Strong leaders do not only focus on building their own capacity; they also strive to develop leadership capacity in others. Effective leaders serve as mentors, guid
Strong leaders do not only focus on building their own capacity; they also strive to develop leadership capacity in others. Effective leaders serve as mentors, guides, and coaches who support individuals in discovery, provide tools to help solve problems, and inspire others to make decisions, feel success, and grow in their own leadership capacity. Among the great strengths of the collaborative early childhood community are commitments to developing, supporting, and nurturing young children within early childhood classrooms and commitments to developing, supporting, and nurturing staff within early childhood programs.
Assignment: Professional Development of Others
Strong leaders do not only focus on building their own capacity; they also strive to develop leadership capacity in others. Effective leaders serve as mentors, guides, and coaches who support individuals in discovery, provide tools to help solve problems, and inspire others to make decisions, feel success, and grow in their own leadership capacity. Among the great strengths of the collaborative early childhood community are commitments to developing, supporting, and nurturing young children within early childhood classrooms and commitments to developing, supporting, and nurturing staff within early childhood programs.
For this Assignment, you will assume the role of a director of an early childhood setting of your choice. Imagine that you have just been awarded a generous grant to promote the professional development and leadership capacity of your staff. The focus of this Assignment, however, focuses less on the content of your professional development, and more on how you design professional development opportunities that serve to develop, support, and nurture staff.
To prepare:
You are encouraged to delve more deeply into the advocacy topic you selected in your Module 1 Assignment as a focus of your professional development. Your goal is to share this information with personnel/emerging leaders in your setting. If this is not pertinent to your setting, work with your instructor to identify an alternative topic.
Based on the topic you have selected, review relevant, current literature (ideally, within the past five years) to identify at least five current articles that not only provide breadth and depth for the topic you chose, but also provide information you believe is meaningful and appropriate for this particular audience.
Reflect on strategies identified within the Learning Resources that are likely to cultivate leadership capacity in your staff. Identify four to five key strategies that you would like to model or incorporate into your professional development design.
To complete this Assignment:
Create a tool or artifact that summarizes an experience for developing others’ leadership capacity and knowledge/skills related to the topic you chose.
Choose from the following:
· A training outline that includes the purpose of the training and a general overview of the content, including specific topics, recommended resources, coaching/mentoring activities that support implementation, and how leadership capacity will be cultivated within training activities
· A 15-minute podcast with foundational information about the topic and cited resources (see the Learning Resources for information about creating podcasts), along with a 1- to 2-page paper in which you outline coaching/mentoring activities supporting implementation and explain how leadership capacity will be cultivated
· A 15-minute Kaltura Video with foundational information about the topic and cited resources, along with a 1- to 2-page paper in which you outline coaching/mentoring activities supporting implementation and explain how leadership capacity will be cultivated
· Other artifact for staff development (with Faculty approval)
Be sure to cite appropriate references in APA format to substantiate your thinking.
