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EDM8018 Leading in Early Childhood

Transition Semester 3, 2023 9W Online
Units : 1
School or Department : School of Education
Grading basis : Graded
Course fee schedule : /current-students/administration/fees/fee-schedules

Staffing

Course Coordinator:

Requisites

Pre-requisite: Students must be enrolled in one of the following Programs: GCCH or GDCH or MELT

Overview

In Semester 3, 2023 this course will be delivered as a Transition (9 week) semester, commencing on 13 November 2023 and concluding on 12 January 2024.

Dynamic early childhood contexts are essential to meet the demands of diverse twenty first century communities. Knowledge of effective leadership is vital for early childhood educators to manage accountability requirements, address day to day challenges and communicate a futures-focus. Awareness of historical and comparative perspectives and current issues and trends in the early childhood field enable early childhood professionals in leadership roles to make informed choices in adapting to changing policy environments and undertaking advocacy for young children and parents and carers. Effective leadership is a key driver for the provision of quality early childhood programs and positive outcomes for children and their families across diverse settings.
Understanding engagement in continued professional learning as an approach to improve effective professional practice is vital.

This course will introduce preservice teachers to the historical and comparative theory and practices associated with effective leadership and management with emphasis given to contextually relevant notions of leadership.

It will incorporate leadership knowledge and skills for early childhood teachers working with children, families, staff and community, responding to policy change and maintaining procedures which reflect current legal and ethical requirements.

Preservice teachers will engage with research, the National Quality Framework and professional standards as sources of professional learning and collaborate as a collegial team to explore issues relating to current trends that will impact their future roles as leader practitioners in early childhood contexts.

How leadership knowledge and skills inform advocacy for the early childhood field will be explored along with effective ways to facilitate critical dialogue.

Course learning outcomes

On successful completion of this course preservice teachers should be able to:

  1. investigate historical and comparative perspectives, theories of leadership, and principles in ethics, curriculum, literacy and numeracy teaching strategies and their application in all teaching areas, professional conduct and legislative requirements and their application in early childhood contexts (Australian Professional Standards for Teachers (APST) 2.5, 7.1, 7.2);
  2. critically reflect upon the role of leader in evaluating legislative requirements, administrative systems, organisational policies and processes and program practices, inclusive of a range of strategies that support safe, responsible and ethical use of ICT, in learning and teaching, student wellbeing and safety, and advocacy within the early childhood sector and broader community (APST 4.4, 4.5, 7.2);
  3. research the rationale for continued professional learning and appraise the application of the Australian Professional Standards for Teachers and the National Quality Standard for identifying and guiding continued professional learning for leadership and management in early childhood contexts and implications for improved student learning (APST 6.1, 6.4);
  4. critique a range of strategies, informed by external community and professional collaborations, for developing knowledge and respect for Aboriginal and Torres Strait Islander histories, cultures and languages, and for working sensitively and confidentially with parents/carers, and community representatives in ways which broaden teacher鈥檚 professional knowledge and practice (APST 2.4, 7.3, 7.4);
  5. interrogate the relevance, appropriateness and effectiveness of professional organisations as a source of professional learning for leadership practices and the implications for improved learning and engagement of children (APST 6.2, 6.4);
  6. demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing.

Topics

Description Weighting(%)
1. Theories of leadership and historical and comparative perspectives in early childhood contexts 10.00
2. The principles of ethics, curriculum, literacy and numeracy teaching strategies and their application in teaching areas, professional conduct and legislative requirements in early childhood contexts 20.00
3. The role of leader in administrative systems, organisational policies and process and program practices, inclusive of a range of strategies that support ethical use of ICT, student wellbeing and safety, play based learning and advocating within the early childhood sector and broader community 20.00
4. APSTs and the National Quality Standard for continued professional learning 10.00
5. Leadership strategies for developing knowledge and respect for Aboriginal and Torres Strait Islander histories, cultures and languages, working sensitively with parents/carers, and broadening teacher鈥檚 professional knowledge and practice 20.00
6. Professional organisations as a source of professional learning and the implications for improved learning and engagement of children 20.00

Text and materials required to be purchased or accessed

Stamopoulos, E & Barblett, L 2018, Early Childhood Leadership in Action: Evidence-based approaches for effective practice, Allen & Unwin.

Student workload expectations

To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.

Assessment details

Approach Type Description Group
Assessment
Weighting (%) Course learning outcomes
Assignments Written Essay No 50 1,2,6
Assignments Written Portfolio No 50 3,4,5,6
Date printed 9 February 2024