Students

ECHE4200 – The Educational Leader

2024 – Session 2, Online-scheduled-weekday

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Convener
Belinda Davis
belinda.davis@mq.edu.au
Contact via via dialogue
25B WW Room 612
by appointment
Tutor
Carolyn Palmer
carolyn.palmer@mq.edu.au
Contact via via dialogue
25B WW Level 6
by appointment
Credit points Credit points
10
Prerequisites Prerequisites
ECHP324 or ECHP327 or ECHP3270 or ECHP325 or ECHP3250 or ECHP499 or EDST3020
Corequisites Corequisites
Co-badged status Co-badged status
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.

Important Academic Dates

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

Learning Outcomes

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

  • ULO1: Critically examine the theoretical and research evidence base that influences contemporary approaches to pedagogy, curriculum and assessment.
  • ULO2: Analyse effective leadership and communication strategies that will contribute to meaningful curriculum decision making.
  • ULO3: Demonstrate an advanced understanding of the role of the Educational Leader in relation to the NQF and in particular QA 1 and QA 7.
  • ULO4: Synthesise knowledge to develop internal policies and guidelines that respond to the requirements of the NQS.
  • ULO5: Demonstrate critical reflection and use of current theory and research in justifying curriculum decisions for children from diverse backgrounds and abilities.

General Assessment Information

Detailed information about assessment tasks is provided on the unit iLearn site.

  • 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 marking scheme or 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. 

In accordance with the Academic Integrity Policy a student must take responsibility, be proactive, take ownership and hold oneself responsible for ensuring all information and content, including citations and references in their assessment, have been generated and communicated in an ethical, honest and responsible manner. Failure to show responsibility by checking the accuracy and integrity of your own content, citations and references, or the submission of falsified content, is a breach of the Academic Integrity Policy. 

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. For Professional Experience (PEx) units the PE Report is marked as satisfactory or unsatisfactory and the Teaching Performance Assessment (in final PEx units) is marked as not meets, meets or exceeds. The following descriptive criteria are included for your information. 

Descriptive Criteria for awarding grades in the unit 

To meet the unit outcomes and successfully pass this unit, students should attempt all assessment tasks. 

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 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. 

 

Academic Integrity in relation to AI

In accordance with the Academic Integrity Policy a student must take responsibility, be proactive, take ownership and hold oneself responsible for ensuring all information and content, including citations and references in their assessment, have been generated and communicated in an ethical, honest and responsible manner and does not report any content or ideas generated by third parties or artificial intelligence sources. Failure to show responsibility by checking the accuracy and integrity of your own content, citations and references, or the submission of falsified content, is a breach of the Academic Integrity Policy. 

 

Assessment Tasks

Name Weighting Hurdle Due
Interview Educational Leader 40% No Friday 16th August 23.55pm
Professional Learning Project 60% No Friday 18th October 23.55pm

Interview Educational Leader

Assessment Type 1: Case study/analysis
Indicative Time on Task 2: 40 hours
Due: Friday 16th August 23.55pm
Weighting: 40%

 

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. (1,500 words)

 
On successful completion you will be able to:
  • Analyse effective leadership and communication strategies that will contribute to meaningful curriculum decision making.
  • Demonstrate an advanced understanding of the role of the Educational Leader in relation to the NQF and in particular QA 1 and QA 7.
  • Synthesise knowledge to develop internal policies and guidelines that respond to the requirements of the NQS.
  • Demonstrate critical reflection and use of current theory and research in justifying curriculum decisions for children from diverse backgrounds and abilities.

Professional Learning Project

Assessment Type 1: Design Task
Indicative Time on Task 2: 60 hours
Due: Friday 18th October 23.55pm
Weighting: 60%

 

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. (2,500 words)

 
On successful completion you will be able to:
  • Critically examine the theoretical and research evidence base that influences contemporary approaches to pedagogy, curriculum and assessment.
  • Analyse effective leadership and communication strategies that will contribute to meaningful curriculum decision making.
  • Demonstrate an advanced understanding of the role of the Educational Leader in relation to the NQF and in particular QA 1 and QA 7.
  • Synthesise knowledge to develop internal policies and guidelines that respond to the requirements of the NQS.
  • Demonstrate critical reflection and use of current theory and research in justifying curriculum decisions for children from diverse backgrounds and abilities.

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 Writing Centre 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

Information about the unit iLearn site

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 information will be posted here, as will other relevant unit notices and materials. 

