EUB373 Professional Experience: Leadership and Advocacy in Early Childhood
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: | EUB373 |
|---|---|
| Prerequisite(s): | EUB172 or EUB140 or EDB120 or EDB121 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $578 |
| Domestic tuition unit fee | $3,528 |
| International unit fee | $4,572 |
Unit Outline: Semester 2 2025, Kelvin Grove, Internal
| Unit code: | EUB373 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB172 or EUB140 or EDB120 or EDB121 |
| Coordinator: | Jessamine Giese | jessamine.giese@qut.edu.au |
Overview
This unit explores leadership and advocacy in early childhood education and care - with a focus on working with children birth to two years of age. Leadership is essential in achieving quality early childhood education and care outcomes. Strong leaders build respectful and meaningful relationships with children, families and staff - creating optimal teamwork. Understanding of leadership and advocacy from diverse, contemporary, and cultural perspectives enables early childhood educators to work as part of a team, catering for diverse children, families and communities in varying early childhood contexts. 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 successful leadership in early childhood services.
This unit includes a 10 day professional experience.
This is a designated unit which is essential to your course progression. Designated units include professional experience units, units requiring the development of particular skills, and units requiring demonstration of certain personal qualities. If you fail to achieve a satisfactory level of performance in a designated unit, you may be excluded from enrolment or will be put on academic probation. If you fail a designated unit twice within your course, you may be excluded. Supplementary assessment is not available on designated units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Communicate appropriately with children aged birth - 2 years, their families and communities, and with colleagues.
- Demonstrate teaching play-based learning experiences, building supportive and inclusive learning environments, assessing and recording learning in collaboration with teams of educators.
- Conduct yourself ethically and professionally in line with the code of ethics for teachers and codes of conduct.
- Seek and apply constructive feedback from supervisors, educators and parents/carers to improve teaching practices.
- Critique approaches, theories and strategies about leadership and advocacy in early education and care settings, including children birth - 2 years.
- Analyse data to identify leadership approaches and styles, and teamwork dynamics in early childhood and care contexts, including children birth - 2 years
- Demonstrate administration and management components of a director's role in early childhood and care contexts, including children birth - 2 years.
Content
In this unit, you will learn to:
- Understand organisational structures and how lines of reporting affect organisational operation;
- Develop and apply effective understandings of teamwork, and how educators work together across roles and qualifications;
- Identify and explain effective leadership and advocacy approaches and strategies;
- Apply and review various approaches to leadership and advocacy from diverse perspectives;
- Develop and apply effective approaches for communication and building professional learning communities;
- Understand the administrative functions required to lead an early childhood centre, with attention to budget, quality assurance and policy compliance;
- Identify and discuss key elements of mentoring and coaching;
- Identify and explain the functions of policy and approaches to policy development; and
- Develop and apply programming and planning for children birth to two years of age.
Learning Approaches
A range of teaching and learning strategies including lectures, workshops, online materials, as well as participation in large-group discussions and small group interactions will be utilised. Your learning will be enhanced by professional readings and recordings. Aboriginal and Torres Strait Islander approaches to teaching and learning will be included in this unit.
Professional experience will involve 10 days of supervised and collaborative teaching practice, formal observations and opportunities to be mentored by the centre director.
The placement will be taken as one day per week for 10 weeks.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- professional experience reports (interim and final)
- comments and feedback from your University Partner and Supervising Teacher
- feedback from peers during group discussions
- unit coordinator and tutor comments to the cohort
- professional conversations through online tools, and
- formative assessment task - early in the teaching period you will complete a class activity outlining your initial planning for Assessment Task 2. You will be provided with the opportunity to engage in a feedback process with peers and academic staff.
Assessment
Overview
There are two assessment tasks in this unit:
- Professional Experience Report - This will require you to connect the learning from this unit and your course about birth - 2 years educational settings to professional experience.
- Assessment in Practice - This will require you to draw on your understanding of leadership and advocacy theories and approaches to analyse how educators work together in an early childhood setting.
