EDUC 7006 Written assignment – Leadership Analysis

Posted: April 27th, 2023

Assessments
Assessment Research Paper Writing Service: Professional Help in Research Projects for Students – One: Written assignment – Leadership Analysis
Due date and time: 7th May 2023 @11.59pm via Turnitin
This assessment is worth 40% of your final grade.
This assessment assesses the following highlighted learning outcomes of the course:
EDUC 7006 Learning outcomes
1 Critically analyse current leadership theory to inform personal teacher identity.
2 Clearly articulate professional practice and on-going learning to support complex decisionmaking.
3 Critically reflect on personal pedagogy informed by socially and culturally located praxis.
This assessment also skills you in the following Teaching Standards. For further details on elaborations for each standard go to Our Code Our Standards p 18-21
1. Te Tiriti o Waitangi partnership – Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.
2. Professional learning – Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.
3. Professional relationships – Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.
4. Learning-focused culture – Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.
5. Design for learning – Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures
6. Teaching – Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.
Description and rationale
From your own experience, describe a challenging practice situation that you experienced in an early childhood centre relating to leadership, including decisions which were made at the time. Through critical analysis and reflection, and with clear connections to the Teaching Standards consider knowledge, capabilities and skills needed to ensure outcomes for the benefit of all stakeholders. Instructions
Your analysis will include:
• A clear description of the situation, including an explanation of why the practice situation was a challenge;
• The relevant, specific and appropriate leadership styles, and actions were taken to address the challenging situation, including the outcomes;
• Connection with theoretical perspectives (including critical theory), research and literature from readings of this course and all others in the BTEC;
• Strategies that could be implemented to achieve an alternative outcome, related to your personal pedagogy and teacher identity.
Word count
2500 words
Procedures for submitting the assessment
You need to submit your work via Turnitin in the course’s Moodle page. Upload your file and, if true, check the box to say that your work is original and contains no plagiarism (this is a required field), before clicking on ‘Add Submission’.
Recommended reading
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.). Centage Learning.
Education Council of New Zealand. (2011). Tataiako. Cultural competencies for teachers of Maori learners. Ministry of Education.
Education Council of New Zealand. (2017). Our code our standards. Code of professional responsibility and standards for the teaching profession. Nga tikanga matatika nga paerewa: Nga tikanga matatika mo te haepapa ngaiotanga me nga paerewa mo te umanga whakaakoranga. Education Council.
Ministry of Education. (2018). Tapasa. Cultural competencies framework for teachers of Pacific learners. Ministry of Education.
Ministry of Education. (2017). Te whariki. He whariki matauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Ministry of Education.
Ministry of Education. (2007). The New Zealand curriculum for English-medium in years 1 – 13. Learning Media.
Pelo, A., & Carter, M. (2018). From teaching to thinking: A pedagogy of reimagining our work.
Exchange Press.
Rodd, J. (2014). Leadership in early childhood (4th ed.). Allen & Unwin.
Stamopoulos, E., & Barblett. (2018). Early childhood leadership in action: Evidence based approaches for effective practice. Francis & Taylor

Introduction
Leadership is an essential aspect of early childhood education. Effective leadership is required to ensure positive outcomes for all stakeholders, including children, families, staff, and the wider community. This essay will critically analyse a challenging practice situation I experienced in an early childhood centre relating to leadership, including the decisions that were made at the time. It will also explore the relevant, specific, and appropriate leadership styles and actions taken to address the challenging situation, including the outcomes. Furthermore, this essay will connect the situation with theoretical perspectives, research and literature from readings of this course and all others in the BTEC. Lastly, strategies that could be implemented to achieve an alternative outcome related to my personal pedagogy and teacher identity will be discussed.

Description of the Situation
The challenging practice situation I experienced in an early childhood centre was related to a lack of communication and collaboration among the centre’s staff. The centre had a high staff turnover, and the newly appointed team leader was struggling to maintain a positive work environment. The staff were not communicating effectively with each other, which led to a lack of consistency in the quality of care and education provided to children. There were no clear expectations, policies or procedures in place for the staff to follow, leading to confusion and frustration among staff members.

The situation was a challenge as it was affecting the well-being and learning outcomes of the children in the centre. The lack of consistency in the quality of care and education provided by the staff was impacting children’s development, learning, and socialisation. The staff’s inability to communicate and work collaboratively was also affecting their own well-being and job satisfaction.

Relevant Leadership Styles and Actions Taken
The team leader implemented a transformational leadership style to address the challenging situation. The transformational leadership style focuses on inspiring and motivating staff to achieve the common goal of providing quality care and education to children. The team leader encouraged staff to communicate more effectively and collaboratively. She facilitated regular team meetings to discuss the centre’s policies and procedures and to address any issues that arose. The team leader also provided support and professional development opportunities to the staff, which helped to improve their confidence and job satisfaction.

The outcomes of the transformational leadership style were positive. The staff became more engaged and motivated to provide quality care and education to children. They communicated more effectively with each other, which led to a more consistent quality of care and education for children. The staff also reported higher levels of job satisfaction and well-being.

Connection with Theoretical Perspectives, Research and Literature
The transformational leadership style implemented by the team leader in this situation is consistent with the research and literature on effective leadership in early childhood education. Transformational leadership has been shown to be effective in promoting positive outcomes for children, families, and staff in early childhood settings (Rodd, 2014; Stamopoulos & Barblett, 2018). The team leader’s focus on improving communication and collaboration among staff is consistent with the research on the importance of effective communication and teamwork in early childhood education (Arthur et al., 2021).

Strategies for Achieving an Alternative Outcome
To achieve an alternative outcome, I would implement a distributive leadership style. Distributive leadership involves sharing leadership responsibilities and decision-making among staff members. This leadership style encourages collaboration, shared ownership of the centre’s goals, and continuous improvement. I would facilitate regular team meetings to discuss the centre’s policies and procedures and to collaboratively develop new policies and procedures that are relevant and useful for the staff. I would also encourage staff to take ownership of their work and to share their knowledge and expertise with each other.

Conclusion
Effective leadership is essential for promoting positive outcomes for all stakeholders in early childhood education. In the challenging practice situation described in this essay, the team leader implemented a transformational leadership style, which led to positive outcomes for