Assessment Brief
\nTCHR3004 Leadership and advocacy in Early childhood
\nASSESSMENT BRIEF: Assessment 1
\nSummary
\nTitle Assessment 1: Report
\nDue Date 15th September 2023 (End of week 3)
\nLength 1500-word
\nReferencing APA Style 7 SCU Library referencing guides
\nWeighting 50%
\nSubmission Via the Turnitin link on the Assessment and Submission section on the unit
\nsite.
\nUnit Learning
\nOutcomes
\nYou will demonstrate the following Unit Learning Outcomes on the
\nsuccessful completion of this task:
\n1. Demonstrate knowledge of the key principles of leadership and
\nmanagement in practice in early childhood education and care services
\nand settings underpinned by theoretical and practical perspectives on
\nadministration, management and leadership.
\n2. Demonstrate an understanding of how to build supportive and
\ncollaborative environments for children, parents, community and staff.
\n3. Critically reflect on the role that advocacy plays in early childhood
\neducation (locally, nationally and internationally) and identify the skills
\nthat a strong advocate for the ECEC profession should display.
\n4. Critically analyse and understand the role of the educational
\nleader: including relationships, responsibilities, expectations,
\nethical practice and transition to an educational leader.
\nTask Description
\nFor this assessment, you are required to write a report of 1500 words. The report can include tables,
\ncharts, figures, and\/or graphs to illustrate your findings where necessary.
\nRationale
\nAs an early childhood educator, it is important you have an understanding about leadership and your
\nrole as a leader.
\nTask Instructions
\nWrite a report that responds to the following three tasks.
\n1. Identify and explain the key principles of a (one) leadership style that you aspire to follow and
\njustify how it aligns with your professional philosophy on leadership in the early childhood setting.
\n2. Demonstrate your knowledge of the theoretical underpinnings of this leadership style.
\n3. Critically review how this leadership style influences management in an early childhood setting in
\nrelation to children, families and staff.
\nThe report must include:
\n2
\nAssessment Brief
\n1. A brief introduction of no more than 100 words outlining the purpose and content if
\nthe report.
\n2. A body of no more than 1320 words and broken into sections with short, appropriate
\nheadings (based upon the 3 tasks listed above).
\n3. A conclusion of no more than 80 words, highlighting the key findings.
\n4. A reference list that includes all sources of information used.
\nReferencing Style
\nReferencing should conform to the APA 7th style. It is recommended that you refer to the
\nreferencing guide available through the SCU library.
\nTask Submission
\nReport should be submitted using the Turnitin submission link titled \u201cAssessment 1: Report\u201d in the
\nAssessments Tasks & Submission section on the Blackboard TCHR3004 site. Only a word document
\nsubmitted via the Turnitin portal on Blackboard will be accepted. You must label your submission
\nwith your surname and initials and the assessment task’s name, e.g: \u201cJonesA_report.docx\u201d
\nSpecial Consideration
\nAs per Southern Cross University policy: Students wishing to request special consideration to extend
\nthe due date of an assessment task must submit a Request for Special Consideration form via their
\nMyEnrolment page as early as possible and prior to the original due date for that assessment task,
\nalong with any accompanying documents, such as medical certificates.
\nLate Submissions & Penalties
\nAs per Southern Cross University policy, except when special consideration is awarded, late
\nsubmission of assessment tasks will lead automatically to the imposition of a penalty.
\nPenalties will be incurred as soon as the deadline is reached.
\n1. a penalty of 5% of the available marks will be deducted from the actual mark at one
\nminute after the time listed in the due date
\n2. a further penalty of 5% of the available mark will be deducted from the actual mark
\nachieved on each subsequent calendar day until the mark reaches zero.\u201d
\n3. If student upload their paper to the incorrect submission point e.g. Draft Checker and NOT
\nthe assessment submission point \u2013 academic penalty will be applied.
\n4. If students upload their draft paper to the final submission point \u2013 this paper will be
\naccepted as the final paper and marked.
