EUB404 Leadership, Management and Advocacy
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUB404 |
|---|---|
| Equivalent(s): | EAB515 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $3,324 |
| International unit fee | $4,224 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | EUB404 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EAB515 |
| Coordinator: | Megan Gibson | ml.gibson@qut.edu.au |
Overview
In this unit you will explore essential elements of quality early childhood education and care, including leadership, management and advocacy. These are essential when building strong, respectful and meaningful relationships with children, families and staff. Understandings of leadership, management and advocacy from diverse, contemporary and cultural perspectives, enable early childhood educators to work optimally with diverse children, families and communities in varying early childhood contexts. Through exploring leadership and management theories and approaches to advocacy from contemporary research and literature you will expand upon and master your existing skills. Advocacy and its capacity to affect change and growth is integral to the unit. Social justice, ethics, and equity are explored as effective principles for the successful leadership in early childhood services. This unit will support your preparation for the QTPA and includes a Work Integrated Learning project.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge and understandings of approaches, theories and strategies about leadership, management and advocacy. (Relates to APST 1.2, 2.1, 2.4, 7.1, 7.2, 7.4; NQS 7)
- Develop leadership, management and advocacy skills through making connections between theory and real-world contexts. (Relates to APST 1.2, 2.1, 6.2; NQS 7)
- Apply knowledge and understandings about leadership, management and advocacy to early childhood education and care settings, for children across birth to eight years. (Relates to APST 7.1, 7.2, 7.4; NQS 7)
Content
In this unit, you will learn to:
- Understand organisational structures and how lines of reporting affect organisational operation;
- Identify and explain effective leadership, management and advocacy approaches and strategies;
- Apply and review various approaches to leadership, management and advocacy from diverse perspectives including Aboriginal models of leadership;
- Develop and apply effective approaches for communication and building professional learning communities;
- Identify and discuss key elements of mentoring and coaching;
- Identify and explain the functions of policy and approaches to policy development;
- Apply and appraise the role of professional ethics and responsibilities in early childhood education and care; and
- Demonstrate understandings of professional development and learning as a tool for leadership, management and advocacy.
This unit will help support you with knowledge and skills needed for your QTPA and includes a Work Integrated Learning project.
Relates to learning outcomes
Course Learning Outcomes
1. Knowledgeable -Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2. Scholarly - Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
4. Responsive - Understand and respond to a diversity of learners, policy and practice environments.
6. Collegial - Collaborate and connect with professional networks and the wider community.
8. Ethical - engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Learning Approaches
To achieve a balance between theory, research and practical, real world experiences, contact time will incorporate a blend of online learning materials, lectures, tutorials and workshops. The tutorials will be designed for a high level of student interaction with a focus on sharing ideas and applying these ideas in early childhood settings.
Online information and activities will support interactive sessions.
Feedback on Learning and Assessment
You will gain formative feedback in this unit through participating in weekly tutorial exercises and discussion forums. You will also receive feedback for Assessment 1 against clear criteria, which will inform and shape your Assessment Task 2.
Assessment
Overview
There are two summative assessment tasks for this unit:
1. Project - research (individual)
2. Project - applied (paired)
These assessment items are linked to lectures, workshops, professional experiences and online learning experiences.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Project (research)
You will research and develop an analytical case study that describes and analyses the leadership, management and advocacy processes of a selected early childhood context. Indigenous models of leadership must be considered when collaborating with the wider community.
This task will assess your:
1. Knowledge and understandings of leadership approaches, theories and strategies.
2. Application of theory and approaches to analyse one leader's approach, considering management and advocacy roles.
This is an assignment for the purposes of an extension.
Assessment: Project (applied)
You will apply theory and practice to develop a professional development and learning plan as a vehicle to explore a selected early childhood leadership, management and advocacy topic. This assessment task includes the WIL component, and will focus on leadership for transition to school. You will have a series of professional conversations with educators working in prior to school and school settings, then critically reflect on leadership approaches that support children and families' transitions to school.
Part a. Professional development plan - 40% (paired)
Part b. Critically reflective statement - 10% (individual)
This task will assess your:
1. Ability to demonstrate understandings of leadership, management and advocacy skills through a professional development and learning plan.
2. Application of knowledge and understandings about leadership, management and advocacy through the development of a professional development and learning plan.
