| Effective Term: | 2024/20 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Educational Leadership |
| Unit ID: | EDMAS6034 |
| Credit Points: | 30.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070101 |
| Other Change: | |
| Brief description of the Unit |
This unit is designed to allow Pre-Service Teachers (PSTs) to explore the concept of ethical leadership in early childhood educational settings. PSTs will compare historical and contemporary perspectives as they relate to leadership in culturally diverse educational settings. Legislative, management and administrative requirements will be examined as PSTs develop a professional identity as educational leaders. PSTs will come to understand the role of advocacy, change management, research and reflective practice in the continual improvement of practices and service provision and the development of positive family and community partnerships. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:No |
| Supplementary assessment is not available to students who gain a fail in this Unit. |
| 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. | Analyze the complex role of educational leader in the provision of culturally sensitive and appropriate, high quality services for children, families and their communities |
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| K2. | Understand and apply leadership theories, both historical and contemporary on the development of their professional identity and ethical professional practice |
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| K3. | Evaluate the role of National, State and Local policy, including ECA Code of Ethics, current curricula and regulatory requirements, in quality service provision |
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| K4. | Outline management and administrative requirements in the provision of childrens services |
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| K5. | Use research and advocacy in evaluating early childhood educational settings |
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| K6. | Understand the importance of developing family and community partnerships and the implications of these on wellbeing |
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| K7. | Understand the transitioning process from home to early childhood settings and later to school settings for children and stakeholders with emphasis upon the wellbeing of children and families |
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| Skills: |
| S1. | Recognise challenges that occur when working with stakeholders, including marginalized groups |
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| S2. | Implement effective strategies for decision-making, change management, communication and advocacy within early childhood services when working with stakeholders, including marginalized and minority cultural groups |
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| S3. | Understand cultural transitions for families from culturally and linguistically diverse backgrounds and help build effective learning communities |
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| Application of knowledge and skills: |
| A1. | Reflect on leadership approaches and the impact of these on professional identity and ethical practice |
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| A2. | Analyze policies including multicultural educational policies to identify the impact of policy on service provision |
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| A3. | Develop plans for collaborating with staff and other service stakeholders to improve service provision |
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| Unit Content: |
Topics to be covered may include:
• Leadership and management theory as they relate to early childhood contexts as human service organizations.
• Administration, management of services for children, families and communities
• Interpersonal skills
• Building and leading a team
• Understanding and analyzing policy in social, cultural and educational contexts
• Advocating for children, early childhood services and families with sensitivity to sociocultural contexts
• ECA code of ethics, international conventions on the rights of the child, current curricula and regulatory frameworks
• Roles of the leader such as decision-making, initiating and implementing change, ethical leadership, conflict resolution, recruitment and induction of staff, recognizing and coping with ethical dilemmas, understanding confidentiality and legislative requirements and policy
• Examining issues of discrimination, prejudice and approaches to advocacy on behalf of disempowered groups in terms of culture, social class, gender and sexual orientation |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K3
S1, S2
A1 APST 7.1, 7.3 | Questions and reflections on codes of ethics | Q & A | 10-30% | | 2. | K1, K3, K5
S2
A2 APST 6.4, 7.2 | Analyse National and State policy to identify the importance and impact on practice and processes. Identify professional learning needs in relation to practice and processes. Develop a professional development plan | Written Report & PD Plan | 30-50% | | 3. | K2, K4, K6, K7
S1, S2, S3
A3 APST 7.3, 7.4 | Identify an issue relevant to a children’s service Quality Improvement Plan and develop an action plan to address the improvement with all stakeholders. | Action Plan | 30-50% |
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