Leading Collaborative Practice

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Charles Sturt University *

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423

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Management

Date

Jan 9, 2024

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docx

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5

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Topic 12: Leading Collaborative Practice Topic overview Topic 12 is the final topic in this subject. This topic reflects on the leadership approaches, strategies and skills introduced in the previous topics. Reflecting on your practices of leading and leadership can be a valuable exercise for personal growth and can provide insight into how you interact with others, make decisions, communicate, address challenges and enable the leadership of others. By identifying the landscape where leadership is enacted and your own leadership practice you build self-awareness, which is a crucial aspect of effective leadership. Topic 12: Leading Collaborative Practice –   focuses on leading collaborative practice which is based on a leaders ability to understand the individuals within the service and the service as whole i.e. the context, the families, the children, the community. Topic rationale The knowledge gained in this topic supports the enactment of leadership and enabling other’s leadership. In this final topic the following subject content will be embedded within reflections: Exploring explicit leadership strategies to apply to the ECEC context. Why mentoring matters: using collective mentoring to build professional capacity. Exploring and critiquing innovative and alternate conceptualisations of leadership for the ECEC field. What is the role and value of integrated services to children and families? By engaging in Topic 12, you will be working towards the following learning outcomes: be aware of the range of skills and knowledge required for effective leadership enactment; be able to demonstrate the relationship between effective collaborative practice and integrated service provision;
be able to demonstrate appropriate leadership and management strategies to facilitate collaborative teams; be able to articulate the value and process of mentoring; be able demonstrate effective interpersonal communication skills and relationship building strategies to afford effective teams; and, be able to use strategies to build institutional cohesion and vision to guide quality ECEC practice. By engaging in Topic 12 , you will review previous content and build your knowledge and skills for assessment 2. Activity  Read (Reading 23) and Reflect The following chapter (Reading 23) provides insight into the latest study of leadership within the TALIS conducted by the OECD (2018). Organisation for Economic Co-operation and Development (OECD) (2018) Building a High-Quality Early Childhood Education and Care Workforce Chapter 4. Leadership and management in early childhood education and care centres After reading consider if you found anything surprising? What was most significant for you in this study? Consider the content from the chapter and the diagram below from the report and consider where your professional learning strengths are. ↑ Back to top
Reflect, watch, read  Reflect, watch, read The development of a service and the development of the individuals who work within a service are inextricably related. As a leader you need to be able to see the bigger picture of the whole service but also understand the smaller moving parts, the staff, families, children, context, community, that make up the bigger picture of the overall service. The Balcony and the dance Floor by Belinda Downey Consider why a leader may need to move back and forth between the balcony and the dance floor. Firstly, a leader needs to move back and forth to understand the bigger picture of the whole service as well as the individual staff. Secondly, a leader needs to move back and forth to understand how change processes are impacting the whole service and the staff. The issues confronting a service are related to the issues the staff are experiencing. For collaborative practice to occur staff need to be able to come together with a shared purpose and aim (Bloom , 2015). However, as discussed in earlier topics change can be difficult, whether it is voluntary change or forced change. Change can involve uncertainty, loss, anxiety and struggle. If as a leader you ignore the fact that change is difficult you may unwittingly miss parts of the change process or miss opportunities to support individuals in dealing with change. These missed parts of the process or opportunities can lead to the change being unsuccessful. As a leader you need to be aware of what the change process is and what the change process represents to the individuals involved in the process on a personal level, so that you can support them through the difficulty of the change. You cannot create organisational change without changing the way staff either think or act. A leaders ability to change how someone thinks or acts has to be based in empathy and understanding of how the individual feels and thinks, as well as the understanding that not
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