REFERENCES
http://hepg.org/hel-home/issues/28_2/helarticle/four-steps-to-building-leadership-capacity_530
http://ucsfhr.ucsf.edu/index.php/pubs/hrguidearticle/chapter-12-managing-diversity-in-the-workplace/
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Rubric Detail
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Content
Name: EDDD_8085_Module_2_Assignment_Rubric
Description: EDSD 7085 Assignment Module 2 Rubric
| Novice | Emerging | Proficient | Advanced | |
|---|---|---|---|---|
| Development of Others. Create a tool or artifact that summarizes an experience for developing others’ leadership capacity and knowledge/skills related to the topic you chose. | Points: 1.2 (20%) The tool or artifact provides limited details regarding an experience for developing others’ leadership capacity and/or knowledge/skills. The tool or artifact is not related to the topic. Information from scholarly sources to support the experience is missing. Feedback: | Points: 2.4 (40%) The tool or artifact provides limited details regarding an experience for developing others’ leadership capacity and knowledge/skills related to the topic. There is limited information from scholarly sources to support the experience. Feedback: | Points: 3.6 (60%) The tool or artifact clearly summarizing an experience for developing others’ leadership capacity and knowledge/skills related to the topic. Support from literature is included with appropriate citations and references. Feedback: | Points: 4.8 (80%) The tool or artifact provides extensive detail for a rich experience for developing others’ leadership capacity and knowledge/skills related to the topic. There is a clear connection, supported with details, between the experience and an analysis of how the experience enhances leadership capacity is provided. Literature support is strong, creative, and well documented. Feedback: |
| Written Expression and Formatting. The extent to which scholarly, critical, analytical writing is presented in APA format and standard edited English with correct grammar and mechanics. | Points: .3 (5%) The quality of writing, APA formatting, or both are minimally acceptable for advanced graduate-level work. Major points are minimally represented but do not reflect appropriate elements of communication. The writing has many grammatical or mechanical errors. Feedback: | Points: .6 (10%) The writing somewhat represents scholarly, advanced graduate-level writing. It generally follows APA style, but the elements of effective communication are not included. Ideas are somewhat clearly and concisely expressed. The writing shows more than a few grammatical or mechanical errors. Feedback: | Points: .9 (15%) The work is well organized and uses mostly correct APA formatting throughout. The elements of effective communication are included. Ideas are clearly and concisely expressed with few, if any, grammatical or mechanical errors. Feedback: | Points: 1.2 (20%) The work represents scholarly writing in correct APA format with effective sentence variety and clear, concise, powerful expression. The entire piece is well organized. The work is unified around a central purpose with well-developed ideas that are logically organized in paragraph structures with clear transitions and proper grammar. Feedback: |
Show Descriptions Show Feedback
Development of Others. Create a tool or artifact that summarizes an experience for developing others’ leadership capacity and knowledge/skills related to the topic you chose.–
Levels of Achievement: Novice 1.2 (20%) points The tool or artifact provides limited details regarding an experience for developing others’ leadership capacity and/or knowledge/skills. The tool or artifact is not related to the topic. Information from scholarly sources to support the experience is missing. Emerging 2.4 (40%) points The tool or artifact provides limited details regarding an experience for developing others’ leadership capacity and knowledge/skills related to the topic. There is limited information from scholarly sources to support the experience. Proficient 3.6 (60%) points The tool or artifact clearly summarizing an experience for developing others’ leadership capacity and knowledge/skills related to the topic. Support from literature is included with appropriate citations and references. Advanced 4.8 (80%) points The tool or artifact provides extensive detail for a rich experience for developing others’ leadership capacity and knowledge/skills related to the topic. There is a clear connection, supported with details, between the experience and an analysis of how the experience enhances leadership capacity is provided. Literature support is strong, creative, and well documented. Feedback:
Written Expression and Formatting. The extent to which scholarly, critical, analytical writing is presented in APA format and standard edited English with correct grammar and mechanics.–
Levels of Achievement: Novice .3 (5%) points The quality of writing, APA formatting, or both are minimally acceptable for advanced graduate-level work. Major points are minimally represented but do not reflect appropriate elements of communication. The writing has many grammatical or mechanical errors. Emerging .6 (10%) points The writing somewhat represents scholarly, advanced graduate-level writing. It generally follows APA style, but the elements of effective communication are not included. Ideas are somewhat clearly and concisely expressed. The writing shows more than a few grammatical or mechanical errors. Proficient .9 (15%) points The work is well organized and uses mostly correct APA formatting throughout. The elements of effective communication are included. Ideas are clearly and concisely expressed with few, if any, grammatical or mechanical errors. Advanced 1.2 (20%) points The work represents scholarly writing in correct APA format with effective sentence variety and clear, concise, powerful expression. The entire piece is well organized. The work is unified around a central purpose with well-developed ideas that are logically organized in paragraph structures with clear transitions and proper grammar. Feedback:
Name: EDDD_8085_Module_2_Assignment_Rubric
Description: EDSD 7085 Assignment Module 2 Rubric
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5
Leadership in Early Childhood Education
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Leadership in Early Childhood Education
Leadership is the act of giving direction and helping in developing sound decision-making within an organization. Strong leadership is a prerequisite for all organizations, institutions, and any other viable setting comprising many people working together to realize a common goal (Holmquist, 2018). The importance of sound leadership is thus a matter that cannot be assumed by management whatsoever, especially when handling a delicate situation like the development of children. It is imperative to underscore that, to a greater extent, the growth and success of a child are attached to effective leadership by the parties involved in child development. The success in modeling and developing children is hinged on the right leadership style exuded by the educators and policymakers. Most real-leaders advocate that being a leader involves assuring the subject's success through the various initiatives and interventions put in place by the leader (Holmquist, 2018). Sound leadership also plays an important role for families and parents of the kids. For instance, through good administration, schools can engage parents in school development activities, thus allowing them to clearly understand the activities taking place in school. Regular updates to parents via emails assist school management in having parents informed of the various programs taking place in school.
