TCHR3004 LEADERSHIP AND ADVOCACY IN EARLY CHILDHOOD ASSESSMENT BRIEF: Assessment 2
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.