Conclusion
As a result, the school has demonstrated a variety of strengths on effective early childhood leadership. The leader provides a sense of inclusion or belonging to other colleagues which they can feel they are empowered and recognised in the service. Both Sheri and Angie also display that they are active listener, while others are speaking they pay attention on the speaker and give feedback at the end. The school also demonstrates the importance of communication in effective leadership. Sheri and Angie always communicate with other educators and teaching assistant with respect to promote relationships that are empowering, collaborative and respectful (Waniganayake et al, 2017, p. 180). Furthermore, it is beneficial that Angie interacts
Austin being a leader instead of a manager is how she leads and inspires not only her students, but other faculty members as well (Wren, 1995, p. 8-10). There was a time when I attended the Virginia High School League States Debate Competition with my debate coach, another Midlothian High School English teacher (Cheatham, personal communication, April 20, 2014). During one of the round breaks, my coach and I happened to get on the topic of English teacher (Cheatham, personal communication, April 20, 2014). It was then that my coach raved about Mrs. Austin and the personal impact she has had on his own teaching methods and ways to motivate students that are dragged down by SOL tests and public school standards (Cheatham, personal communication, April 20, 2014). In this experience, Mrs. Austin solidified her leadership capabilities of motivating and inspiring anyone around her to work harder and be better at anything one does. Overall, Mrs. Austin knows how to properly handle coping with change. She knows how to be a leader, not a manager (Wren, 1995, p.
Literature states that leadership is displayed as a persistent and positive activity (Fitzgerald and Gunter, 2008 cited in Siraj-Blachford and Hallet, 2014, pg.9). According to Rodd (2006), early childhood practitioners need to be effective leaders to make sure their roles and responsibilities are carried out effectively. Although leadership can be learned or developed, it is important that all individual gains access to professional training and opportunities to practice, refined and broadened (Rodd, 2006). Therefore, the importance of leadership and implementation to the setting is recognized by all Early Years Leaders. Leadership can be displayed as a process in which one person, usually it is the leaders role and responsibility to set the purpose or direction for one or more other persons. Then later on gets them to move along together with him or her and with each other in that direction with competence and fill commitment. (Jacques and Clement, 1994, cited in Briggs and Briggs, 2009). Siraj-Blatchford and Hallet (2014) adds that leadership is also known as a process for personal and professional learning and development; organizational change and improvement. Rodd (2013) defines leaders working in early childhood sector as people who are able to influence the behaviours of others to achieve a certain goal or planned outcome. Similarly, leadership in the early childhood sector appears to be more of a result to groups of people who work together to influence and inspire
These critical views have created a confused idea of what effective leadership is and for an EYT (as well as the community) this could affect their leadership role, especially in typical hierarchical environment, that has clearly defined terms of leadership and management (Payler and Locke, 2013. p134). However, their own interpretation of effective leadership agrees with theorists such as Hallet, Miller and Aubrey, who identify the early years professional (EYT) as the key component for successful leadership. Payler and Locke, noted that one of the areas felt most strongly about was a sense of value and community (Payler and Locke 2013) however, Aubrey and Siraj-Blatchford &Manni all identify holistic care and building community partnerships
Working at a daycare solidified my passion of working with kids. After six great years at the daycare and a Bachelors of Arts from University Of Washington, I pursued a different path of working with children on the Autism spectrum. Here I could physically see the changes in behavior and socialization that I facilitated through Applied Behavior Analysis. Although, do to an unforeseen cut in hours I had to leave; an opportunity presented itself back at a daycare. Leadership is necessary when you are a lead assistant and are looking after twenty kids. It is through my leadership skills that the kids learn and practice how to be great leaders themselves. Having a mutual respect between them and me is crucial, alongside having open communication among not only us but between their peers as well. Concluding
When asked the question of how long she worked as a principal, participant began to describe her leadership abilities as being “continuously promoting growth and development through teaching and learning.” Participant went on to mention that it is much more than
Marzano, McNulty and Waters propose five steps for a plan of effective school leadership. The first step is developing a leadership team with purpose. The definition used for a purposeful community is one with the collective efficacy and capability to develop and use assets to accomplish goals that mater to all community members through agreed-upon process (Marzano, et. al, 2005). The second step is distributing some responsibilities throughout the leadership team. The third step is to select the right work. The fourth step is to identify the order of magnitude implied by the selected work. The last step is to match the management style to the order of magnitude of the change initiative. The last step incorporates whether this is first or second order change.