You must receive a passing grade (Satisfactory) on each assessment task to successfully pass this unit. Since this is a Professional Experience unit, special conditions of assessment apply to the second assessment task in the unit— Leadership Case Study. A resubmission of the assessment task within 72 hours of the release of results for that task may be permitted if your assessment mark falls within a 10% margin of insufficiency. It is your responsibility as a student to (i) resubmit your complete assignment should your unsatisfactory attempt fall within this margin of insufficiency and (ii) notify your Unit Coordinator via email of your submission.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Professional Experience Report
You will practise your skills related to the Australian Professional Standards for Teachers and National Quality Standards in preparation for meeting the requirements of the final report.
Please refer to your course information. Non-compliance with course requirements relating to professional experience may prevent you from undertaking your professional experience placement.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Leadership Case Study
You will develop a case study that describes and analyses the leadership, relational and advocacy processes of the team of staff at your professional experience setting. Consider the perspectives of a range of staff to explore how teams of educators work together to advocate for children birth - 2 years.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit. Resubmission of Assessment Task 2 may be permitted. See 'Assessment Overview' above.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
Meet, and show evidence of, the public health or employment vaccination mandates/requirements of your state jurisdiction.
Blue Card
A blue card is required to complete this unit. A blue card confirms that you have passed a screening of your criminal history (the Working with Children Check) and have been approved to work with children and young people. For more information on the blue card and how to apply please visit the QUT website.
Costs
There may be costs related to immunisations.
Resources
The following text will be used throughout this unit.
Resource Materials
Recommended text(s)
Churchill, R., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Lowe, K., . . . Shaw, K. (2019). Teaching Making A Difference. John Wiley & Sons Australia Ltd.
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.
Managing the risk associated with your professional experience is bound in an agreement with the systemic employment bodies and individual sites where necessary. The Workplace Health and Safety Act 2011 (Qld) places duties of care on everyone to ensure the health and safety of themselves and others in the workplace.
Students should be aware of and comply with the QUT work integrated learning policy under QUT's Assessment Policy is at MOPP C/4.4.
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
- Physical, social and intellectual development and characteristics of students
Relates to: Professional Experience Report, Leadership Case Study - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Professional Experience Report, Leadership Case Study - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Professional Experience Report
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Professional Experience Report - Content selection and organisation
Relates to: Professional Experience Report - Curriculum, assessment and reporting
Relates to: Professional Experience Report - Literacy and numeracy strategies
Relates to: Professional Experience Report - Information and Communication Technology (ICT)
Relates to: Professional Experience Report
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Professional Experience Report - Plan, structure and sequence learning programs
Relates to: Professional Experience Report - Use teaching strategies
Relates to: Professional Experience Report - Select and use resources
Relates to: Professional Experience Report - Use effective classroom communication
Relates to: Professional Experience Report - Evaluate and improve teaching programs
Relates to: Professional Experience Report
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Professional Experience Report - Manage classroom activities
Relates to: Professional Experience Report - Manage challenging behaviour
Relates to: Professional Experience Report - Maintain student safety
Relates to: Professional Experience Report - Use ICT safely, responsibly and ethically
Relates to: Professional Experience Report
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Professional Experience Report - Provide feedback to students on their learning
Relates to: Professional Experience Report - Interpret student data
Relates to: Professional Experience Report - Report on student achievement
Relates to: Professional Experience Report
6 Professional Engagement: Engage in professional learning
- Engage with colleagues and improve practice
Relates to: Professional Experience Report
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Professional Experience Report, Leadership Case Study - Comply with legislative, administrative and organisational requirements
Relates to: Professional Experience Report, Leadership Case Study - Engage with the parents/carers
Relates to: Professional Experience Report - Engage with professional teaching networks and broader communities
Relates to: Professional Experience Report, Leadership Case Study
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: Apply professional knowledge to learning areas, learning and learners.