3. Application of knowledge and understandings about leadership, management and advocacy through the development of a critically reflective statement.
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Recommended text(s)
McArdle, F., Gibson, M., & Zollo, L. (2015). Being an early childhood educator: Bringing theory and practice together. Allen & Unwin.
Rodd, J. (2013). Leadership in early childhood. (4th ed.). Allen & Unwin.
Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2017). Leadership: Contexts and complexities in early childhood education. (2nd ed.). Oxford University Press.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Understand how students learn
Relates to: Project (research), Project (applied)
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Project (research), Project (applied) - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Project (research)
6 Professional Engagement: Engage in professional learning
- Engage in professional learning and improve practice
Relates to: Project (research), Project (applied)
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Project (research), Project (applied) - Comply with legislative, administrative and organisational requirements
Relates to: Project (research), Project (applied) - Engage with professional teaching networks and broader communities
Relates to: Project (research), Project (applied)
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Project (research), Project (applied) - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Project (research), Project (applied) - Responsive: Understand and respond to a diversity of learners, contexts, policy and practice environments.
Relates to: ULO3, Project (applied) - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO2, Project (research), Project (applied) - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds
Relates to: ULO1, Project (research), Project (applied)
Unit Outline: Semester 1 2024, Online
| Unit code: | EUB404 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EAB515 |
Overview
In this unit you will explore essential elements of quality early childhood education and care, including leadership, management and advocacy. These are essential when building strong, respectful and meaningful relationships with children, families and staff. Understandings of leadership, management and advocacy from diverse, contemporary and cultural perspectives, enable early childhood educators to work optimally with diverse children, families and communities in varying early childhood contexts. Through exploring leadership and management theories and approaches to advocacy from contemporary research and literature you will expand upon and master your existing skills. Advocacy and its capacity to affect change and growth is integral to the unit. Social justice, ethics, and equity are explored as effective principles for the successful leadership in early childhood services. This unit will support your preparation for the QTPA and includes a Work Integrated Learning project.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge and understandings of approaches, theories and strategies about leadership, management and advocacy. (Relates to APST 1.2, 2.1, 2.4, 7.1, 7.2, 7.4; NQS 7)
- Develop leadership, management and advocacy skills through making connections between theory and real-world contexts. (Relates to APST 1.2, 2.1, 6.2; NQS 7)
- Apply knowledge and understandings about leadership, management and advocacy to early childhood education and care settings, for children across birth to eight years. (Relates to APST 7.1, 7.2, 7.4; NQS 7)
Content
In this unit, you will learn to:
- Understand organisational structures and how lines of reporting affect organisational operation;
- Identify and explain effective leadership, management and advocacy approaches and strategies;
- Apply and review various approaches to leadership, management and advocacy from diverse perspectives including Aboriginal models of leadership;
- Develop and apply effective approaches for communication and building professional learning communities;
- Identify and discuss key elements of mentoring and coaching;
- Identify and explain the functions of policy and approaches to policy development;
- Apply and appraise the role of professional ethics and responsibilities in early childhood education and care; and
- Demonstrate understandings of professional development and learning as a tool for leadership, management and advocacy.
This unit will help support you with knowledge and skills needed for your QTPA and includes a Work Integrated Learning project.
Relates to learning outcomes
Course Learning Outcomes
1. Knowledgeable -Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2. Scholarly - Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
4. Responsive - Understand and respond to a diversity of learners, policy and practice environments.
6. Collegial - Collaborate and connect with professional networks and the wider community.
8. Ethical - engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Learning Approaches
To achieve a balance between theory, research and practical, real world experiences, contact time will incorporate a blend of online learning materials, lectures, tutorials and workshops. The tutorials will be designed for a high level of student interaction with a focus on sharing ideas and applying these ideas in early childhood settings.
Online information and activities will support interactive sessions.
Feedback on Learning and Assessment
You will gain formative feedback in this unit through participating in weekly tutorial exercises and discussion forums. You will also receive feedback for Assessment 1 against clear criteria, which will inform and shape your Assessment Task 2.
Assessment
Overview
There are two summative assessment tasks for this unit:
1. Project - research (individual)
2. Project - applied (paired)
These assessment items are linked to lectures, workshops, professional experiences and online learning experiences.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Project (research)
You will research and develop an analytical case study that describes and analyses the leadership, management and advocacy processes of a selected early childhood context. Indigenous models of leadership must be considered when collaborating with the wider community.
