Demonstrate knowledge of the key principles of leadership and management in practice in early childhood education and care services and settings underpinned by theoretical and practical perspectives on administration, management and leadership.
TCHR3004 LEADERSHIP AND ADVOCACY IN EARLY CHILDHOOD ASSESSMENT BRIEF: Assessment 2
Summary Title Assessment 2: Portfolio Due Date 6th October 2023 (week 6) @ 11:59pm AEDT (Term 4) Length 1500-word Weighting 50% Referencing APA Style 7 SCU Library referencing guides
Submission Via the Turnitin link on the Assessment and Submission section on the unit
site. Unit Learning Outcomes
You will demonstrate the following Unit Learning Outcomes on the successful completion of this task:
1. Demonstrate knowledge of the key principles of leadership and
management in practice in early childhood education and care
services and settings underpinned by theoretical and practical
perspectives on administration, management and leadership.
2. Demonstrate an understanding of how to build supportive and
collaborative environments for children, parents, community and
staff.
3. Critically reflect on the role that advocacy plays in early childhood
education (locally, nationally and internationally) and identify the
skills that a strong advocate for the ECEC profession should display.
4. Critically analyse and understand the role of the educational leader:
including relationships, responsibilities, expectations, ethical practice
and transition to an educational leader.
Task Description You are required to go through the 3 interviews with the educational leaders in ECED provided and then follow the instructions under the Task Instruction section below.
Rationale As an early childhood educator, it is important you have an understanding about leadership and your role as a leader.
Task Instruction Three interviews with educational leaders in ECEC are provided. Choose ONE interview with an educational leader to complete the analysis; the interviews can be found under the assignment 2 information. You will prepare a critical review of the role, responsibilities and challenges of the early childhood educational leader.
The information collected from the interview is to be analysed to describe the educational leader’s position with respect to:
• key roles and responsibilities of the educational leader • the leadership style, and link this to early childhood leadership theory
Discuss the challenges faced by early childhood educational leader with respect to leadership style, processes and practices employed; provide examples in practice.
Present and discuss measures the educational leader takes to advocate for children’s learning and development
Critically review what quality means in terms of the leadership role regarding educational outcomes for children; provide examples in practice.
Referencing Style Referencing should conform to the APA 7th style. It is recommended that you refer to the referencing guide available through the SCU library.
Task Submission Report should be submitted using the Turnitin submission link titled “Assessment 1: Portfolio” in the Assessments Tasks & Submission section on the Blackboard TCHR3004 site. Only a word document submitted via the Turnitin portal on Blackboard will be accepted. You must label your submission with your surname and initials and the assessment task’s name, e.g: “JonesA_Portfolio.docx”.
Special Consideration As per Southern Cross University policy: Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via their MyEnrolment page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates.
Late Submissions & Penalties As per Southern Cross University policy, except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached.
• a penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date
• a further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark reaches zero.”
• If student upload their paper to the incorrect submission point e.g. Draft Checker and NOT the assessment submission point – academic penalty will be applied.
• If students upload their draft paper to the final submission point – this paper will be accepted as the final paper and marked.
Assessment Rubric Marking Criteria and % allocation
High Distinction+ 100%
High Distinction (85-99%)
Distinction (75-84%)
Credit (65-74%)
Pass (50-64%)
Fail (1-49%)
Absent Fail (0%)
The roles and responsibilities of the educational leader have been described in detail, with reference to unit materials and the NQS (ACECQA, 2020)
20%
Achieves all the criteria for a high distinction to an exemplary standard, without any errors.
The roles and responsibilities of the educational leader have been described in exceptional detail, with reference to unit materials and the NQS (ACECQA, 2020)
The roles and responsibilities of the educational leader have been very well described in detail with reference to unit materials and the NQS (ACECQA, 2020)
The roles and responsibilities of the educational leader have been described well in detail, with reference to unit materials and the NQS (ACECQA, 2020)
The roles and responsibilities of the educational leader have been described in detail, with reference to unit materials and the NQS (ACECQA, 2020)
The roles and responsibilities of the educational leader have not been identified or have been described in very little detail.
Not attempted.
The leadership style of the educational leader is identified and linked to EC leadership theory with reference to the unit materials
20%
Achieves all the criteria for a high distinction to an exemplary standard, without any errors.
The leadership style of the educational leader is identified extremely clearly and linked to early childhood leadership theory with reference to the unit
The leadership style of the educational leader has been identified clearly and linked very well to early childhood leadership theory with reference to the unit materials.
The leadership style of the educational leader has been identified clearly and linked well to early childhood leadership theory with reference to the unit materials.
The leadership style of the educational leader has been identified and linked to early childhood leadership theory with reference to the unit materials.
The leadership style of the educational leader has not been identified or identified to some extent and little to no links to early childhood leadership theory or unit
Not attempted.
materials in an outstanding way.
materials have been made.
Challenges of the educational leader are discussed with respect to leadership styles, the processes and practices with examples in practice
20%
Achieves all the criteria for a high distinction to an exemplary standard, without any errors.
Outstanding discussion of the challenges faced by the educational leader including clear examples of practice.
Very good discussion of the challenges faced by the educational leader including clear examples of practice.
Good discussion of the challenges faced by the educational leader including clear examples of practice.
Satisfactory discussion of the challenges faced by the educational leader including some examples of practice.
Unsatisfactory discussion of the challenges faced by the educational leader. Few or no examples in practice.
Not attempted.
Identify and discuss the skills that the educational leader had talked about for advocacy in the EC profession
20%
Achieves all the criteria for a high distinction to an exemplary standard, without any errors.
Outstanding identification and discussion of the skills that the educational leader has discussed.
Very good identification and discussion of the skills that the educational leader has discussed.
Good identification and discussion of the skills that the educational leader has discussed.
Clear identification and discussion of the skills that the educational leader has discussed.
Unsatisfactory/ unclear identification and discussion of the skills that the educational leader has discussed.
Not attempted
Critically reflect on the role that advocacy plays in ECE using examples
Achieves all the criteria for a high distinction to
Outstanding critical reflection with
Very good critical reflection with the
Good critical reflection with the inclusion of examples.
Sound critical reflection with the inclusion of examples.
Little to no critical reflection. Few
Not attempted
from the educational leader
10%
an exemplary standard, without any errors.
the inclusion of examples.
inclusion of examples.
or no inclusion of examples.
Written expression reflects correct spelling, grammar, punctuation and APA 6th ed. Referencing
10%
Achieves all the criteria for a high distinction to an exemplary standard, without any errors.
Outstanding standard of academic writing including APA 7. No errors evident.
Clear and correct use of academic writing and APA 7 referencing. No errors evident.
Clear and correct use of academic writing and APA 7 referencing. Some errors evident.
Academic writing and APA 7 referencing is mostly correct. Very minor errors are evident.
Poor academic writing including APA 7 referencing. Errors are present.
Not attempted.
Description of SCU Grades
High Distinction: The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as outstanding in relation to the learning requirements specified.
Distinction: The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as distinguished in relation to the learning requirements specified.
Credit: The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The student’s performance could be described as competent in relation to the learning requirements specified.
Pass: The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The student’s performance could be described as satisfactory in relation to the learning requirements specified.
Fail: The student’s performance fails to satisfy the learning requirements specified.
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