Various activities and materials for discussion and critical reflection are included and students enrolled in INFQ mode are especially encouraged to use this web component. Electronic links and suggested references will be included in the Resources section. Please check the iLearn unit regularly. 

Weekly lectures are available on the web through the ECHO360 lecture component. You must listen to all lectures prior to attending the associated tutorial. 

PowerPoint slides are available on iLearn in advance of the weekly lecture and/or are available in the Active Learning Tool. 

 

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

Structure 

The unit structure can be found in the university timetable Creating your timetable - Enrolling | Macquarie University, Sydney (mq.edu.au) 

In the tutorial students will discuss issues and questions arising from the lectures and prescribed readings. Students are expected to base their arguments/discussions on evidence from published research and other relevant material. There will be a supporting iLearn site for the unit providing additional readings, links and materials.  

The weekly program for the course with the accompanying readings/ preparation is available  on the unit iLearn site. 

Unit Schedule

A schedule of lectures, tutorials, readings by week is on the ilean site.

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 connect.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au

Academic Integrity

At Macquarie, we believe academic integrity – honesty, respect, trust, responsibility, fairness and courage – is at the core of learning, teaching and research. We recognise that meeting the expectations required to complete your assessments can be challenging. So, we offer you a range of resources and services to help you reach your potential, including free online writing and maths support, academic skills development and wellbeing consultations.

School of Education Procedures 

In addition, the following policies and procedures of the School of Education are applicable in this unit. 

Attendance for undergraduate units 

See the university timetable for information about when classes begin in this unit. Creating your timetable - Enrolling | Macquarie University, Sydney (mq.edu.au)

Activities completed during weekly tutorials (internal/DAY) or on campus days (external/INFQ mode) 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. Make up tasks may be given if attendance is missed to ensure all content is covered to meet accreditation requirements. Some assessment tasks will also be completed in tutorial time.  

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. 

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 

Infrequent Attendance Students 

Information about the dates of the on-campus sessions can be found in the university timetable. Creating your timetable - Enrolling | Macquarie University, Sydney (mq.edu.au)

  • The on-campus sessions are essential to student engagement and learning and attendance on all days is expected. Failure to attend or to have an approved Special Consideration may result in a Fail grade for the unit. Please see attendance requirements in this unit guide.   

  • Prior to the on-campus sessions, you should have read the prescribed readings, listened to the lectures and completed online tasks where required. 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/completing  topic tasks on a weekly basis. 

  • Further specific details and any updates about times and locations will be posted on iLearn as an Announcement during first half of the semester. 

Fail Rule  

This unit is part of a professional course listed on Schedules 2 and 3 of the Academic Progression Policy. This course has additional requirements that are applicable for the full duration of the course, including course-specific inherent requirements, Fitness to Practice requirements and other compulsory course requirements. It also has rigorous academic progression standards. Inability to meet these requirements may result in a withdrawal of offer of admission and/or permanaent exclusion from the course in accoradance with General Coursework Rules. 

Student Support

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

The Writing Centre

The Writing Centre provides resources to develop your English language proficiency, academic writing, and communication skills.

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

Student Services and Support

Macquarie University offers a range of Student Support Services including:

Student Enquiries

Got a question? Ask us via the Service Connect Portal, or contact Service Connect.

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.

5Rs Framework

5Rs Framework 

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: 

Resilient: This unit provides opportunities for students to key pedagogical leadership theories and strategies in early childhood education. During tutorials students will discuss and practice these skills. During class students will build on their skills such as problem-solving, critical analysis, self-awareness, task management, literacy and communication skills.

Reflexive: Students will critically review relevant literature when appraising policy and pedagogical issues as an educational leader in early childhood settings.

Responsive: Teaching is a relational profession: great teachers make deep connections with students, parents and communities. Most of us remember a great teacher we had at school: not because of the content they taught, but because they were inspiring; because of the connection they made with us, their interest in us as an individual, their care for our wellbeing and success. This unit encourages students to collaborate with their peers during tutorials about how they can make deep connections with centre staff to support professional learning.

Ready to learn:  Students will design a professional learning project for a staff team.

Research engaged: Students will investigate complex information, concepts, and theories. Students will become more familiar with the Early Years Learning Framework and the accountability requirements as a teacher in terms of the NQF and NQS.

Unit information based on version 2024.02 of the Handbook