Unit convenor and teaching staff |
Unit convenor and teaching staff
Sandra Cheeseman
Contact via Ilearn dialogue
X5B 268
By appointment
Catherine Jones
Contact via Ilearn dialogue
By appointment
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
ECHP324 or ECHP325 or ECHP327 or ECHP499
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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 examines the theoretical and research influences relating to the role of Educational Leader in an early childhood setting. It draws on contemporary approaches to curriculum, pedagogy and assessment with a focus on effective pedagogies that contribute to enhanced learning outcomes for young children. Building on the pedagogical principles and practices of the Early Years Learning Framework (EYLF) the unit considers ways that educational leaders can promote thoughtful curriculum decisions that contribute to positive learning outcomes for young children. It analyses contemporary approaches to leadership and those that are understood to be most effective in early childhood settings – this includes an examination of models of distributed leadership.
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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:
Department of Educational Studies (EC) Assessment Presentation & Submission Guidelines
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
When preparing your assignments, it is essential that:
Final Submissions
Assignment extensions and late penalties
Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a "Special Consideration" request before the submission date. Students who experience a disruption to their studies through ill-health or misadventure are able to apply for this request. Extensions can only be granted if they meet the Special Consideration policy and are submitted via ask.mq.edu.au. This will ensure consistency in the consideration of such requests is maintained.
In general, there should be no need for extensions except through illness or misadventure that would be categorised as unavoidable disruption according to the University definition of same, and currently available at:
Late submissions without extension will receive a penalty of 5% reduction of the total possible mark for each day late (including weekends and public holidays). You are reminded that submitting even just 1 day late could be the difference between passing and failing a unit. Late penalties are applied by unit convenors or their delegates after tasks are assessed.
No assessable work will be accepted after the return/release of marked work on the same topic. If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set.
Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.
Department of Educational Studies (EC) Academic Honesty Guidelines:
All assignments should cite and provide full bibliographical details of all material that you have used to inform or support your ideas. Early Childhood, students are required to use the American Psychological Association (APA) referencing procedures. Full details about how to cite and reference correctly can be found in Perrin (2015) and in the Academic Honesty Handbook.
The following guide can be purchased from the Co-op Bookshop. This is a required text: *
Perrin, R. (2015). Pocket guide to APA style (5th ed.). Stamford, CT: Cengage Learning.
Family and Children’s Records at Department of Educational Studies (EC)
Some assessment tasks require students to submit records about families and about children and their learning. It is expected that the records submitted are original, authentic, adheres to the ethical practices of the Early Childhood Australia Code of Ethics (2016) and is the work of the student. Issues with the authenticity of such records will be investigated for possible forgery (see Fabrication in the EC Academic Honesty Handbook). Please note that submitted records can only be used once for assessment purposes.
Confidentiality
Students must respect the need for sensitivity and confidentially and ensure that privacy obligations are met. There should be nothing in assessment submissions that identifies a centre or school. Use only the first name for children, families and staff. Do not record details that enable identification of the site, and of the adults or children.
Name | Weighting | Hurdle | Due |
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Research Review | 45% | No | See Assignment Guide |
Interview Educational Leader | 30% | No | 30 April 9am |
Professional Learning Project | 25% | No | 12 June 9am |
Due: See Assignment Guide
Weighting: 45%
Review of current research including discussion of implications for practice. This assignment is submitted in three parts which build into a review of current research about the pedagogies that support young children's learning.
Due: 30 April 9am
Weighting: 30%
Gain insight into the leaders role in working with staff teams and the National Quality Standard process. Interview an educational leader and report on their interpretation of their role.
Due: 12 June 9am
Weighting: 25%
Design a professional learning program for a team of educators. Choose an area for strengthening pedagogic practices and develop a comprehensive PL plan that will engage and inspire your team.
Readings for this Unit
There is no compulsory text for this unit. Required readings will be provided either through the library reserve or on the Ilearn page. Please refer to the reading list provided on the unit Ilearn page.
Relevant Documents
The information in this Unit Guide must be read in conjunction with the following documents available for download from iLearn:
Electronic Communication
During semester time, staff may contact students using the following means:
It is the student’s responsibility to check all electronic communication on a regular weekly basis.
Unit Expectations
Withdrawing from this UG Unit
If you are considering withdrawing from this unit, please seek academic advice by writing to ask.mq.edu. au before doing so as this unit may be a co-requisite or prerequisite for units in the following semesters and may impact on your progression through the degree.
Week | Topic | Readings |
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1. Feb 26 |
Leadership - authority vs power Sandra Cheeseman |
Siraj Blatchford and Hallet (2014) Ch 9 Ren-Etta Sullivan (2003) Ch 2 |
2. Mar 5 |
Why leadership matters in the early years. Sandra Cheeseman |
Sylva et al 2010 Ch 6 File et al (2012) |
3. Mar 12 |
Historical Influences on contemporary practice Sandra Cheeseman |
Tayler, Cleveland and Thorpe (2013) Johnson et al 92005) Ch 9 |
4. Mar 19 |
The key work of the Educational Leader Vanna Lockwood |
Cheeseman (2015) Grieshaber (2010) |
5. Mar 26 |
Evidence of learning Sandra Cheeseman |
Chng (2015) NQS Standards 1 & 7 |
6. Apr 2 |
Staff satisfaction and motivation. Catherine Jones |
Jones et al (2017) |
7. Apr 9 |
The Educational Leader in context Vanna Lockwood |
Fleet et al (2015) Cheeseman (2013) |
Apr 16 | Recess | On-Campus Day Friday 20 April 9am-4pm |
Apr 23 |
Recess |
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8. Apr 30 |
Preparing for NQS Assessment and Rating (A&R). Viviana Botero-Lopez |
Green & Bickley (2013) Black (2013) Cheeseman (2013) video |
9-11. May 7 - 25 |
ECHP425 Prac |
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12. May 28 |
Growing staff - planning for professional learning Sandra Cheeseman
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Whitaker & Fiore (2016) Whitaker (2012) |
13. June 4 |
Facing the challenges - parents, staff and expectations Catherine Jones |
Whitaker & Fiore (2016) Whitaker (2012) Millikan and Giamminuti Ch 5 NQS Standards 1 & 7 |
14. June 11
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After A&R sustaining a momentum for quality curriculum Vivian Botero- Lopez and Chandi Jayanath |
Millikan and Giamminuti Ch 5 NQS Standards 1 & 7 Botero-Lpoez et al ( available on the ILearn page)
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Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/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://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Date | Description |
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12/03/2018 | Typographic error corrected in unit schedule week 12 |
26/02/2018 | Typographic error in assignment 1 due date corrected |
18/02/2018 | Typographic errors corrected |