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.

Attendance for undergraduate units

Lectures and tutorials (for internal students) 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

• Students are expected to read weekly readings before completing tasks and attending tutorials

• Students are expected to listen/attend weekly lectures before completing tasks and attending tutorials

• In order to be eligible for a passing grade, students must meet the following attendance requirements: 

  Internal Students: Participate in at least 80% of all tutorials – punctuality is expected. Consistent lateness or absence will jeopardise a passing grade 

  External Students: Participate in all on-campus sessions – punctuality is expected. 

• All assessment tasks must be submitted

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:

• Official MQ Student Email Address

• The Dialogue function on iLearn

• Other iLearn communication functions

Department of Educational Studies (EC) Relevant Documents 

The information in this Unit Guide must be read in conjunction with the following documents available for download from iLearn: 

* Academic Honesty Handbook 

* Unit Reading & Assessment Guides

REQUIRED AND RECOMMENDED TEXTS AND/OR MATERIALS

Required texts:

Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2017). Leadership. Contexts complexities in early childhood education (2^nd Ed.). South Melbourne: Oxford University Press.  

Students will access additional required readings from the library e-reserve or the unit ILearn page.

The following resources form part of the required reading. It is recommended that you download these documents at the beginning of semester as they are used regularly throughout the unit.

Siraj-Blatchford, I. &  and Manni, l. (2006). Effective leadership in the early years sector: The ELEYS study. London: Institute of Education, University of London. Available as a download on the Ilearn page.

Australian Children’s Education and Care Quality Authority. (2018). Guide to the National Quality Framework, February 2018.

Please download from:

https://www.acecqa.gov.au/sites/default/files/2018-01/Guide-to-the-NQF.pdf

Additional resources

The following texts may have been purchased in earlier EC units.  It is recommended that you use them to support your writing and referencing.

Grellier, J. & Goerke, V. (2010). Communication skills Toolkit: Unlocking the secrets of tertiary                 success. (2^nd Ed.). South Melbourne: Thomson.

Perrin, R. (2015). Pocket guide to APA style (5th Ed.). Stamford, CT: Cengage Learning. 

Students are expected to read widely and draw on additional readings and materials to complete assessment tasks. A list of recommended readings and useful websites can be found on the unit iLearn page. 

STUDENTS SHOULD BRING COPIES OF THE WEEKLY READINGS ALONG WITH NOTES AND QUESTIONS TO CLASS AND TO THE ON-CAMPUS SESSIONS.

Allocation of student time to this unit:

At Macquarie University, it is assumed that each credit point should involve approximately 3 hours study per week.

ECH435 is a 3 credit point unit. It is therefore expected that students dedicate approximately 9 hours per week to the coursework component of this unit. This includes independent study and time spent at tutorials / on-campus sessions and attending or listening to lectures.

The following provides an overview of how the total number of hours for the coursework component of this unit has been estimated to fit with your workload for the semester. The workload for this unit has been based on an allocation of hours: 9 hours per week x 13 number of weeks in the semester, plus independent study during the 2 week mid-semester break, which equals 135 hours.

Week 1

week beginning 25/2

Introduction to the Unit and Introduction to Leadership

This week will provide an overview of the unit as well as an introduction to theories of leadership and their application in early childhood education contexts

Week 2

week beginning 4/3

Pedagogical Leadership

This week we will explore the concept of pedagogical (or educational) leadership and its importance for outcomes for children. The specific role of the Educational Leader in the National Quality Framework will also be considered.

Week 3

week beginning 11/3

Leading in the context of the NQS

This week's lecture will consider leadership in early childhood settings with particular reference to the implementation of the EYLF and NQS. 

Week 4

week beginning 18/3

Business Planning and Financial Management

No educational setting can be successful without a secure financial base. This week we will consider some of the important considerations in managing finances and planning for business success.

Week 5

week beginning 25/3

Professional Communication

Effective communication is a key requirement for teachers and leaders in educational settings. This week we will look at the different ways in which teachers are expected to communicate and how this can be done in a professional and effective manner.

Week 6

week beginning 1/4

Leading Change

This week we will examine organisational change and the key role played by EC and School leaders in driving and managing change in their settings

Please note as Easter Monday falls during this week there will be no tutorials in Week 6. There will be a recorded lecture and a related task to undertake in preparation for Week 7. 

Week 7

week beginning 8/4

Working with Others

This week we will consider the leader's role in working with their team and how they can help to grow each team member's skills, confidence and abilities.

MID SEMESTER BREAK  Saturday 13th April - Sunday 28th April

COMPULSORY ON-CAMPUS SESSIONS FOR EXTERNAL STUDENTS:

Friday 26th and Saturday 27th April

Week 8

week beginning 29/4

Leading with Vision and Organisational Planning

This week we consider the importance of organisational planning – bringing together a sound knowledge of early childhood pedagogy and your emerging understandings of leadership.

ASSESSMENT TWO DUE 2: Midnight Friday 3rd May

Weeks 9, 10 & 11

NO CLASSES - ECHP 425 Professional Experience

Week 12

week beginning 27/5

Working with Families and Communities

This week we will look at the key role of leadership in the development and maintenance of relationships with families and communities.  We will consider how services and leaders can develop strategies and approaches to engage with all families and the local community in an effective and meaningful way.

Week 13

week beginning 3/6

Professional Growth and Career Planning

In this final week we will consider your continuing future professional growth as leaders in early childhood settings and schools. 

ASSESSMENT THREE (Optional Leadership Profile) DUE: Midnight Monday 10th June

ASSESSMENT THREE (Optional Exam): During Examination Period  Exact time and date to be confirmed