Proper leadership is also important to care providers in early education care. Strong and sound leadership is instrumental not only in terms of offering direction to professionals in early education care. It also plays a significant role in molding professionals into responsible teachers (NAEYC, 2019). Good leadership inculcates the element of responsibility in every professional in early education care. Leadership is also important in general in early education care as a profession. Sound leadership helps streamline the flow of operations from the policymakers to the ground, hence helping to iron out any possible conflicts and disagreements that would otherwise occur without proper leadership in place. Early childhood education, like any other profession, considers leadership as a sign of authority that instills discipline and orderliness. Leadership has been selected for this task because of its critical role in child development. First, effective leadership in the early education centers inculcates positive learning cultures both in learners and the staff, thus promoting a better learning process. Besides, effective leadership plays a significant role in the development of the learner. Teachers act as role models, and when they demonstrate good leadership skills, the learners are impacted positively, leading to better learners growth.
All the organizations working with early childhood education or supporting the advocacy for the improvement of early education acknowledge the significance of leadership in enhancing quality child development. NAEYC (n.d.), for instance, acknowledges the need for a strong and collaborative leadership structure that incorporates teachers, students, parents, the community, and the government as the main stakeholders in learner development. The Office of the Head Start (n.d.) provides that sound leadership is imperative for institutions and management to avail sound and supportive learning environments for learners. The same sentiments are echoed by the Center for Advanced Research in Education (CIAE), which posits that sound governance is imperative for better outcomes and good academic and developmental results.
Working hand in hand with such institutions is very important in shaping and supporting personal development and growth towards honing personal goals. NAEYC (2019) provides members with national leadership programs that equip them with the best leadership skills, enabling them to know how to interact with the various stakeholders in the early childhood development infrastructure. Working with the head office hand in hand fosters collaborative avenues as it offers training programs for family engagements that equip one with the right skills and knowledge on how best to work with students and their parents. Finally, CIAE (2018) equips one with competencies in research about different aspects of learner development and the general landscape of early childhood education.
References
Center for Advanced Research in Education (CIAE) (2018). Study of characterization of leadership and the role of directors in education establishments for early childhood. socialization and reflection workshop, Center for Advanced Research in Education (CIAE). Undersecretary of Early Childhood Education Organization of Ibero-American States Head Start/ECLKC. (n.d.). Family Engagement. Retrieved from https://eclkc.ohs.acf.hhs.gov/family-engagement
Holmquist, D. B. (2018). Authentic leadership theory: Enhancements from 1 Peter 5:1-5. Theology of Leadership Journal, 1(1), 88-97
NAEYC (May, 2019). Code of Ethical Conduct and Statement of Commitment. The National Association of Education of Children Code of Conducts 1-9
National Association for the Education of Young Children (NAEYC). (n.d.). Principles of Effective Practice. Retrieved from https://www.naeyc.org/resources/topics/family- engagement/principles
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