This task will assess your:
1. Knowledge and understandings of leadership approaches, theories and strategies.
2. Application of theory and approaches to analyse one leader's approach, considering management and advocacy roles.
This is an assignment for the purposes of an extension.
Assessment: Project (applied)
You will apply theory and practice to develop a professional development and learning plan as a vehicle to explore a selected early childhood leadership, management and advocacy topic. This assessment task includes the WIL component, and will focus on leadership for transition to school. You will have a series of professional conversations with educators working in prior to school and school settings, then critically reflect on leadership approaches that support children and families' transitions to school.
Part a. Professional development plan - 40% (paired)
Part b. Critically reflective statement - 10% (individual)
This task will assess your:
1. Ability to demonstrate understandings of leadership, management and advocacy skills through a professional development and learning plan.
2. Application of knowledge and understandings about leadership, management and advocacy through the development of a professional development and learning plan.
3. Application of knowledge and understandings about leadership, management and advocacy through the development of a critically reflective statement.
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Recommended text(s)
McArdle, F., Gibson, M., & Zollo, L. (2015). Being an early childhood educator: Bringing theory and practice together. Allen & Unwin.
Rodd, J. (2013). Leadership in early childhood. (4th ed.). Allen & Unwin.
Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2017). Leadership: Contexts and complexities in early childhood education. (2nd ed.). Oxford University Press.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Understand how students learn
Relates to: Project (research), Project (applied)
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Project (research), Project (applied) - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Project (research)
6 Professional Engagement: Engage in professional learning
- Engage in professional learning and improve practice
Relates to: Project (research), Project (applied)
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Project (research), Project (applied) - Comply with legislative, administrative and organisational requirements
Relates to: Project (research), Project (applied) - Engage with professional teaching networks and broader communities
Relates to: Project (research), Project (applied)
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Project (research), Project (applied) - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Project (research), Project (applied) - Responsive: Understand and respond to a diversity of learners, contexts, policy and practice environments.
Relates to: ULO3, Project (applied) - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO2, Project (research), Project (applied) - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds
Relates to: ULO1, Project (research), Project (applied)
Unit Outline: Flexible Period - 10A 2024, Kelvin Grove, Internal (Start Date: 09 Sep 2024)
| Unit code: | EUB404 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EAB515 |
| Coordinator: | Megan Gibson | ml.gibson@qut.edu.au |
Overview
In this unit you will explore essential elements of quality early childhood education and care, including leadership, management and advocacy. These are essential when building strong, respectful and meaningful relationships with children, families and staff. Understandings of leadership, management and advocacy from diverse, contemporary and cultural perspectives, enable early childhood educators to work optimally with diverse children, families and communities in varying early childhood contexts. Through exploring leadership and management theories and approaches to advocacy from contemporary research and literature you will expand upon and master your existing skills. Advocacy and its capacity to affect change and growth is integral to the unit. Social justice, ethics, and equity are explored as effective principles for the successful leadership in early childhood services. This unit will support your preparation for the QTPA and includes a Work Integrated Learning project.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge and understandings of approaches, theories and strategies about leadership, management and advocacy. (Relates to APST 1.2, 2.1, 2.4, 7.1, 7.2, 7.4; NQS 7)
- Develop leadership, management and advocacy skills through making connections between theory and real-world contexts. (Relates to APST 1.2, 2.1, 6.2; NQS 7)
- Apply knowledge and understandings about leadership, management and advocacy to early childhood education and care settings, for children across birth to eight years. (Relates to APST 7.1, 7.2, 7.4; NQS 7)
Content
In this unit, you will learn to:
- Understand organisational structures and how lines of reporting affect organisational operation;
- Identify and explain effective leadership, management and advocacy approaches and strategies;
- Apply and review various approaches to leadership, management and advocacy from diverse perspectives including Aboriginal models of leadership;
- Develop and apply effective approaches for communication and building professional learning communities;
- Identify and discuss key elements of mentoring and coaching;
- Identify and explain the functions of policy and approaches to policy development;
- Apply and appraise the role of professional ethics and responsibilities in early childhood education and care; and
- Demonstrate understandings of professional development and learning as a tool for leadership, management and advocacy.
This unit will help support you with knowledge and skills needed for your QTPA and includes a Work Integrated Learning project.
