TCHR3004 Leadership and advocacy in Early childhood ASSESSMENT BRIEF: Assessment 1 Summary Title Assessment 1: Report Due Date 15th September 2023 (End of week 3) Length 1500-word Referencing APA Style 7 SCU Library referencing guides Weighting 50% Submission Via the Turnitin link on the Assessment and Submission section on the unit site. Unit Learning Outcomes You will demonstrate the following Unit Learning Outcomes on the successful completion of this task: 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. 2. Demonstrate an understanding of how to build supportive and collaborative environments for children, parents, community and staff. 3. Critically reflect on the role that advocacy plays in early childhood education (locally, nationally and internationally) and identify the skills that a strong advocate for the ECEC profession should display. 4. Critically analyse and understand the role of the educational leader: including relationships, responsibilities, expectations, ethical practice and transition to an educational leader. Task Description For this assessment, you are required to write a report of 1500 words. The report can include tables, charts, figures, and/or graphs to illustrate your findings where necessary. Rationale As an early childhood educator, it is important you have an understanding about leadership and your role as a leader. Task Instructions Write a report that responds to the following three tasks. 1. Identify and explain the key principles of a (one) leadership style that you aspire to follow and justify how it aligns with your professional philosophy on leadership in the early childhood setting. 2. Demonstrate your knowledge of the theoretical underpinnings of this leadership style. 3. Critically review how this leadership style influences management in an early childhood setting in relation to children, families and staff. The report must include: 2 Assessment Brief 1. A brief introduction of no more than 100 words outlining the purpose and content if the report. 2. A body of no more than 1320 words and broken into sections with short, appropriate headings (based upon the 3 tasks listed above). 3. A conclusion of no more than 80 words, highlighting the key findings. 4. A reference list that includes all sources of information used. Referencing Style Referencing should conform to the APA 7th style. It is recommended that you refer to the referencing guide available through the SCU library. Task Submission Report should be submitted using the Turnitin submission link titled “Assessment 1: Report” in the Assessments Tasks & Submission section on the Blackboard TCHR3004 site. Only a word document submitted via the Turnitin portal on Blackboard will be accepted. You must label your submission with your surname and initials and the assessment task's name, e.g: “JonesA_report.docx” Special Consideration As per Southern Cross University policy: Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via their MyEnrolment page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates. Late Submissions & Penalties As per Southern Cross University policy, except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached. 1. a penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date 2. a further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark reaches zero.” 3. If student upload their paper to the incorrect submission point e.g. Draft Checker and NOT the assessment submission point – academic penalty will be applied. 4. If students upload their draft paper to the final submission point – this paper will be accepted as the final paper and marked. 3 Assessment Brief Assessment Rubric Marking Criteria and % allocation High Distinction+ 100% High Distinction (85-99%) Distinction (75-84%) Credit (65-74%) Pass (50-64%) Fail (1-49%) Absent Fail (0%) Identification and explanation of the key principles of a leadership style that you aspire to follow 20% Achieves all the criteria for a high distinction to an exemplary standard, without any errors. Outstanding identification and explanation of the key principles of a leadership style that you aspire to follow Identification and explanation of the key principles of a leadership style that you aspire to follow is articulated very well. Identification and explanation of the key principles of a leadership style that you aspire to follow is articulated clearly. Satisfactory identification and explanation of the key principles of a leadership style that you aspire to follow is articulated. Unsatisfactory identification and explanation of the key principles of a leadership style that you aspire to follow. Not attempted. Justification for how this leadership style aligns with your professional philosophy on leadership in the EC setting 20% Achieves all the criteria for a high distinction to an exemplary standard, without any errors. Outstanding justification for how this leadership style aligns with your professional philosophy on leadership in the EC setting Justification for how this leadership style aligns with your professional philosophy on leadership in the EC setting has been articulated very well. Justification for how this leadership style aligns with your professional philosophy on leadership in the EC setting has been articulated clearly. Satisfactory justification for how this leadership style aligns with your professional philosophy on leadership in the EC setting has been articulated. Unsatisfactory justification for how this leadership style aligns with your professional philosophy on leadership in the EC setting has been articulated. Not attempted. Knowledge of the theoretical underpinnings of this leadership style 20% Achieves all the criteria for a high distinction to an exemplary standard, without any errors. Outstanding demonstration of knowledge of the theoretical underpinnings of this leadership style. Knowledge of the theoretical underpinnings of this leadership style has been clearly identified and articulated very well. Knowledge of the theoretical underpinnings of this leadership style has been clearly identified. Satisfactory knowledge of the theoretical underpinnings of this leadership style has been demonstrated. Unsatisfactory knowledge of the theoretical underpinnings of this leadership style has been demonstrated. Not attempted. Critical review how this leadership style influences management in an early childhood setting in relation to children, families and staff. 20% Achieves all the criteria for a high distinction to an exemplary standard, without any errors. Outstanding critical review of how this leadership style influences management in an early childhood setting in relation Critical review of how this leadership leadership style influences management in an early childhood setting in relation to children, families Critical review of how this leadership leadership style influences management in an early childhood setting in relation to children, families Satisfactory critical review of how this leadership leadership style influences management in an early childhood setting in relation to Unsatisfactory critical review of how this leadership leadership style influences management in an early childhood setting in relation to Not attempted. 4 Assessment Brief to children, families and staff. and staff has been demonstrated very well. and staff has been demonstrated clearly children, families and staff has been demonstrated. children, families and staff has been demonstrated. Links to the literature on leadership, the EYLF (AGDE, 2022) and NQS (ACECQA, XXXXXXXXXX% Achieves all the criteria for a high distinction to an exemplary standard, without any errors. Outstanding inks made to the literature on leadership, the EYLF and NQS. Very good links to the literature on leadership, the EYLF and NQS. Clear links to the literature on leadership, the EYLF and NQS have been made. Satisfactory links made to the literature, EYLF and NQS. Unsatisfactory or no links have been made to the literature, EYLF and NQS. Not attempted. Standard of writing and presentation - spelling, punctuation, grammar, paragraph structure, APA 7th referencing style 10% Achieves all the criteria for a high distinction to an exemplary standard, without any errors. Outstanding standard of academic writing including APA 7. No errors evident. Clear and correct use of academic writing and APA 7 referencing. No errors evident. Clear and correct use of academic writing and APA 7 referencing. No errors evident. Academic writing and APA 7 referencing is mostly correct. Very minor errors are evident. Poor academic writing including APA 7 referencing. Errors are present. Not attempted. Description of SCU Grades High Distinction: The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as outstanding in relation to the learning requirements specified. Distinction: The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as distinguished in relation to the learning requirements specified. Credit: 5 Assessment Brief The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The student’s performance could be described as competent in relation to the learning requirements specified. Pass: The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The student’s performance could be described as satisfactory in relation to the learning requirements specified. Fail: The student’s performance fails to satisfy the learning requirements specified