Overview
Leadership in early childhood is underpinned by a commitment to the principles in the United Nations Convention on the Rights of the Child, to social justice and adherence to ethical practice. Leadership capabilities are required of early childhood professionals and recognised as essential for ensuring quality learning outcomes for children, the development of high quality early childhood services, the ongoing growth of the profession and the considered implementation of policy and change agendas. In this unit, you will examine the policy context that shapes early childhood nationally and internationally and the multiple ways in which leadership is theorised. You will conduct a case study of the leadership of a change agenda explicating the key insights and learnings about leadership and leading change.
Details
Pre-requisites or Co-requisites
Co-requisite: EDED20497 Leadership in the School Context
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2020
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student feedback Unit coordinator Self reflection
Participation in Zoom sessions
Set up Zoom meetings with distance groups earlier in the term to establish this form of communication from the start. Weekly Zoom session
- Examine the nature of change and the role of individuals, teams and systems
- Critically analyse key policy texts to identify what and how policy shapes the context of early childhood education
- Analyse models of leadership that contribute to the development of early childhood education
- Evaluate a case study of change leadership
- Explicate resources to support the development of personal leadership capabilities and those of others in the field of early childhood education.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 40% | |||||
| 2 - Case Study - 60% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Knowledge | |||||
| 2 - Communication | |||||
| 3 - Cognitive, technical and creative skills | |||||
| 4 - Research | |||||
| 5 - Self-management | |||||
| 6 - Ethical and Professional Responsibility | |||||
| 7 - Leadership | |||||
| 8 - First Nations Knowledges | |||||
| 9 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | |
| 1 - Written Assessment - 40% | |||||||||
| 2 - Case Study - 60% | |||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
l.hughes@cqu.edu.au
Week 1
Begin Date: 09 Mar 2020Module/Topic
Principles of Early Childhood Education and Care
History of the field of Early Childhood in Australia
Chapter
Details of weekly readings and activities can be found on Moodle.
Events and Submissions/Topic
Zoom sessions will be run in collaboration with the students.
Week 2
Begin Date: 16 Mar 2020Module/Topic
The nature of change
Chapter
Details of weekly readings and activities can be found on Moodle.
Events and Submissions/Topic
Zoom sessions will be run in collaboration with the students.
Week 3
Begin Date: 23 Mar 2020Module/Topic
Reading policy including multiple perspectives.
Chapter
Details of weekly readings and activities can be found on Moodle.
Events and Submissions/Topic
Zoom sessions will be run in collaboration with the students.
Week 4
Begin Date: 30 Mar 2020Module/Topic
The changing context of Early Childhood Education and Care
Chapter
Details of weekly readings and activities can be found on Moodle.
Events and Submissions/Topic
Zoom sessions will be run in collaboration with the students.
Week 5
Begin Date: 06 Apr 2020Module/Topic
Leadership and change
Chapter
Details of weekly readings and activities can be found on Moodle.
Events and Submissions/Topic
Zoom sessions will be run in collaboration with the students.
Vacation Week
Begin Date: 13 Apr 2020Module/Topic
Chapter
Events and Submissions/Topic
Week 6
Begin Date: 20 Apr 2020Module/Topic
Approaches to leadership
Chapter
Details of weekly readings and activities can be found on Moodle.
Events and Submissions/Topic
Exploring the context (2000words) Due: Week 6 Monday (20 Apr 2020) 11:45 pm AEST
Exploring the Policy Context (2000words) Due: Week 6 Monday (20 Apr 2020) 11:45 pm AEST
Week 7
Begin Date: 27 Apr 2020Module/Topic
Challenges for leadership in Early Childhood Education and Care contexts
Chapter
Details of weekly readings and activities can be found on Moodle.
Events and Submissions/Topic
Zoom sessions will be run in collaboration with the students.
Week 8
Begin Date: 04 May 2020Module/Topic
Taking a systemic perspective on leadership and change
Chapter
Details of weekly readings and activities can be found on Moodle.
Events and Submissions/Topic
Zoom sessions will be run in collaboration with the students.
Week 9
Begin Date: 11 May 2020Module/Topic
Case studies of leadership and change
Chapter
Details of weekly readings and activities can be found on Moodle.
Events and Submissions/Topic
Zoom sessions will be run in collaboration with the students.
Week 10
Begin Date: 18 May 2020Module/Topic
The ethical dimensions of leadership
Chapter
Details of weekly readings and activities can be found on Moodle.
Events and Submissions/Topic
Zoom sessions will be run in collaboration with the students.
Week 11
Begin Date: 25 May 2020Module/Topic
Leaders as researchers
Chapter
Details of weekly readings and activities can be found on Moodle.
Events and Submissions/Topic
Zoom sessions will be run in collaboration with the students.
Week 12
Begin Date: 01 Jun 2020Module/Topic
Collaborative practices and partnerships
Chapter
Details of weekly readings and activities can be found on Moodle.
Events and Submissions/Topic
Zoom sessions will be run in collaboration with the students
Review/Exam Week
Begin Date: 08 Jun 2020Module/Topic
Chapter
Details of weekly readings and activities can be found on Moodle.
