I have attached the assessment question below. I want you to answer part 2 (Analyse the current conceptualisation of leadership in the service.....)and part 3 (Discuss strategies for team building....) of the question. It is a case study about a childcare centre. I want you to write about Burns Bay cottage long day care. However, I do not want you to mention the centre's name in the case study. I have attached my lectures that might be helpful for this case study.And I have also attached an example assessment that might be helpful. the example of the assessment is a case study of the other childcare centre.
Breakdown of Assessment 2 Interns Cohesive organisation, presentation, structure and following of style guidelines. Write as a Case Study format Title Page Index page (numbered) References Appendix (if needed) Use headings and subheadings Cohesive use of current subject and peer reviewed literature and/or credible sourced reports and documents and/or research. Demonstrate that you have read beyond the subject and research literature provided to you by the TAFE. In text citation / referencing and reference list is completely correct. Ensure that every new point that you make, or statement of belief is backed up and anchored to something you have read in the subject or research literature. Ensure that you are using APA referencing for intext citations and your reference list. Writing structure is cohesive with fluency, correct grammar, spelling, word choice and syntax. Good flow of thoughts, correct spelling, and punctuation. Easy for the reader to understand what you are saying. Case study cohesively examines the governance structure, staffing roles, utilisation and the layout of the setting. Governance and Structure – tell the reader about your organisation, who runs it i.e., private, council, independent, corporation, community etc. Briefly describe the management structure and staffing. Describe the building and rooms i.e., was it purposefully build or an old hall etc. How many children do you cater for in your service? What are their ages? Case study cohesively analyses the current conceptualisation of leadership in the service. What current styles, models or theories are being used or not used by your organisation? What is the role of the Manager and the Educational Leaders? Where is leadership in your service enacted from? Case study cohesively critiques the management processes of the service. How does the organisation strategically plan for the future? Who is involved in writing policies and procedures? Who is involved with writing the philosophy, values, and goals? How are fees and funding collected i.e what system. Who is responsible for recruitment, professional development, and conflict resolution? Case study cohesively justifies the attributes, strategies, and processes of team building. What is in place to support staff team building, what leadership models do you see in place? What is working and what is not working? How does this effect the staff and what could change if anything? Subject code and name Course code and name Name of presentation (eg: Lecture Week 1) HE20510 Bachelor of Early Childhood, Education and Care (Birth – 5) ECPPL405A LEADERSHIP AND MANAGEMENT IN EARLY CHILDHOOD Week 1 Lecture Topic: Conceptualising early childhood leadership Personal qualities of leaders Theories, models and styles 1 www.highered.tafensw.edu.au TAFE NSW -Technical and Further Education Commission 1 CONCEPTUALISING LEADERSHIP IN EARLY CHILDHOOD 2 ECPPL405A Leadership and Management in Early Childhood www.highered.tafensw.edu.au TAFE NSW -Technical and Further Education Commission ECPPL405A Leadership and Management in Early Childhood “Intentional leaders are courageous, and can demonstrate leadership through considered and deliberate actions and effective interpersonal and workplace communication” (Waniganayake et al., 2017). Intentional leadership builds on the framework of ‘intentional teaching’ the pedagogical position presented in the Early Years Learning Framework (EYLF). 3 TAFE NSW -Technical and Further Education Commission 3 ECPPL405A Leadership and Management in Early Childhood Intentional leaders will engage in ethical practices as they implement their leadership responsibilities in a positive way with respect, care and compassion. will collaborate with others to active collective goals to move an organisation forward. Proactively enable everyone in the context to feel a sense of security and belonging 4 TAFE NSW -Technical and Further Education Commission 4 ECPPL405A Leadership and Management in Early Childhood According to Waniganayake et al., there are three underpinning enduring relational constructs or intentional leadership. Leadership and vision - strategy, future possibilities, optimism and hope. Leadership and learning – self development, love of learning, proactive facilitation, critical questioning, thinking and reflection. Leadership and connectedness - Articulating and conveying ideas in a way that will being diverse beliefs and values together for a group purpose (2017, p. 7). 5 TAFE NSW -Technical and Further Education Commission 5 ECPPL405A Leadership and Management in Early Childhood Nicholson and Maniates (2016) have appraised four shifts in conceptualising Early Childhood Leadership. Leadership as a positional authority and the resulting role confusions between leadership and management Leadership as specialist knowledge Leadership as distributed and relational also known as transformational leadership Leadership as a continual negotiation of uncertainties complex and contextual (cited Waniganyake et al., 2017) 6 TAFE NSW -Technical and Further Education Commission 6 ECPPL405A Leadership and Management in Early Childhood This brief overview demonstrates the movement of Early Childhood leadership from the privileged position of one person to a more socially constructed phenomenon embedded within leadership practice. Within the framework of distributed leadership, the local context of each setting is meaningfully conceptualised as collaborative opportunities emerge. (Waniganayake et al., 2017). 7 TAFE NSW -Technical and Further Education Commission 7 ECPPL405A Leadership and Management in Early Childhood A large body of evidence supports the notion that leadership is multi-facited. The three basic elements are demonstrated in the diagram below (Waniganayake et al., 2017, p.14). 8 TAFE NSW -Technical and Further Education Commission 8 ECPPL405A Leadership and Management in Early Childhood Many studies have demonstrated the pivotal role of effective leaders on early childhood settings. Specifically the studies have shown that leadership can positively impact on: the quality of the service as a workplace the quality of education provided the developmental outcomes achieved by the children over time (Waniganayake et al., 2017, p. 15) (Waniganayake et al., 2017). 9 TAFE NSW -Technical and Further Education Commission 9 ECPPL405A Leadership and Management in Early Childhood Stamopoulos and Barblett (2018) claim that in the current context, early childhood leadership is both a collective and an individual responsibility. Shared practice and effective relationship have reconceptualised traditional views. Additionally, how leadership is defined influences how people engage in it (Lambert cited, Stamopoulos and Barblett, 2018) In early childhood contexts there are many terms denoting leadership. Whilst some of these roles are positional, they are not all positional. Each team and organisation must think about the meanings of leadership. . 10 TAFE NSW -Technical and Further Education Commission 10 THE PERSONAL QUALITIES OF LEADERS IN EARLY CHILDHOOD 11 www.highered.tafensw.edu.au TAFE NSW -Technical and Further Education Commission ECPPL405A Leadership and Management in Early Childhood There is no one personal profile of an early childhood leader but there are personal qualities and skills that are considered highly desirable for effective early childhood leadership. Leadership can be viewed through two lenses. Psychological lense: This supports the monitoring of leaders qualities, attributes and ways of thinking. Sociological lense: Socially constructed by different EC contexts (Stamopoulos and Barblett, 2018, p. 11) 12 TAFE NSW -Technical and Further Education Commission 12 ECPPL405A Leadership and Management in Early Childhood Desirable qualities include: Honesty Integrity Collaboration Respect Responsiveness Affective communication Skills Agency Self awareness (Intrapersonal) Transparency Decisiveness (Stamopoulos and Barblett, 2018, p. 11) 13 Flexibility Problem –solving ability Ethical decision making Reflectiveness Confidence Being knowledgeable Awareness of others (interpersonal skills) Inspiring others Acting with integrity Competent TAFE NSW -Technical and Further Education Commission 13 ECPPL405A Leadership and Management in Early Childhood Other leadership factors can include…… Personality values and beliefs vision and motivation skills (strengths and weaknesses) level and type of experience previous interactions with others within and external to the workplace, and character