\n3
\nAssessment Brief
\nAssessment Rubric
\nMarking Criteria and %<\/p>\n
Description of SCU Grades
\nHigh Distinction:
\nThe student\u2019s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in
\nresearching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate
\nknowledge. The student\u2019s performance could be described as outstanding in relation to the learning requirements specified.
\nDistinction:
\nThe student\u2019s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in
\nresearching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate
\nknowledge. The student\u2019s performance could be described as distinguished in relation to the learning requirements specified.
\nCredit:
\n5
\nAssessment Brief
\nThe student\u2019s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in
\nresearching, analysing and applying relevant skills and concepts. The student\u2019s performance could be described as competent in relation to the
\nlearning requirements specified.
\nPass:
\nThe student\u2019s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level
\nstudies in the subject area. The student\u2019s performance could be described as satisfactory in relation to the learning requirements specified.
\nFail:
\nThe student\u2019s performance fails to satisfy the learning requirements specified.<\/p>\n
Leadership and advocacy in early childhood education in response to your request:
\nIntroduction
\nLeadership and advocacy are crucial aspects of the early childhood profession. Effective leaders advocate for young children, families, and the early learning workforce. This article will examine key principles of transformational leadership and how it aligns with advocacy in early childhood education and care settings. Transformational leadership focuses on inspiring and motivating followers through exemplary behavior and shared vision or goals (Northouse, 2019). It emphasizes relationships, vision, ethics and empowerment which align well with advocacy. The article will demonstrate knowledge of the theoretical underpinnings of transformational leadership and critically review how it influences management and builds supportive environments.
\nTransformational Leadership in Early Childhood
\nTransformational leadership aligns well with my professional philosophy of empowering early childhood educators to advocate for children and the profession. Transformational leaders inspire followers and motivate them to do more than expected by raising levels of consciousness about the importance of specified and idealized goals (Burns, 1978). In early childhood, these goals center around children’s rights, wellbeing, learning and development. Transformational leaders achieve this through idealized influence, inspirational motivation, intellectual stimulation and individualized consideration (Bass & Riggio, 2006).
\nIdealized influence involves leaders acting as strong role models who display high standards of ethical and moral conduct. In early learning, this means demonstrating a child-centered approach, respecting diversity and inclusion. Inspirational motivation involves leaders articulating an appealing vision of the future and expressing optimism that the vision can be achieved. For early childhood, the vision centers on ensuring all children have access to high quality early education experiences that support their holistic development and learning. Intellectual stimulation involves leaders encouraging innovation, creativity and an openness to new ideas and approaches. This aligns well with the learning through play philosophy of early learning which emphasizes exploring ideas freely. Individualized consideration involves giving personal attention, coaching and mentoring to followers to help them reach their full potential. In early childhood, this means supporting educators’ ongoing professional learning and wellbeing so they can best support children.
\nThese four components of transformational leadership align well with advocacy. Leaders act as advocates by inspiring and motivating educators, families and the community to advocate for children. They articulate a vision of children’s rights and stimulate new ideas to achieve this vision. Individualized consideration empowers educators to advocate confidently for their own professional learning and development. Transformational leadership aligns with my philosophy of empowering early childhood professionals to advocate for children through exemplary behavior, shared vision, intellectual stimulation and individual attention.
\nTheoretical Underpinnings of Transformational Leadership
\nTransformational leadership has its theoretical foundations in the work of Burns (1978) and further developed by Bass (1985). Burns distinguished between transformational and transactional leadership. Transactional leadership focuses on supervision and organizational processes like monitoring and problem solving. In contrast, transformational leadership involves an exceptional form of influence that moves followers to accomplish more than what is usually expected of them and often involves assessing followers’ motives, satisfying their needs, and treating them as full human beings (Northouse, 2019).
