Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Luke Touhill
X5B 358
by appointment
Lecturer/Tutor
Wendy Shepherd
Mia Mia
by appointment
Tutor
Susan Reade
X5B 272
by appointment
Tutor
Elizabeth Washington
by appointment
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
(39cp including ECH120 or ECHE120) or (39cp and admission to BTeach(ECS)) or (admission to GDipECTeach or GDipEarlyChildhood)
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit challenges and supports students to critically engage with the macro context in which they teach. The unit provides students with essential information pertaining to the political framework of education and the legal and professional accountabilities teachers are required to uphold. Students will develop foundational understandings of the roles and responsibilities teachers and effective managers and leaders in schools and early childhood settings have. More broadly, students will consider the potential for teachers to practice as advocates for a socio-political context that supports quality early childhood education and promotes the professional status of teachers.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
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Study Guide | 30% | Friday October 9 |
Leading a learning community | 30% | Wed & Thurs 16 &17 September |
Exam | 40% | Exam period |
Due: Friday October 9
Weighting: 30%
This assessment task requires students to complete a weekly study guide based on the unit's set readings. While all of the study guide responses will be submitted students will nominate which three weeks they want to have marked.
Due: Wed & Thurs 16 &17 September
Weighting: 30%
Co-chair one on campus session (externals)
Due: Exam period
Weighting: 40%
8 short answer questions
Weekly lectures: available from 11am each Wednesday via ECHO on the unit iLearn site
On Campus Session: Wednesday and Thursday 16 & 17th September
Please not that due to the nature of assessment in this unit attendance at both on-campus days is compulsory. If you are not able to attend the on-campus session you will not be able to complete the unit.
Week | Topic/Lecturer | Readings | Overview | |
Week 1 Wed 29/8 |
Introduction to Management & Leadership Luke Touhill |
Unit Outline Bryant & Gibbs (2013) Chapters 1, 10 & 11 Duignan, P. (2012). Educational leadership (Chapter 7) available on iLearn |
This week’s content will highlight the importance of effective management and leadership for quality teaching and outcomes for children, and outline the key differences between management and leadership. You will be provided with an overview of management and leadership units at the IEC, and of ECH315 content, learning outcomes, expectations and assessments. | |
Week2 Wed 5/8 |
Socio-political context of EC settings and schools Luke Touhill |
Bryant & Gibbs (2013) Chapter 2 Sections C, D & E; Chapter 4 Section C DEEWR. (2008). Quality education: The case for an Education Revolution in our Schools. (available on iLearn) |
This week we will explore macro contexts (social, political, economic, and historical) that have shaped the provision of early childhood education in Australia today. We will critique ‘social policy’ and understand the values and agendas that have driven and continue to drive government investment in early childhood education. An overview of key government departments and provisions will be provided. | |
Week 3 Wed 12/8 |
Management structures Luke Touhill |
Bryant & Gibbs (2013) Chapter 2 Sections A & B; Chapter 3 Section D Gonski, D., Boston, K., Greiner, K., Lawrence, C., Scales, B. & Tannock, P. (2011). Review of Funding for Schooling: Final Report. Chapter 1 only (available on iLearn) |
This week we will look at the management structures of early childhood and school settings in Australia. The diversity of service types and management structures that characterise early childhood organisations and schools can be confusing. Terms such as independent schools, stand-alone centres, corporate chains, for-profit and not-for-profit centres, and integrated services will be clarified, and their implications for teachers as managers and leaders explored. | |
Week 4 Wed 19/8 |
Regulatory Environments for Schools Guest Lecturer: TBA |
Duignan, P. (2012). Educational leadership (pp. 17-25). Polesel, J., Rice, S. & Dulfer, N. (2013). The impact of high stakes testing on curriculum and pedagogy: A teacher perspective from Australia. (both available on iLearn) |
This week we will examine legal requirements and policy initiatives designed to enhance quality education for children in primary schools (NAPLAN, AEDI, Best Start, BOS and national curriculum; teacher accreditation (AITSL national professional teaching standards); professional portfolios; MySchool). We will critically consider their impact on teaching practice and quality early childhood education. |
