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LocationDomesticInternational
OnlineSession 2N/A

Unit description

Provides students with an understanding of the responsibilities and challenges of being a professional in early childhood and models of leadership and management of early childhood services. Students also develop skills required to participate successfully and effectively as a leader and manager.

Unit content

Module 1: Leadership management and early childhood education and care
Defining leadership: roles; relationships and responsibilities
Defining management: roles; relationships and responsibilities
Developing a personal philosophy of leadership
Establishing a leadership identity and leadership style

Module 2: Advocacy and early childhood
Defining advocacy
Understanding the role of advocacy in early childhood
Advocacy in early childhood: history; present and future

Module 3: Transition to the profession as an educational leader

Defining the educational leader role: relationships and responsibilities

Dimensions of the educational leader: expectations and ethics

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
On completion of this unit, students should be able to:GA1GA2GA3GA4GA5GA6GA7
1demonstrate knowledge of the key principles of leadership and management in practice in early childhood education and care services and settings underpinned by theoretical and practical perspectives on administration, management and leadershipIntellectual rigourEthical practiceKnowledge of a discipline
2demonstrate an understanding of how to build supportive and collaborative environments for children, parents, community and staffIntellectual rigourEthical practiceKnowledge of a discipline
3critically reflect on the role that advocacy plays in early childhood education (locally, nationally and globally) and identify the skills that a strong advocate for the profession should display Intellectual rigourEthical practiceKnowledge of a discipline
4Demonstrate understanding regarding the role of the Educational Leader: including the relationships, responsibilities, expectations and ethics.Intellectual rigourEthical practiceKnowledge of a discipline

On completion of this unit, students should be able to:

  1. demonstrate knowledge of the key principles of leadership and management in practice in early childhood education and care services and settings underpinned by theoretical and practical perspectives on administration, management and leadership
    • GA1: Intellectual rigour
    • GA3: Ethical practice
    • GA4: Knowledge of a discipline
  2. demonstrate an understanding of how to build supportive and collaborative environments for children, parents, community and staff
    • GA1: Intellectual rigour
    • GA3: Ethical practice
    • GA4: Knowledge of a discipline
  3. critically reflect on the role that advocacy plays in early childhood education (locally, nationally and globally) and identify the skills that a strong advocate for the profession should display
    • GA1: Intellectual rigour
    • GA3: Ethical practice
    • GA4: Knowledge of a discipline
  4. Demonstrate understanding regarding the role of the Educational Leader: including the relationships, responsibilities, expectations and ethics.
    • GA1: Intellectual rigour
    • GA3: Ethical practice
    • GA4: Knowledge of a discipline

Prescribed texts

  • Rodd, J, 2013, Leadership in early childhood: The pathway to professionalism, Allen & Unwin, Sydney.
  • Waniganayake, M, Cheeseman, S, Fenech, M, Hadley, F & Shepherd, W, 2012, Leadership: Contexts and complexities in early childhood education, 1st edn, Oxford University Press, South Melbourne, Vic.
Prescribed texts may change in future study periods.

Teaching and assessment

Teaching method
Tutorial online 1 hour (10 weeks)
Assessment
Report35%
Critical review35%
Portfolio30%
Notice

Intensive offerings may or may not be scheduled in every session. Please refer to the timetable for further details.

Southern Cross University employs different teaching methods within units to provide students with the flexibility to choose the mode of learning that best suits them. SCU academics strive to use the latest approaches and, as a result, the learning modes and materials may change. The most current information regarding a unit will be provided to enrolled students at the beginning of the study session.

Fee information

Domestic

Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2020 Commonwealth Supported only. Student contribution band: 1

Fee paying courses
For POSTGRADUATE or UNDERGRADUATE full fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees

International

Please check the international course and fee list to determine the relevant fees.

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