Relates to learning outcomes
Course Learning Outcomes
1. Knowledgeable -Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2. Scholarly - Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
4. Responsive - Understand and respond to a diversity of learners, policy and practice environments.
6. Collegial - Collaborate and connect with professional networks and the wider community.
8. Ethical - engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Learning Approaches
To achieve a balance between theory, research and practical, real world experiences, contact time will incorporate a blend of online learning materials, lectures, tutorials and workshops. The tutorials will be designed for a high level of student interaction with a focus on sharing ideas and applying these ideas in early childhood settings.
Online information and activities will support interactive sessions.
Feedback on Learning and Assessment
You will gain formative feedback in this unit through participating in weekly tutorial exercises and discussion forums. You will also receive feedback for Assessment 1 against clear criteria, which will inform and shape your Assessment Task 2.
Assessment
Overview
There are two summative assessment tasks for this unit:
1. Project - research (individual)
2. Project - applied (paired)
These assessment items are linked to lectures, workshops, professional experiences and online learning experiences.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Project (research)
You will research and develop an analytical case study that describes and analyses the leadership, management and advocacy processes of a selected early childhood context. Indigenous models of leadership must be considered when collaborating with the wider community.
This task will assess your:
1. Knowledge and understandings of leadership approaches, theories and strategies.
2. Application of theory and approaches to analyse one leader's approach, considering management and advocacy roles.
This is an assignment for the purposes of an extension.
Assessment: Project (applied)
You will apply theory and practice to develop a professional development and learning plan as a vehicle to explore a selected early childhood leadership, management and advocacy topic. This assessment task includes the WIL component, and will focus on leadership for transition to school. You will have a series of professional conversations with educators working in prior to school and school settings, then critically reflect on leadership approaches that support children and families' transitions to school.
Part a. Professional development plan - 40% (paired)
Part b. Critically reflective statement - 10% (individual)
This task will assess your:
1. Ability to demonstrate understandings of leadership, management and advocacy skills through a professional development and learning plan.
2. Application of knowledge and understandings about leadership, management and advocacy through the development of a professional development and learning plan.
3. Application of knowledge and understandings about leadership, management and advocacy through the development of a critically reflective statement.
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Recommended text(s)
McArdle, F., Gibson, M., & Zollo, L. (2015). Being an early childhood educator: Bringing theory and practice together. Allen & Unwin.
Rodd, J. (2013). Leadership in early childhood. (4th ed.). Allen & Unwin.
Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2017). Leadership: Contexts and complexities in early childhood education. (2nd ed.). Oxford University Press.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Understand how students learn
Relates to: Project (research), Project (applied)
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Project (research), Project (applied) - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Project (research)
6 Professional Engagement: Engage in professional learning
- Engage in professional learning and improve practice
Relates to: Project (research), Project (applied)
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Project (research), Project (applied) - Comply with legislative, administrative and organisational requirements
Relates to: Project (research), Project (applied) - Engage with professional teaching networks and broader communities
Relates to: Project (research), Project (applied)
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Project (research), Project (applied) - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Project (research), Project (applied) - Responsive: Understand and respond to a diversity of learners, contexts, policy and practice environments.
Relates to: ULO3, Project (applied) - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO2, Project (research), Project (applied) - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds
Relates to: ULO1, Project (research), Project (applied)
Unit Outline: Flexible Period - 10A 2024, Online (Start Date: 09 Sep 2024)
| Unit code: | EUB404 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EAB515 |
Overview
In this unit you will explore essential elements of quality early childhood education and care, including leadership, management and advocacy. These are essential when building strong, respectful and meaningful relationships with children, families and staff. Understandings of leadership, management and advocacy from diverse, contemporary and cultural perspectives, enable early childhood educators to work optimally with diverse children, families and communities in varying early childhood contexts. Through exploring leadership and management theories and approaches to advocacy from contemporary research and literature you will expand upon and master your existing skills. Advocacy and its capacity to affect change and growth is integral to the unit. Social justice, ethics, and equity are explored as effective principles for the successful leadership in early childhood services. This unit will support your preparation for the QTPA and includes a Work Integrated Learning project.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge and understandings of approaches, theories and strategies about leadership, management and advocacy. (Relates to APST 1.2, 2.1, 2.4, 7.1, 7.2, 7.4; NQS 7)
- Develop leadership, management and advocacy skills through making connections between theory and real-world contexts. (Relates to APST 1.2, 2.1, 6.2; NQS 7)
- Apply knowledge and understandings about leadership, management and advocacy to early childhood education and care settings, for children across birth to eight years. (Relates to APST 7.1, 7.2, 7.4; NQS 7)
Content
In this unit, you will learn to:
- Understand organisational structures and how lines of reporting affect organisational operation;
- Identify and explain effective leadership, management and advocacy approaches and strategies;
- Apply and review various approaches to leadership, management and advocacy from diverse perspectives including Aboriginal models of leadership;
- Develop and apply effective approaches for communication and building professional learning communities;
- Identify and discuss key elements of mentoring and coaching;
- Identify and explain the functions of policy and approaches to policy development;
- Apply and appraise the role of professional ethics and responsibilities in early childhood education and care; and
- Demonstrate understandings of professional development and learning as a tool for leadership, management and advocacy.