Relates to: ULO2, ULO5, Professional Experience Report, Leadership Case Study - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO5, ULO6, Leadership Case Study - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO2, Professional Experience Report - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO2, ULO7, Professional Experience Report - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO1, ULO2, ULO4, ULO6, ULO7, Professional Experience Report, Leadership Case Study - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO2, Professional Experience Report - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO1, ULO2, ULO3, Professional Experience Report - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO1, ULO2, Professional Experience Report
Unit Outline: Semester 2 2025, Online
| Unit code: | EUB373 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB172 or EUB140 or EDB120 or EDB121 |
Overview
This unit explores leadership and advocacy in early childhood education and care - with a focus on working with children birth to two years of age. Leadership is essential in achieving quality early childhood education and care outcomes. Strong leaders build respectful and meaningful relationships with children, families and staff - creating optimal teamwork. Understanding of leadership and advocacy from diverse, contemporary, and cultural perspectives enables early childhood educators to work as part of a team, catering for diverse children, families and communities in varying early childhood contexts. 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 successful leadership in early childhood services.
This unit includes a 10 day professional experience.
This is a designated unit which is essential to your course progression. Designated units include professional experience units, units requiring the development of particular skills, and units requiring demonstration of certain personal qualities. If you fail to achieve a satisfactory level of performance in a designated unit, you may be excluded from enrolment or will be put on academic probation. If you fail a designated unit twice within your course, you may be excluded. Supplementary assessment is not available on designated units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Communicate appropriately with children aged birth - 2 years, their families and communities, and with colleagues.
- Demonstrate teaching play-based learning experiences, building supportive and inclusive learning environments, assessing and recording learning in collaboration with teams of educators.
- Conduct yourself ethically and professionally in line with the code of ethics for teachers and codes of conduct.
- Seek and apply constructive feedback from supervisors, educators and parents/carers to improve teaching practices.
- Critique approaches, theories and strategies about leadership and advocacy in early education and care settings, including children birth - 2 years.
- Analyse data to identify leadership approaches and styles, and teamwork dynamics in early childhood and care contexts, including children birth - 2 years
- Demonstrate administration and management components of a director's role in early childhood and care contexts, including children birth - 2 years.
Content
In this unit, you will learn to:
- Understand organisational structures and how lines of reporting affect organisational operation;
- Develop and apply effective understandings of teamwork, and how educators work together across roles and qualifications;
- Identify and explain effective leadership and advocacy approaches and strategies;
- Apply and review various approaches to leadership and advocacy from diverse perspectives;
- Develop and apply effective approaches for communication and building professional learning communities;
- Understand the administrative functions required to lead an early childhood centre, with attention to budget, quality assurance and policy compliance;
- Identify and discuss key elements of mentoring and coaching;
- Identify and explain the functions of policy and approaches to policy development; and
- Develop and apply programming and planning for children birth to two years of age.
Learning Approaches
A range of teaching and learning strategies including lectures, workshops, online materials, as well as participation in large-group discussions and small group interactions will be utilised. Your learning will be enhanced by professional readings and recordings. Aboriginal and Torres Strait Islander approaches to teaching and learning will be included in this unit.
Professional experience will involve 10 days of supervised and collaborative teaching practice, formal observations and opportunities to be mentored by the centre director.
The placement will be taken as one day per week for 10 weeks.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- professional experience reports (interim and final)
- comments and feedback from your University Partner and Supervising Teacher
- feedback from peers during group discussions
- unit coordinator and tutor comments to the cohort
- professional conversations through online tools, and
- formative assessment task - early in the teaching period you will complete a class activity outlining your initial planning for Assessment Task 2. You will be provided with the opportunity to engage in a feedback process with peers and academic staff.
Assessment
Overview
There are two assessment tasks in this unit:
- Professional Experience Report - This will require you to connect the learning from this unit and your course about birth - 2 years educational settings to professional experience.
- Assessment in Practice - This will require you to draw on your understanding of leadership and advocacy theories and approaches to analyse how educators work together in an early childhood setting.
