Lecture. Presentation. Discussion. Case Study. collaboration and Group Activities. Observation and Analysis of Video clips. Guest Speaker. Reflection. Enquiry based learning. Feedback on learning activities.
Module Aim:
This aim of this module is to engage the learner with the knowledge, concepts and practice opportunities with regard to Pedagogical Leadership in Early Childhood Settings. Communication, intrapersonal and interpersonal skills are explored with regard to working with families, communities and other professionals and agencies. The positioning of the practice of leadership in Early Childhood education in the context of current policy developments is also explored.
Learning Outcomes
On successful completion of this module the learner should be able to:
LO1
Explore the roles and responsibility necessary for quality pedagogical leadership.
LO2
Demonstrate an understanding of the application of Siolta and Aistear in an Early Childhood Setting and reflect on its effectiveness.
LO3
Reflect on the role of the leader in supporting the learning of the children, parents and families and communities living in challenging social and economic circumstances.
LO4
Analyse the role of the pedagogical leader when interacting with other professionals and support agencies.
LO5
Critique current practice in early childhood education and care to include emerging critical discourses.
LO6
Analyse the interrelationship of issues presented in other modules in relation to Ethical Practice, Emerging Issues in Early Childhood practice, Supervision and Mentorship and Regulation and Inspection.
Pre-requisite learning
Module Recommendations
This is prior learning (or a practical skill) that is recommended before enrolment in this module.
No recommendations listed
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed.
No requirements listed
Module Content & Assessment
Indicative Content
Roles and responsibilities of quality pedagogical leadership.
• Leadership; principles & practice
• Leadership; roles and responsibilities
• Building a team
o Listening for the voice of the child in practice
o Communication within teams
o Dealing with uncertainty and unpredictability
o Deconstructing and co-constructing approaches to practice
o Leading for continuous quality improvement
o Leading for team wellbeing
• Leading, supporting and empowering the Key Worker
• Leadership and reflective practice
Leading the application of Siolta and Aistear
• Leading the educational implementation of Aistear, Siolta in the context of First 5.
• Leading curriculum development
• Co-constructing democratic practices through agreed practice and documentation
• Building a strategic approach to the use of supporting learning techniques
• Leadership and the development and implementation of policies, procedures and practices
• Leading children and families through transitions
• Leading for reflective practice
Educational leadership and supporting families
• Educational leadership and support of families experiencing poverty, homelessness, drug use, the prison service and those asylum seeking and refugees
• Listening to and coming to an understanding of the culture and challenges of families in challenging situations in the content of supporting learning and advocating for them.
Interacting with other professionals and support agencies.
Forming and supporting communities of practice
• Developing co-professional dialogue
• Leading the team in a multi-agency context
o the role of communication, report writing and shared responsibility
Current practice and emerging critical discourses.
• New directions in leadership and early childhood services
o Distributed leadership
o ‘Room’ leadership
• Considering differing types of early childhood provision:
o Private
o Community
o Attached to schools
o Hospital
Capstone
• Analyse the interrelationship of issues presented in other modules in relation to Leadership and Ethical Practice, Emerging Issues in Early Childhood practice, Supervision and Mentorship and Regulation and Inspection.
Assessment Breakdown
%
Continuous Assessment
50.00%
End of Module Formal Examination
50.00%
Continuous Assessment
Assessment Type
Assessment Description
Outcome addressed
% of total
Assessment Date
Essay
The learner will be invited to complete an essay type assignment showing the achievement of Learning Outcomes 1, 2 and 3.
1,2,3
50.00
n/a
No Project
No Practical
End of Module Formal Examination
Assessment Type
Assessment Description
Outcome addressed
% of total
Assessment Date
Formal Exam
The end of semester formal assessment will be a timed formal examination covering the Learning Outcomes 4, 5, and 6.
4,5,6
50.00
End-of-Semester
SETU Carlow Campus reserves the right to alter the nature and timings of assessment