Students

ECHE8260 – Leading and Managing Early Childhood Settings

2021 – Session 1, Special circumstances

Notice

As part of Phase 3 of our return to campus plan, most units will now run tutorials, seminars and other small group activities on campus, and most will keep an online version available to those students unable to return or those who choose to continue their studies online.

To check the availability of face-to-face and online activities for your unit, please go to timetable viewer. To check detailed information on unit assessments visit your unit's iLearn space or consult your unit convenor.

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Convenor and Lecturer
Professor Philip Li
Contact via Contact via iLearn
Room 217, 29 WW
By appointment
Credit points Credit points
10
Prerequisites Prerequisites
[Admission to MTeach(0-5) and (40cp from ECED or ECHE units at 6000 level) and (ECED820 or ECHE8200) and (ECED823 or ECHE8230) and (ECED824 or ECHE8240) and (ECED827 or ECHE8270)] or [admission to MEd or GradCertIndigenousEd or MIndigenousEd or MSpecEd or GradCertEdS]
Corequisites Corequisites
Co-badged status Co-badged status
ECHE/X8260 Leading and Managing Early Childhood Settings
Unit description Unit description
This unit aims to build students' capacity to lead and manage quality early childhood education settings. The unit critically examines the social, political and legal contexts within which early childhood education settings in Australia operate, and explores early childhood leadership theory. Students will investigate diverse management structures, regulatory and legislative frameworks, and the ethical and professional roles and responsibilities of early childhood teachers as leaders and managers.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://students.mq.edu.au/important-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • ULO1: Understand and critically engage with the ever changing socio-political and legal contexts within which early childhood settings operate.
  • ULO2: Identify key differences between the managing and leading of an early childhood setting, and the range of management structures under which early childhood settings operate.
  • ULO3: Demonstrate a strong understanding of leadership theories.
  • ULO5: Apply high order analytical and integrative thinking skills through critique of practice and theory to understand the complexities of early childhood management and leadership.
  • ULO4: Demonstrate knowledge and foundational skills that they, as future managers and leaders of early childhood settings require.
  • ULO6: Demonstrate a commitment to managing and leading ethically and professionally.
  • ULO7: Develop professional judgement and vision in relation to leading and managing early childhood settings.
  • ULO8: Reflect on their own knowledge and skill base and consider professional development priorities that will enable them to, as a future leader of an early childhood setting, play a critical role in that centre's provision of quality early childhood education for young children.

General Assessment Information

This section provides students with general information about assessment tasks and how to submit them. More detailed information about each assignment, including the rubrics used for marking are provided in the Readings and Assessment Guide downloadable from the ECHE/X8260 iLearn site.

 

Assessment Presentation and Submission Guidelines

Please follow these guidelines when you submit each assignment:

  • Allow a left and right-hand margin of at least 2cm in all assignments.
  • Please type all assignments using 12-point font and 1.5 spacing.
  • All assessments must be submitted through Turnitin in .doc or .pdf format 
  • It is the responsibility of the student to ensure that all assessments are successfully submitted through Turnitin.
  • Faculty assignment cover sheets are NOT required.

 

Draft Submissions & Turnitin Originality Reports

  • Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.
  • Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report.
  • The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date.
  • Generally, one Originality Report is generated every 24 hours up to the due date.

Please note:

  •  Students should regularly save a copy of all assignments before submission.
  • Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.

 

Assignment extensions and late penalties

  •  In general, there should be no need for extensions except through illness or misadventure that would be categorised as serious and unavoidable disruption according to the University definition of same. Available at:

                       https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration

  • Applications for extensions must be made via AskMQ according to the Special Consideration policy. Extensions can only be granted if they meet the Special Considerations policy and are submitted via https://ask.mq.edu.au/. This will ensure consistency in the consideration of such requests is maintained. 
  • 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 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.

 

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. 

Important: 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. 

 

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 this requirement is not met you will be awarded an FA grade with a maximum mark of 45.

Students will be awarded grades ranging from HD to F according to guidelines set out in the assessment policy. Available from:

               https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment

 

 

The following generic grade descriptors provide university-wide standards for awarding final grades.

Grade:

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.

 

Grade:

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.

 

Grade:

C (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.

Grade: 

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.

 

Grade:

 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.

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.

 

 

Confidentiality

Students must respect the need for sensitivity and confidentiality, and ensure that privacy obligations are met. There should be nothing in assessment submissions that identifies a centre or school. Use pseudonyms for any children or adults referred to in the assignment. Do not record details that enable identification of a site, or of children or adults.

 

 

Assessment Tasks

Name Weighting Hurdle Due
Assessment Task 1: Leadership and the NQF 30% No 28/3/2021
Assessment Task 2: Reflecting on leading 20% No 16/5/2021
Assessment Task 3: Leadership in action 50% No 13/6/2021

Assessment Task 1: Leadership and the NQF

Assessment Type 1: Essay
Indicative Time on Task 2: 30 hours
Due: 28/3/2021
Weighting: 30%

An essay addressing two key questions related to the application of the NQF in early childhood settings. 2000 words.


On successful completion you will be able to:
  • Understand and critically engage with the ever changing socio-political and legal contexts within which early childhood settings operate.
  • Demonstrate knowledge and foundational skills that they, as future managers and leaders of early childhood settings require.
  • Demonstrate a commitment to managing and leading ethically and professionally.
  • Reflect on their own knowledge and skill base and consider professional development priorities that will enable them to, as a future leader of an early childhood setting, play a critical role in that centre's provision of quality early childhood education for young children.

