EDF5047 · Early childhood leadership and professional identity

Overview

This unit provides comprehensive development of leadership initiatives by examining a broad range of national and international leadership strategies to implement contemporary approaches in early childhood settings. You will critically examine policies, ethical conduct, the National Quality Standards and professional standards to develop and examine your emerging identity as an educational leader to support quality improvement in early childhood. Through reflective practice initiatives, you will develop quality improvement plans to design authentic contemporary practices to establish specific initiatives generated as essential by exploring the Australian Early Development Census (AEDC) for an inclusive, culturally safe and equitable interdisciplinary team approach for children, families, and early childhood professionals within particular learning communities. You will critically evaluate and transform knowledge to lead the development and implementation of quality improvement plans for a centre’s practice approaches. In addition, you will engage with fundamental research and policy to support and sustain children's continuity of learning as they transition from early childhood education to primary school to identify and advocate for children's ongoing wellbeing and transition experiences through research within the local community. As an educational leader, mentoring colleagues to successfully lead aspired changes in early childhood practice for quality improvement will be explored as an aspect of evolving professional identity.

Offerings

The Handbook publishes no offerings for this unit.

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. show reflexive practice responsiveness in professional identity for leading partnership teams
2. critically analyse complex problems relating to the ways in which policy directions reflect key trends and ethics for shaping society in Australia and globally for professional advocacy in leadership practice
3. generate and communicate strategies for working with a centre’s early childhood teams and multidisciplinary professionals to enhance pedagogical innovation related to play, STEM and/or sustainability
4. demonstrate leadership initiatives for developing effective visions to lead quality improvement plans for implementing change
5. apply knowledge and make well-informed judgement for intervention problem solving and decision-making relevant to centre approaches for ongoing practice
6. plan, implement and evaluate educational strategies for leading and mentoring teams through reflective practice and change.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours of scheduled learning delivered online via synchronous directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Student experience, not official rules. Nothing here changes what the Handbook says.