• Students should be aware of and apply the University policy on academic honesty (see: https://policies.mq.edu.au/document/view.php?id=3) 

• Unless a Special Consideration (see: https://students.mq.edu.au/study/assessment-exams/special-consideration) request has been submitted and approved, a 5% penalty (of the total possible mark) will be applied each day a written assessment is not submitted, up until the 7th day (including weekends). After the 7th day, a mark of‚ 0 (zero) will be awarded even if the assessment is submitted. Submission time for all written assessments is set at 11:55pm. A 1-hour grace period is provided to students who experience a technical issue.This late penalty will apply to non-timed sensitive assessment (incl essays, reports, posters, portfolios, journals, recordings etc).  

• Late submission of time sensitive tasks (such as tests/exams, performance assessments/presentations, scheduled practical assessments/labs etc) will only be addressed by the unit convenor in a Special consideration application. Special Consideration outcome may result in a new question or topic.  

• Please format assessments using 12-point font and 1.5 spacing. 

• All assessments are submitted electronically. Turnitin plagiarism detection software is used to check all written assessments. 

• Students can use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit. 

• Students should carefully check that they submit the correct file for an assessment as no re-submissions will be accepted after the due date and time, including instances where students upload an incorrect file in error. 

• Word limits are strictly applied. Work above the word limit will not be marked.  

• All assessments are marked using a clear rubric. 

• Marking of all assessments is moderated by the Unit Convenor. 

• Applications for extensions must be made via AskMQ (https://ask.mq.edu.au/).  

• It is not the responsibility of unit staff to contact students who have failed to submit assessments.  If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor. 

           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. 

   

    

  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.

• Withdrawing from this 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 your course progression. 

   

  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. 

• There are three assessments for this unit:
  • Educational Leadership Essay
  • Indicative Time on Task 1: 20 hours Due: 23/8/2023 by 23:55. Weighting: 30%. In this essay you will be required to demonstrate your understanding of the concept of educational (or pedagogical) leadership. You will have a choice of questions which will allow you to focus on either early childhood or school settings. (1800 words)
  • On successful completion you will be able to: • Explain the theoretical underpinnings and national policies that guide the work of today's early childhood centre directors. • Engage ethically with families and other community stakeholders in decision making and advocacy work that promotes children's rights. • Build up a range of networking skills, communication skills and collaboration with other professionals involved with children and families. • Strengthen their knowledge and critically reflective skills in applying professional standards as early childhood centre directors
  • Leadership Profile
  • Indicative Time on Task 2: 30 hours Due: 5/10/2023 by 23:55. Weighting: 35% This assessment task is a leadership case study. The leadership profile involves interviewing an educational leader and writing a profile of that person with a focus on their experience of educational leadership. (Leadership Profile 1200 words) On successful completion you will be able to: • Explain the theoretical underpinnings and national policies that guide the work of today's early childhood centre directors. • Examine the role of communication within early childhood centres when working with parents, peers and other professionals. • Promote continuous professional learning for themselves and their team as lifelong learners. • Engage ethically with families and other community stakeholders in decision making and advocacy work that promotes children's rights. • Build up a range of networking skills, communication skills and collaboration with other professionals involved with children and families. • Strengthen their knowledge and critically reflective skills in applying professional standards as early childhood centre directors.
  • Business Communication
  • Indicative Time on Task 3: 40 hours Due: 05/11/2023 by 23:55. Weighting: 35% Prepare an advocacy plan. On successful completion you will be able to: • Examine the role of communication within early childhood centres when working with parents, peers, and other professionals. • Engage ethically with families and other community stakeholders in decision making and advocacy work that promotes children's rights. • Build up a range of networking skills, communication skills and collaboration with other professionals involved with children and families. • Strengthen their knowledge and critically reflective skills in applying professional standards as early childhood centre directors.
  •  Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation.
•  If you need help with your assignment, please contact:

More detailed information about the assessment tasks can be found on the unit iLearn page.

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

FOR ALL ASSESSMENT TASKS

In relation to AI gaits, such as, but not limited to ChatGPT. Students should take care with research conducted by AI, and instead use the set text, readings, and independent research from academic sources to inform their ideas. It is not acceptable to submit work generated by gaits, and work submitted should not include content generated by third parties or artificial intelligence sources. Students are encouraged to keep records of their downloads, notes, and drafts as evidence of their research. Any student suspected of breaching this will be referred to the university academic integrity unit.

Structure

The unit comprises one lecture (prerecorded) and one two-hour tutorial for internal students and 2 on-campus days for infrequent students.

 Required texts: Kearns, K. (2021). The Business of Child Care (5th ed.). Cengage.

Students will access additional required readings from the Leganto link on the unit iLearn page, and engage in independent reserach. These are essential for successful completion of the assessments.

Lectures will be available through ECHO360 in iLearn from the following website link: http://ilearn.mq.edu.au - there are no synchronous lectures in this unit. Students are expected to watch all lectures.

PowerPoint slides are available in iLearn in advance of the weekly lecture and/or are available in the Active Learning Tool. Tutorials (for weekday students) begin in Week 1 of Session. In the tutorial students will discuss issues and questions arising from the lectures and prescribed readings. Students are required to participate in small group activities, whole class discussion, and to read the weekly material in advance. Activities completed during weekly tutorials (weekday) or on campus days (infrequent) 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 (OCD’s) 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. Failure to attend the OCD’s may result is a Fail grade for this unit

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 here, as will other relevant unit notices and materials, including a reading template and guide to lecture note taking to assist your studies. Various activities and materials for discussion and critical reflection are included and infrequent students especially are encouraged to use this web component. The unit iLearn page also contains a discussion forum. Weekday and infrequent students are expected to access the discussion forum for peer interaction, support, and general questions. The unit convenor will monitor the website regularly, but the discussion board is essentially provided for students to talk with each other. It is expected that all postings made on iLearn will relate to the Unit and will be done respectfully and constructively.

Access and technical assistance  

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

Please do NOT contact the Unit Convenor regarding iLearn technical help.  

Assistance is available from IT Helpdesk  

Ph: 9850 4357 or 1800 67 4357  

Log a request: help.mq.edu.au. 

On Campus: Ground floor at 18 Wally’s Walk 

The following topics will be explored in this unit:

1. Children’s rights and social justice. The importance of effective leadership for ECEC.
2. Leading strategically with a vision and mission
3. Communication
4. Teamwork and complaints
5. Managing risk
6. Accreditation- Quality Improvement Plans (QIP)
7. Budgets and strategic planning
8. Managing change and community engagement
9. Networking with other professionals and Advocacy
10. Continuing professional development

Further information is available on the EDST3160 iLearn site. 

The 5Rs Framework, developed by the School of Education at Macquarie University, is embedded throughout your teacher education course.  

Your use of the 5Rs Framework will help you develop the capabilities that will make your teaching career sustainable and fulfilling.  

In this unit, you will learn using the 5Rs framework in the following important ways: 

Reflexive: Assessment tasks one and two require you to reflect on the theoretical and practical aspects of the early childhood directors' role and consider how these aspects might influence your own leadership.

Responsive: Unit content requires students to capitalise on various strategies required for effective leadership whilst considering the diverse contexts of each ECEC service.

Resilience: Assessment three requires you to demonstrate your understandings of leadership in early childhood and what strategies will support ongoing resilience in these roles.

Research engaged: Assessment tasks will be informed by a critical examination of reserach literature to provide an analysis of leadership styles, theory and the translation of this to practice.