagement with content and the building of knowledge and understanding with peers.
To achieve a passing standard in this unit, a range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with the university’s assessment requirements. Such procedures may include, but are not limited to, reading, reflection, discussion, webinars, podcasts, videos etc.
ACECQA Curriculum Specifications
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:
Relating to
Guiding behaviour/engaging young learners
Relevant Learning OutcomeLO3, LO4
Relating to
Developing family and community partnerships
Relevant Learning OutcomeLO4
Relating to
Contemporary theories and practice
Relevant Learning OutcomeLO3
Relating to
Ethics and professional practice
Relevant Learning OutcomeLO4
Relating to
Educational leadership
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Management and administration
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
Professional identity and development
Relevant Learning OutcomeLO1, LO2
Relating to
Advocacy
Relevant Learning OutcomeLO4
Relating to
Research
Relevant Learning OutcomeLO4
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
Relating toDemonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
Relevant Learning OutcomeLO2
Relating toDemonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Relevant Learning OutcomeLO3
Relating toDemonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Relevant Learning OutcomeLO2
Relating toDescribe a broad range of strategies for involving parents/carers in the educative process.
Relevant Learning OutcomeLO4
Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.
Relevant Learning OutcomeLO2
Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Relevant Learning OutcomeLO2
Relating toDemonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
Relevant Learning OutcomeLO4
Relating toDemonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
Relevant Learning OutcomeLO4
Relating toUnderstand the relevant and appropriate sources of professional learning for teachers.
Relevant Learning OutcomeLO4
Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.
Relevant Learning OutcomeLO1, LO3, LO4
Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Relevant Learning OutcomeLO1, LO4
Relating toUnderstand strategies for working effectively, sensitively and confidentially with parents/carers.
Relevant Learning OutcomeLO2, LO4
Relating toUnderstand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
Relevant Learning OutcomeLO2, LO4
Representative texts and references
Required text(s)
Australian Curriculum, Assessment and Reporting Authority (ACARA) https://www.acara.edu.au/
Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council. https://www.acecqa.gov.au/acecqa-approved-learning-frameworks-version-2.0-communications-toolkit
Recommended references
Dahlberg, G., Moss, P., & Pence, A. (2013). Beyond quality in early childhood education and care: Languages of evaluation (Classic ed., Routledge education classic edition series). Routledge. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991012622583502352
Fairchild, N. (2019). The micropolitics of posthuman early years leadership assemblages: Exploring more-than-human relationality. Contemporary Issues in Early Childhood, 20(1), 53-64. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/p3lnct/cdi_sage_journals_10_1177_1463949118793332
Gibbs, L. (2022). Leadership emergence and development: Organizations shaping leading in early childhood education. Educational Management Administration & Leadership, 50(4), 672-693. https://doi.org/10.1177/1741143220940324
Heikka, J., Eeva, H., Rodd, J., Petra, S., Waniganayake, M. (2019). Leadership in early education in times of change. Verlag Barbara Budrich. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/p3lnct/cdi_unpaywall_primary_10_3224_84742199
Martin, J., Nuttall, J., Henderson, L., Wood,E. (2020) Educational Leaders and the Project of Professionalisation in Early Childhood Education in Australia,
International Journal of Educational Research, 101, https://doi.org/10.1016/j.ijer.2020.101559.
Nuttall, J., Henderson, L., Wood, E & Martin, J. (2024). Leadership in Early Childhood Education. A Cultural-Historical Theory of Practice Development. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013433948402352
Penn, H. (2019). Understanding the contexts of leadership debates. Contemporary Issues in Early Childhood, 20(1), 104-109. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/p3lnct/cdi_webofscience_primary_000461444100009
Rodd, J. (2020). Leadership in early childhood (4th ed.) Allen & Unwin. (Title on Library Search: Leadership in early childhood: the pathway to professionalism) https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013229228002352
Sims, M., Waniganayake, M., & Hadley, F. (2019). What makes good even better? Excellent EC leadership. International Journal of Educational Management, 33(4), 573-586. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/p3lnct/cdi_webofscience_primary_000465040900004
Stamopoulos, E., & Barblett, L. (2018). Early childhood leadership in action. Allen & Unwin. (2020 - Early childhood leadership in action: evidence-based approaches for effective practice.) https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013004199502352
Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2023). Leadership: Contexts and complexities in early childhood education. Oxford University Press. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013402189702352
White, M. (2023). Leadership in Australia’s early childhood workforce policy: Silences and ambiguities as missed opportunities. Australasian Journal of Early Childhood, 48(4), 268-280. https://doi.org/10.1177/18369391231202841
Woodrow, C., & Busch, G. (2008). Repositioning early childhood leadership as action & activism. European Early Childhood Education Research Journal, 16 (1), 83-93. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/p3lnct/cdi_webofscience_primary_000257864400006
Open Textbooks:
Marino, T., Rosengarden, M., Gunyon, S., Noland, T. (2022). Leadership in early care and education. Open Oregon Educational Resources. https://openoregon.pressbooks.pub/eceleadership/