Assessment Task 2: Reflecting on leading

Assessment Type 1: Reflective Writing
Indicative Time on Task 2: 20 hours
Due: 16/5/2021
Weighting: 20%

This assignment requires students to participate in the weekly discussions forum attached to each topic. 500 words.


On successful completion you will be able to:
  • Understand and critically engage with the ever changing socio-political and legal contexts within which early childhood settings operate.
  • Apply high order analytical and integrative thinking skills through critique of practice and theory to understand the complexities of early childhood management and leadership.
  • Develop professional judgement and vision in relation to leading and managing early childhood settings.
  • Reflect on their own knowledge and skill base and consider professional development priorities that will enable them to, as a future leader of an early childhood setting, play a critical role in that centre's provision of quality early childhood education for young children.

Assessment Task 3: Leadership in action

Assessment Type 1: Report
Indicative Time on Task 2: 40 hours
Due: 13/6/2021
Weighting: 50%

This assignment requires students to analyse leadership enactment within an early childhood centre of their choice. 2500 words.


On successful completion you will be able to:
  • Understand and critically engage with the ever changing socio-political and legal contexts within which early childhood settings operate.
  • Identify key differences between the managing and leading of an early childhood setting, and the range of management structures under which early childhood settings operate.
  • Demonstrate a strong understanding of leadership theories.
  • Apply high order analytical and integrative thinking skills through critique of practice and theory to understand the complexities of early childhood management and leadership.
  • Demonstrate knowledge and foundational skills that they, as future managers and leaders of early childhood settings require.
  • Demonstrate a commitment to managing and leading ethically and professionally.
  • Develop professional judgement and vision in relation to leading and managing early childhood settings.
  • Reflect on their own knowledge and skill base and consider professional development priorities that will enable them to, as a future leader of an early childhood setting, play a critical role in that centre's provision of quality early childhood education for young children.

1 If you need help with your assignment, please contact:

  • the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
  • the Learning Skills Unit for academic skills support.

2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Delivery and Resources

This unit has a full web presence through iLearn

Students will need regular access to a computer and the internet to complete this unit.

Weekly access to iLearn is compulsory for all students. Important assessment information will be posted there, as will other relevant unit notices and materials, including a readings associated with each module.

 

Support resources

Macquarie University has a range of services for students. If you are struggling with any aspect of academic life or career trajectory and skills, we have great supports within the university. Please refer to the comprehensive list of support services here.

 

 

Access and technical assistance

This unit requires students to use several ICT and software skills:

  • Internet access: The iLearn site contains materials for this unit; it is also required for the online submission of all Assessment Tasks, and for the use of Turnitin submission for ALL tasks. 
  • Word processing, visual representations, and document formatting: You are required to use an appropriate form of software to present your assignments.
  • Uploading of assessment tasks to iLearn.

Information for students about access to the online component of this unit is available at ilearn.mq.edu.au/login/MQ/. You will need to enter your student username and password.

Important:

  • Please do NOT contact the Unit Convenor regarding iLearn technical help.
  • No extensions will be given for any technical issues. Allow enough time for your submissions.
  • OneHelp is the online IT support service for both students and staff. Assistance is available from IT Helpdesk ph: 1800 67 4357, or log a request at https://mq.service-now.com/onehelp_public/

The information in this Unit Guide must be read in conjunction with the Readings and Assessments Guide for ECHE/X8260 available for downloading from iLearn.

 

 

 

Withdrawing from this PG Unit

If you are considering withdrawing from this unit, before you proceed, please seek academic advice by writing to ask.mq.edu.au because this may impact on your progression in this course.

Important note:

It is recommended that ECHE/X8260 be taken in your final year of the Master of Teaching (Birth to Five Years) because it is assumed that you have some familiarity with EC settings in Australia. It is therefore essential to have completed the required pre-requisites for this unit, in particular ECHE/X6030.

Unit Schedule

Please refer to the Readings and Assessments Guide for ECHE/X8260 available for downloading from iLearn.

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct

Results

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 to the MQ policies and procedures noted above, the following policies and procedures of the Macquarie School of Education are applicable in this unit.

 

UNIT EXPECTATIONS:

Attendance

  • 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 the campus day is expected and the roll will be taken.
  • Students are also 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.

Students are also expected to read weekly readings before completing tasks and make a genuine attempt at all assessment tasks to pass the unit. 

Please 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.

 

Workload

In a 10 credit-point unit you should expect to commit nine (9) hours of your time per week to your studies.

 

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 [Note: Please do not email staff from any email account other than your uni email account.]
  • The Dialogue function on iLearn
  • Other iLearn communication functions

 

External Students

  • The on-campus session on Saturday 14 March 9am - 5pm is essential to student engagement and learning, and attendance is expected. Failure to attend, or to have an approved Special Consideration, may result in a Fail grade for the unit.
  • Prior to the on-campus sessions, you should have read the prescribed readings and listened to the lectures. Summarise the main points, and make a note of the key terms and definitions. Prepare any discussion questions of your own that you wish to share.

Please make effective use of the online component of the unit and access iLearn regularly. Keep up to date with listening to the lectures on a weekly basis.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to help you improve your marks and take control of your study.

The Library provides online and face to face support to help you find and use relevant information resources. 

Student Enquiry Service

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

Equity Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

IT Help

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.