| Effective Term: | 2026/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Ethical Teaching and Leadership |
| Unit ID: | ECCOP3002 |
| Credit Points: | 30.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070101 |
| Other Change: | |
| Brief description of the Unit |
This capstone unit for Pre-Service Teachers (PSTs) explores ethical teaching and leadership in early childhood education. PSTs examine philosophical, theoretical, and legislative perspectives to critically shape their professional identity and ethical practice. Emphasis is placed on advocacy, reflective practice, and research-informed leadership that promotes collaboration and inclusion. Through engagement with leadership styles, communication strategies, and change management, PSTs will develop the capacity to lead teams, build partnerships, and foster positive organisational culture. The unit consolidates professional knowledge, pedagogy, and leadership capability in preparation for the final 10-day professional placement with children aged 3-5years. Under the supervision of a mentor teacher, PSTs will take responsibility for all aspects of the curriculum including routines, planning, team teaching and documentation. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| Student is undertaking work experience in industry where learning and performance is not directed by the provider, but support is received from the provider. Fees (provider may charge a student contribution amount or tuition fee). |
| Placement Component: | Yes - 10 days |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Describe the multifaceted role of early childhood leaders in diverse educational settings. |
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| K2. | Analyse how key theories and perspectives influence current approaches to leadership and professional identity. |
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| K3. | Evaluate the impact of policy, philosophy, theory and context on early childhood curriculum and pedagogy. |
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| K4. | Understand the value of collaborative partnerships with families, professionals, and communities in supporting quality outcomes for children and ongoing professional learning. |
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| Skills: |
| S1. | Identify strategies for ethical decision-making, advocacy, and change leadership. |
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| S2. | Implement communication strategies that build inclusive and empowered learning communities. |
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| S3. | Engage in reflective practice to identify professional learning, strengths and areas for future growth. |
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| Application of knowledge and skills: |
| A1. | Establish and maintain collaborative partnerships with children, families, colleagues and the community. |
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| A2. | Apply contemporary theory, pedagogy and legislation to plan, implement and evaluate curriculum that supports children's participation and learning. |
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| A3. | Apply professional frameworks and codes to ethically teach and lead. |
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| Unit Content: |
Topics may include: · Images of the child, teacher and leader · Theoretical perspectives and approaches to curriculum · Relationships between policy, philosophy, pedagogy and context · Reflective and ethical practice · Leadership, management and administrative roles · Legislative frameworks and ethical codes (e.g. NQF, ECA Code of Ethics) · Change management and organisational culture · Communication strategies and team collaboration · Building professional resilience and wellbeing · Collaborative partnerships with children, families, colleagues and communities · Roles of the leader: ethical decision-making, conflict resolution and implementing change · Ethical decision-making and conflict resolution strategies · Confidentiality and legal responsibilities · Planning, implementation, and evaluation of inclusive curriculum |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, S1, S2, A1, A3 | PSTs will develop a professional portfolio that synthesises learning across their study and demonstrates readiness for teaching and ethical leadership. The portfolio, made up of two assessments, must showcase reflective, evidence-informed practice and the capacity to lead and collaborate in early childhood education settings. Portfolio Part 1 – Prepare to teach and lead · Professional Philosophy Statement · Context analysis Pedagogical documentation to find out and communicate about children’s interests, ideas and strengths | Professional Portfolio – Prepare to lead curriculum Individual task | 30%-50% | | 2. | K3, K4, S1, S2, S3, A1, A2, A3 | Portfolio Part 2 - Plan and assess curriculum, teaching and leadership · Collaborative planning for individuals and group based on observations (plan, implement and assess/reflect on curriculum including indoor, outdoor and routine experiences) · Evidence of ethical leadership · Engagement with professionals and community · Reflection on personal learning journey including goals and strategies for ongoing professional growth. | Professional Portfolio – Plan and assess Individual task | 50%-70% | | 3. | K1, K2, K3, K4, S1, S2, S3, A1, A2 | 10 days professional experience in early childhood education setting with children aged 3 -5 years (external to workplace) | Placement. Not available for supplementary assessment. | Hurdle S/U |
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