You must receive a passing grade (Satisfactory) on each assessment task to successfully pass this unit. Since this is a Professional Experience unit, special conditions of assessment apply to the second assessment task in the unit— Leadership Case Study. A resubmission of the assessment task within 72 hours of the release of results for that task may be permitted if your assessment mark falls within a 10% margin of insufficiency. It is your responsibility as a student to (i) resubmit your complete assignment should your unsatisfactory attempt fall within this margin of insufficiency and (ii) notify your Unit Coordinator via email of your submission.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Professional Experience Report
You will practise your skills related to the Australian Professional Standards for Teachers and National Quality Standards in preparation for meeting the requirements of the final report.
Please refer to your course information. Non-compliance with course requirements relating to professional experience may prevent you from undertaking your professional experience placement.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Leadership Case Study
You will develop a case study that describes and analyses the leadership, relational and advocacy processes of the team of staff at your professional experience setting. Consider the perspectives of a range of staff to explore how teams of educators work together to advocate for children birth - 2 years.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit. Resubmission of Assessment Task 2 may be permitted. See 'Assessment Overview' above.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
Meet, and show evidence of, the public health or employment vaccination mandates/requirements of your state jurisdiction.
Blue Card
A blue card is required to complete this unit. A blue card confirms that you have passed a screening of your criminal history (the Working with Children Check) and have been approved to work with children and young people. For more information on the blue card and how to apply please visit the QUT website.
Costs
There may be costs related to immunisations.
Resources
The following text will be used throughout this unit.
Resource Materials
Recommended text(s)
Churchill, R., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Lowe, K., . . . Shaw, K. (2019). Teaching Making A Difference. John Wiley & Sons Australia Ltd.
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.
Managing the risk associated with your professional experience is bound in an agreement with the systemic employment bodies and individual sites where necessary. The Workplace Health and Safety Act 2011 (Qld) places duties of care on everyone to ensure the health and safety of themselves and others in the workplace.
Students should be aware of and comply with the QUT work integrated learning policy under QUT's Assessment Policy is at MOPP C/4.4.
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
- Physical, social and intellectual development and characteristics of students
Relates to: Professional Experience Report, Leadership Case Study - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Professional Experience Report, Leadership Case Study - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Professional Experience Report
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Professional Experience Report - Content selection and organisation
Relates to: Professional Experience Report - Curriculum, assessment and reporting
Relates to: Professional Experience Report - Literacy and numeracy strategies
Relates to: Professional Experience Report - Information and Communication Technology (ICT)
Relates to: Professional Experience Report
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Professional Experience Report - Plan, structure and sequence learning programs
Relates to: Professional Experience Report - Use teaching strategies
Relates to: Professional Experience Report - Select and use resources
Relates to: Professional Experience Report - Use effective classroom communication
Relates to: Professional Experience Report - Evaluate and improve teaching programs
Relates to: Professional Experience Report
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Professional Experience Report - Manage classroom activities
Relates to: Professional Experience Report - Manage challenging behaviour
Relates to: Professional Experience Report - Maintain student safety
Relates to: Professional Experience Report - Use ICT safely, responsibly and ethically
Relates to: Professional Experience Report
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Professional Experience Report - Provide feedback to students on their learning
Relates to: Professional Experience Report - Interpret student data
Relates to: Professional Experience Report - Report on student achievement
Relates to: Professional Experience Report
6 Professional Engagement: Engage in professional learning
- Engage with colleagues and improve practice
Relates to: Professional Experience Report
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Professional Experience Report, Leadership Case Study - Comply with legislative, administrative and organisational requirements
Relates to: Professional Experience Report, Leadership Case Study - Engage with the parents/carers
Relates to: Professional Experience Report - Engage with professional teaching networks and broader communities
Relates to: Professional Experience Report, Leadership Case Study
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: Apply professional knowledge to learning areas, learning and learners.
Relates to: ULO2, ULO5, Professional Experience Report, Leadership Case Study - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO5, ULO6, Leadership Case Study - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO2, Professional Experience Report - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO2, ULO7, Professional Experience Report - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO1, ULO2, ULO4, ULO6, ULO7, Professional Experience Report, Leadership Case Study - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO2, Professional Experience Report - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO1, ULO2, ULO3, Professional Experience Report - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO1, ULO2, Professional Experience Report