The scope of this paper will be to compare the different roles that early childhood educators have in supporting the artistic development of children. The theorists Jean Piaget and Lev Vygotsky and their respective beliefs regarding the instructional practice of early childhood educators will be examined and critiqued. Additionally, this paper will explore what these theorists believe to be the most effective way to teach the visual arts to young children and what role the early childhood educator plays in supporting their development. In a discussion of Piaget, the constructivist theory will be explained and connected to the visual arts education. The socio-cultural theory and social development theory will be closely examined when
According to Brundrett (2003, 36), ‘most leadership positions in education are held by men’. Siraj-Blatchford (2007) agrees with this fact stating that the Day-care Trust reports 97.5 per cent of childcare workforce are female. The leadership in this setting comprises of female staffs. The manager/leaders in this setting understand the culture of this setting specifically and universally by been able to determine what is good practice for settings in general and what the setting good practice is.
Early childhood education leadership effects parents, families, teachers and most importantly the students. Day care centers can be private or public. This proposal is dealing with a variety of subject areas such as leadership, education, psychology, state, community, and early childhood. Having leadership in a childcare setting is very important and helps the business run
Normally in a good childhood, a child will grow up well educated and wanting to be a role model for younger children whereas a child with a bad childhood might follow in their parents’ footsteps and be a bad influence to others. In an article written by Victoria Carr, Lawrence J. Johnson, and Connie Corkwell, it is explained that “One of the most important aspects of any early childhood setting is the quality of its leadership. Leaders set the tone and are critical to the development of a nurturing environment that supports families and staff, who then encourage children to flourish” (Carr, Corkwell, Johnson 1). They explain that a good or bad childhood is influenced by the role model in that child’s life. A role model can be a parent, a neighbor, a teacher, even a sibling. To the child, they want to grow up and be like their role model. These role models are teaching future “Leaders [to] inspire those they supervise to find their own voices,” or unfortunately to take revenge upon the people who did not help them (Carr, Corkwell, Johnson 2). A child needs someone to look up to because they need direction; it is up to a role model to show the child right from wrong so they can learn and become a leader in the
As an early educator my professional goals and aspirations have change since I read the interview conducted by the author, Denise Scott. As I read this article, I been inspired to reach out to my community, families, students, and peers in order to become a better leader. To make a difference I desire to be a leader in my community. In my community, it is important to connect to students that are entering the childhood field, however to create an atmosphere that encourages mentoring and learning (Rodriguez, 2005). As early educator leaders, we have to promote students by being a positive role model, therefore this would allow them to see the character within us. To work with children, leaders should exhibit good qualities, passion, leadership abilities as well as understanding for others. We have to create an environment that leaders can thrive (Scott, p.1 2005). As educator, we should lead as well as follow to be an effective leader in the early childhood field, however this mean continuing growing. The prospective students need to be aware that this field has no ending. The field of childhood studies is always changing and we have to stay embrace for the future There are challenges and should know where your strengths are as well as your differences (Scott, 2005)
Achieving a school district’s mission and vision requires the commitment of its stakeholders. In order to involve them in the process, it is necessary for educational leaders to “motivate staff, parents, students, board and community members” (Educational Leadership Constituencies Council, 2002, p. 4). The transformational leadership theory emphasizes the importance of educational leaders acting as role-models in order to motivate and inspire the school community. This approach has the potential to involve all stakeholders, leading to increased student success (Bush, 2007). The Assistant Director of Special Education in Northwest ISD directly supervised the school district’s assessment staff. Her education, experience, and passion set an example for her subordinates, stimulating them to achieve more, leading to her promotion to Executive Director of Student Services.
In early years education there has been an increase in government spending and extensive changes through children 's centres programmes and Sure Start. This has led to increased pressure and accountability to provide and achieve excellent childcare provision (Lindon and Lindon, 2012). Many within the literature express the view that good leadership is critical to the quality of the provision. Up until recently, leadership in the early years has been virtually ignored. Urban (2010:16) believes:
Leadership is a sociocultural construct underpinned by the beliefs and values of a society (Waniganayake, Cheeseman, Fenech, Hadley, & Shepherd, 2012). Leadership in early childhood have shifted the focus from one designated leader into a more collective approach – distributed leadership, which is not about delegating. As Cheeseman (2012) states, in early childhood settings, attention is often directed at administrative and management leadership (Waniganayake et al., 2012); however it is important to have a designated leader in the areas of development and implementation of curriculum and pedagogy – being the educational leader as a requirement of the National Quality Framework – whilst at the same time see educational leadership as a
The article called, “Twelve Characteristics of Effective Early Childhood Teachers” focus mainly on the personal characteristics that an early childhood teacher should conserve. To begin with, there are twelve characteristics that are included in the article, which are:”[…] Passion, Perseverance, Willingness to take risks, Pragmatism, Patience, Flexibility, Respect, creativity, Authenticity, Love of learning, High energy, and Sense of humor” (Colker, 3-5). However, in the article, “Twelve Characteristics of Effective Early Childhood Teachers:” “[…] attempt to identify some of the key characteristics early childhood teachers need to excel in their job” (Colker, 01). Nevertheless, some of the early childhood teachers enter in the field, due