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Week 5 Wed 26/8 |
Regulatory Environment for Prior-to-school Settings Luke Touhill |
Bryant & Gibbs (2013) Chapter 2 Section G; Chapter 3 intro & Sections A & C; Chapter 6 Section B Fenech, M., Giugni, M., & Bown, K. (2012). A critical analysis of the National Quality Framework: Mobilising for a vision for children beyond minimum standards. (available on iLearn) |
The prior-to-school sector is in a period of significant reform, with the Australian Government introducing key initiatives that are intended to lift quality standards and practices in ECE services. This week we will examine a key component of this reform: the National Quality Framework (NQF). You will develop an understanding of your regulatory accountabilities under the NQF, including the management responsibilities of nominated supervisors, and critically examine the potential impact of the NQF on quality and professional practice. | |
Week 6 Wed 2/9 |
Policy Development Luke Touhill |
Bryant & Gibbs (2013) Chapter 7 Sections A & B Harris, P. (2010). ‘At a school like this’ (available on iLearn) |
This week we will look at the relevant legislation and accountabilities that require early childhood teachers to develop and/or adhere to policies pertaining to the education and care of young children. We will consider the scope of policies that pertain to schools and prior-to-school settings, as well as the process of policy development, implementation and review processes. | |
Week 7 Wed 9/9 |
Law 1: Industrial Legislation Guest Lecturer: TBA |
Bryant & Gibbs (2013) Chapter 5 Section C Heron, V. (2010). Modern awards. (available on iLearn) |
As employees and employers, early childhood teachers need to understand their rights and responsibilities under state and federal industrial legislation. This week, we will critically examine employment awards and agreements pertaining to teachers in prior-to-school settings and schools. |
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12/9 - 27/9 Mid-Semester Break NO INTERNAL CLASSES On-Campus Sessions for External Students: Wed/Thurs September 16 & 17 |
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Week 8 Wed 30/9 |
Law II: Duty of Care, Negligence and Child Protection Wendy Shepherd |
Bryant & Gibbs (2013) Chapter 6 Section E & Section F (Duty of care only) Briggs, F. (2014). Child sexual abuse in early-childhood care and education settings (available on iLearn) |
This week explores teachers’ duty of care and provides an overview of NSW legislation pertaining to child protection. We will examine Head of Agency responsibilities as well as your own responsibilities as mandatory reporters and as per the Ombudsman’s legislation. |
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Week 9 Wed 7/10 |
Children's Rights Wendy Shepherd |
McDonald, M (2010). Are disadvantaged families “hard to reach”? Smith, A. (2007). Children’s rights and early childhood education. (both available on iLearn) |
The notion of ‘children’s rights’ is espoused in the United Nations Convention on the Rights of the Child, in early childhood teachers’ professional codes, in legislation that pertains to young children, and in government early childhood education policy. This week we will critique what ‘children’s rights’ mean, and consider implications for teaching practice. Specific attention will be given to: images of children in Australian society, and the rights that are afforded by these images |
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Weeks10,11&12 | No classes - ECHP324 Professional Experience | |||
Week 13 Wed 4/11 |
Rethinking quality early childhood education as leaders and managers Luke Touhill |
Bryant & Gibbs (2013) Chapter 3 Section B Mac Naughton, G. (2003). Shaping Early Childhood: Learners, Curriculum and Contexts. Chapter 9 (available on iLearn) |
In our final week we will explore the managing and leading of early childhood classrooms, settings and schools through the lens of ‘quality’. An overview of quality early childhood education as conceptualised in research and government policy will be presented. These dominant conceptualisations will be critiqued and extended to incorporate responsible citizenship and social justice, both of which necessitate advocacy as a professional responsibility of early childhood teachers. |
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Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
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