| Semester 3, 2021 Online | |
| Short Description: | Leading in Early Childhood |
| Units : | 1 |
| Faculty or Section : | Faculty of Business, Education, Law and Arts |
| School or Department : | School of Education |
| Student contribution band : | Band 1 |
| ASCED code : | 070101 - Teacher Education: Early Child |
| Grading basis : | Graded |
Staffing
Examiner:
Requisites
Pre-requisite: EDM5014
Rationale
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.
Synopsis
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.
Objectives
On successful completion of this course preservice teachers should be able to:
- 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);
- 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);
- 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);
- 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’s professional knowledge and practice (APST 2.4, 7.3, 7.4);
- 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);
- 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’s 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
ALL textbooks and materials available to be purchased can be sourced from (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2021&sem=03&subject1=EDM8018)
Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Reference Materials
Student Workload Expectations
| Activity | Hours |
|---|---|
| Directed Study | 85.00 |
| Independent Study | 80.00 |
Assessment Details
| Description | Marks out of | Wtg (%) | Due Date | Objectives Assessed | Notes |
|---|---|---|---|---|---|
| ASSIGNMENT 1 | 40 | 40 | 17 Dec 2021 | 1,2,6 | (see note 1) |
| ASSIGNMENT 2 | 60 | 60 | 25 Jan 2022 | 3,4,5,6 | (see note 2) |
Notes
- Inquiry Task
- Portfolio of Work
Important assessment information
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Attendance requirements:
There are no attendance requirements for this course. However, it is the students’ responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration. -
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item. -
Penalties for late submission of required work:
Students should refer to the Assessment Procedure (point 4.2.4) -
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course. -
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course. -
Examination information:
There is no examination in this course. -
Examination period when Deferred/Supplementary examinations will be held:
Deferred and Supplementary examinations will be held in accordance with the Assessment Procedure . -
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at .
Assessment Notes
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Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at .
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Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
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Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
Evaluation and Benchmarking
In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
2. forms part of the Master of Learning and Teaching and is benchmarked against the
• internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.
• professional accreditation standards of the Australian Professional Standards for Teachers (APST), Queensland College of Teachers (QCT) and Australian Qualifications Framework (AQF).
Other Requirements
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Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at .