Unit convenor and teaching staff |
Unit convenor and teaching staff
Lecturer
Viviana Botero-Lopez
Contact via Ilearn Dialogue
By Appointment
Fay Hadley
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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:
Assessment Presentation and Submission Guidelines
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
Please note:
Assignment extensions and late penalties
Requesting a re-assessment of an assignment
If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark. To request a re-mark you need to contact the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment of your script against the task criteria. Evidence from your assignment must be provided to support your judgements.
Note: Failed assessments cannot be re-marked as they are all double-marked as a part of the moderation process.
Please note: The outcome of a re-mark may be a higher/lower or unchanged grade. Grades are standards referenced and effort is NOT a criterion.
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.
University policy on grading
Criteria for awarding grades for assessment tasks
Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. The following descriptive criteria are included for your information.
Descriptive Criteria for awarding grades in the unit
In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment tasks. Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45.
Students will be awarded grades ranging from HD to F according to guidelines set out in the policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016
The following generic grade descriptors provide university-wide standards for awarding final grades.
Grade |
Descriptor |
HD (High Distinction) |
Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline. |
D (Distinction) |
Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience. |
Cr (Credit) |
Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline. |
P (Pass). |
Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes |
F (Fail) |
Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline. |
Note: If you fail a unit with a professional experience component the fail grade will be on your transcript irrespective of the timing of the placement.
Withdrawing from this UG Unit
If you are considering withdrawing from this unit, please seek academic advice via https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact on your progression through the degree.
Results
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.
Name | Weighting | Hurdle | Due |
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Research Review | 45% | No | See Assignment Guide |
Interview Educational Leader | 30% | No | 29 April 9am |
Professional Learning Project | 25% | No | 11 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: 29 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: 11 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 25 |
Educational Leadership - Overview of the Australian context. Vivi Botero-Lopez |
Lifting Our Game Report Siraj Blatchford and Hallet (2014) Ch 9 Ren-Etta Sullivan (2003) Ch 2 |
2. Mar 4 |
Why leadership matters in the early years. Sandra Cheeseman |
Ass 1 A Reading ELEYS Cheeseman (2019)
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3. Mar 11 |
Historical Influences on contemporary practice Vivi Botero-Lopez |
File et al (2012) Johnson et al (2005) Ch 9
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4. Mar 18 |
Staff satisfaction and motivation. Catherine Jones
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Ass 1B - EC Matters Sylva et al 2010 Ch 6 Stremmel (2019) Jones et al (2017)
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5. Mar 25 |
Evidence of learning Vivi Botero-Lopez |
Chng (2015) NQS Standards 1 & 7 |
6. Apr 1 |
Growing staff - planning for professional learning Vivi Botero-Lopez |
Ass 1C Reading E4KIds Cheeseman (2015)
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7. Apr 8 |
The Key work of the Educational Leader in context Vanna Lockwood |
Pascal & Bertram (2019) Fleet et al (2015) Cheeseman (2013) |
Apr 15 | Recess | On-Campus Day Wednesday 17th April 9am-4pm |
Apr 26 |
Recess |
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8. Apr 29 |
Preparing for NQS Assessment and Rating (A&R). Viviana Botero-Lopez |
Green & Bickley (2013) Black (2013) Botero-Lopez, Lawson & Bennett (2014) Cheeseman (2013) video |
9-11. May 6 - 24 |
ECHP425 Prac |
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12. May 27 |
Facing the challenges - parents, staff and expectations Vivi Botero-Lopez |
Whitaker & Fiore (2016) Whitaker (2012) |
13. June 3 |
After A&R sustaining a momentum for quality curriculum Viviana Botero- Lopez |
Millikan and Giamminuti Ch 5 NQS Standards 1 & 7 |
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 published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@mq.edu.au
Department Procedures
In addition, the following policies and procedures of the Department of Educational Studies are applicable in this unit.
Attendance for undergraduate units
All Internal tutorials begin in Week 1 of Session.
Activities completed during weekly tutorials (internal) or on campus days (external) are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit [and to meet the AITSL Graduate Teacher Standards and/or ACECQA requirements]. Attendance at all tutorials or on campus days is expected and the roll will be taken.
Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change.
Unit Expectations
Note: It is not the responsibility of unit staff to contact students who have failed to submit assignments. If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.
Electronic Communication
It is the student’s responsibility to check all electronic communication on a regular weekly basis. Communication may occur via:
External Students
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
If you are a Global MBA student contact globalmba.support@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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05/03/2019 | Error in on-campus date has been corrected |