This unit will help support you with knowledge and skills needed for your QTPA and includes a Work Integrated Learning project.
Relates to learning outcomes
Course Learning Outcomes
1. Knowledgeable -Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2. Scholarly - Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
4. Responsive - Understand and respond to a diversity of learners, policy and practice environments.
6. Collegial - Collaborate and connect with professional networks and the wider community.
8. Ethical - engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Learning Approaches
To achieve a balance between theory, research and practical, real world experiences, contact time will incorporate a blend of online learning materials, lectures, tutorials and workshops. The tutorials will be designed for a high level of student interaction with a focus on sharing ideas and applying these ideas in early childhood settings.
Online information and activities will support interactive sessions.
Feedback on Learning and Assessment
You will gain formative feedback in this unit through participating in weekly tutorial exercises and discussion forums. You will also receive feedback for Assessment 1 against clear criteria, which will inform and shape your Assessment Task 2.
Assessment
Overview
There are two summative assessment tasks for this unit:
1. Project - research (individual)
2. Project - applied (paired)
These assessment items are linked to lectures, workshops, professional experiences and online learning experiences.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Project (research)
You will research and develop an analytical case study that describes and analyses the leadership, management and advocacy processes of a selected early childhood context. Indigenous models of leadership must be considered when collaborating with the wider community.
This task will assess your:
1. Knowledge and understandings of leadership approaches, theories and strategies.
2. Application of theory and approaches to analyse one leader's approach, considering management and advocacy roles.
This is an assignment for the purposes of an extension.
Assessment: Project (applied)
You will apply theory and practice to develop a professional development and learning plan as a vehicle to explore a selected early childhood leadership, management and advocacy topic. This assessment task includes the WIL component, and will focus on leadership for transition to school. You will have a series of professional conversations with educators working in prior to school and school settings, then critically reflect on leadership approaches that support children and families' transitions to school.
Part a. Professional development plan - 40% (paired)
Part b. Critically reflective statement - 10% (individual)
This task will assess your:
1. Ability to demonstrate understandings of leadership, management and advocacy skills through a professional development and learning plan.
2. Application of knowledge and understandings about leadership, management and advocacy through the development of a professional development and learning plan.
3. Application of knowledge and understandings about leadership, management and advocacy through the development of a critically reflective statement.
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Recommended text(s)
McArdle, F., Gibson, M., & Zollo, L. (2015). Being an early childhood educator: Bringing theory and practice together. Allen & Unwin.
Rodd, J. (2013). Leadership in early childhood. (4th ed.). Allen & Unwin.
Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2017). Leadership: Contexts and complexities in early childhood education. (2nd ed.). Oxford University Press.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Understand how students learn
Relates to: Project (research), Project (applied)
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Project (research), Project (applied) - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Project (research)
6 Professional Engagement: Engage in professional learning
- Engage in professional learning and improve practice
Relates to: Project (research), Project (applied)
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Project (research), Project (applied) - Comply with legislative, administrative and organisational requirements
Relates to: Project (research), Project (applied) - Engage with professional teaching networks and broader communities
Relates to: Project (research), Project (applied)
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Project (research), Project (applied) - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Project (research), Project (applied) - Responsive: Understand and respond to a diversity of learners, contexts, policy and practice environments.
Relates to: ULO3, Project (applied) - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO2, Project (research), Project (applied) - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds
Relates to: ULO1, Project (research), Project (applied)