\nBass (1985) built on Burns’ work and proposed four dimensions of transformational leadership: idealized influence, inspirational motivation, intellectual stimulation and individualized consideration. Idealized influence refers to leaders acting as strong role models for ethical conduct which inspires followers. Inspirational motivation involves leaders clearly communicating high expectations to followers and inspiring them through motivation. Intellectual stimulation refers to leaders stimulating innovation and creativity by questioning assumptions and approaches. Individualized consideration means giving personal attention to each follower’s needs for achievement and growth by acting as a coach or mentor.
\nThese dimensions align with advocacy in early childhood. Leaders act as role models who inspire and motivate educators to advocate for children through their own ethical and exemplary conduct. They articulate a compelling vision and expectations that children deserve quality early learning experiences. Leaders stimulate new ideas on advocacy approaches through intellectual discussion. They also empower educators to reach their full potential as advocates through coaching and mentoring. The theoretical underpinnings of transformational leadership therefore support its influence on management and advocacy in early learning settings.
\nInfluence on Management and Supportive Environments
\nTransformational leadership influences management approaches and builds supportive environments in early childhood settings in relation to children, families and staff. Leaders who display idealized influence, inspirational motivation, intellectual stimulation and individualized consideration are more likely to create collaborative and empowering cultures. This supports advocacy efforts.
\nIn relation to children, transformational leaders inspire a shared vision that high quality early education is a right for all children (Cunningham, 2014). They motivate educators to advocate confidently for children’s interests. Leaders stimulate new perspectives and creativity in curriculum, pedagogy and inclusion. Through individualized consideration, they empower educators to meet children’s diverse needs and advocate on their behalf confidently to external stakeholders like families and the community.
\nFor families, transformational leaders articulate a compelling vision of family-centered practice and two-way communication (Kagan & Hallmark, 2001). They motivate open parent partnerships through respect and motivation rather than compliance. Intellectual discussion stimulates new ideas to engage and include all families meaningfully. Individualized attention empowers educators to understand and support each family’s unique circumstances and advocate confidently on their behalf if needed.
\nRegarding staff, transformational leaders act as role models who inspire shared organizational values through their own conduct (McCarley et al., 2014). They motivate educators and self-advocacy through articulating an appealing vision for the profession. Intellectual discussion stimulates critical reflection and new perspectives. Individualized coaching and mentoring empowers educators to reach their full potential and advocate confidently for their own professional learning and wellbeing (Waniganayake et al., 2012).
\nIn summary, transformational leadership aligns well with advocacy through its influence on building supportive environments and relationships with children, families and staff in early learning settings. The approach empowers stakeholders to advocate confidently for their own needs and rights through exemplary leadership practices.
\nConclusion
\nThis article has examined key principles of transformational leadership and how it aligns with advocacy approaches in early childhood education. Transformational leadership emphasizes relationships, vision, ethics and empowerment which support advocacy efforts for young children, families and the early learning profession. The theoretical underpinnings of this leadership style were demonstrated along with critical analysis of its influence on creating supportive environments and relationships in early learning settings. Overall, transformational leadership aligns well with my professional philosophy and positively influences management approaches and advocacy in early childhood education and care.
\nReferences
\nBass, B. M. (1985). Leadership and performance beyond expectations. New York: Free Press.<\/p>\n
Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates custom dissertation writing service.
\nBurns, J. M. (1978). Leadership. New York: Harper & Row.
\nCunningham, A. E. (2014). Building relationships with families. Young Children, 69(1), 84-87.
\nKagan, S. L., & Hallmark, L. G. (2001). Cultivating leadership in early care and education. Child Care Information Exchange, (140), 7-11.
\nMcCarley, T. A., Peters, M. L., & Decman, J. M. (2014). Transformational leadership related to school climate: A multi-level analysis. Educational Management Administration & Leadership, 44(2), 322\u2013342. https:\/\/doi.org\/10.1177\/1741143214549966
\nNorthouse, P. G. (2019). Leadership: Theory and practice. Sage publications.
\nWaniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2012). Leadership: Contexts and complexities in early childhood education. Oxford University Press.<\/p>\n","protected":false},"excerpt":{"rendered":"
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