Events and Submissions/Topic
Case study of successful change project.(2500 words) Due: Review/Exam Week Monday (8 Jun. 2020) 11:45 pm AEST
Case study of successful change project.(2500 words) Due: Review/Exam Week Monday (8 June 2020) 11:45 pm AEST
Exam Week
Begin Date: 15 Jun 2020Module/Topic
Chapter
Events and Submissions/Topic
The early childhood context has codified the importance of leadership within the field. This is evidenced with the inclusion of leadership and management as a quality area in the National Quality Standards for early childhood (ACECQA, 2017), the development of a Leadership Capability Framework by the major peak body, Early Childhood Australia, and the inclusion of leadership components within the AITSL standards. Moreover, the literature (National
and International) reporting on leadership within the early childhood context notes the relationship between quality leadership and learning outcomes and children's wellbeing (see Siraj-Blatchford, 2007; Heikka & Hujala, 2013; Woodrow & Newman, 2015). Additionally, the growing complexity of the field rquires that people working within the early childhood field have understandings of leadership and possess leadership capabilities.
1 Written Assessment
Assessment Type
Written Assessment
Task Description
Government policy and reports and the broader socio-political context shape the work of early childhood teachers/leaders. You are required to provide an analysis of a minimum of two main policies/reports that influence the shape of early childhood in Australia. (One of the policies selected for analysis must be international).
This might include
Productivity Commission Reports, Reports from the OECD such as Starting Strong (2017) and policy texts such as the
National Quality Standards.
The analysis will identify:
1. The history of the policy/report – so, how and why did it came into being?
2. Was it commissioned? By whom?
3. What assumptions underpin why the report/policy was commissioned/developed?
4. The values/beliefs that are privileged in the policy/report?
5. What is silenced in the text? (minority groups, funding, access to specialists)
6. Impact of the report/policy for your country and for your local context (school and regional setting).
7. Implementation - how the policy/reports connect or disconnect with the socio-political context within your country.
You are to provide a synthesis of the implications of the policies/reports for Australia and for your local context (school or
early childhood setting). As part of your synthesis consider how the policy/reports connect or disconnect with the sociopolitical
context within Australia.
Week 6 Monday (20 Apr 2020) 11:45 pm AEST
Week 8 Monday (4 May 2020)
Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform students' responses to the next task.
Knowledge and understanding of the current policies and contexts for ECEC education including the history, forces that call for change, impact and implementation.
Evidence of analysis of a minimum of two main policies/reports including one international, which have influenced the emerging need for change.
Identification and examination of the values privileged and what is silenced within the policies/ reports.
Explore, identify and articulate emerging issues for leadership and resources that can address the chosen reports/ polices’ intention in leadership in ECEC education.
Explicate the suggestions or resources that could be used to improve the future within ECEC education.
Demonstration of appropriate academic writing conventions including acknowledgment of information sources using APA 6th edition referencing conventions.
- Examine the nature of change and the role of individuals, teams and systems
- Critically analyse key policy texts to identify what and how policy shapes the context of early childhood education
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Leadership
2 Case Study
-
Assessment Type
Case Study
Task Description
International studies/reports and policy texts confirm the importance of strong leadership as important for supporting the learning and development of children, for promoting an organisational culture that supports a professional learning community and for the success of change agendas in education contexts. You are to conduct a ‘case study’ of a person or group of people who have led a successful change within
your context or in another educational setting. You need to provide a report of your case study identifying key
insights and learnings about leadership and leading change.
Your report needs to be informed by the relevant literature on leadership and appeal to either the NQS and
or the AITSL standards (Leadership).
Suggestions that you may wish to use and include in the process of writing this case study:
Critically analyse the nature of change and the role of individuals, teams and systems
Analyse models of leadership that contribute to the development of Early Childhood education and care.
Evaluate a case study of successful change leadership
Explicate resources to support the development of leadership capabilities for self and others in the field of Early Childhood Education and Care.
It may be important to evidence the claims in your report by documenting some of the processes use during the case study in order to write your report. These would be included as appendices.
Review/Exam Week Monday (8 June 2020) 11:45 pm AEST
Exam Week Friday (19 June 2020)
Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform students about their success in meeting the outcomes for this unit.
Knowledge and application of leadership theory. Identify key features and challenges including
organisational culture in ECEC settings.
Identification and examination of the enactment of leadership roles and responsibilities and the processes
implemented to create a change.
Identification and development of a collaborative community of learners and partnerships to accomplish the
implementation of the change.
Analyse and articulate key insights and learnings from the case study that inform future actions for the
implementers in this case study and then the sector more broadly.
Clear identification of legal and ethical issues relevant to the chosen case study and consideration of these
issues in subsequent planning and implementation.
- Examine the nature of change and the role of individuals, teams and systems
- Analyse models of leadership that contribute to the development of early childhood education
- Evaluate a case study of change leadership
- Explicate resources to support the development of personal leadership capabilities and those of others in the field of early childhood education.
- Knowledge
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Ethical and Professional Responsibility
- Leadership
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
