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Posted: September 6th, 2023

TCHR3004 Leadership and advocacy in Early childhood

Assessment Brief
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%)
NOTE – Write the content in a tone that is like human written text – not typical to AI; a writing that bypasses AI detectors. For example, act like an article writing expert in the topic field, use formal tone with simple but correct English grammar that is niche-appropriate, and avoid redundancy.
– Use active voice in your sentence structure.
– Where necessary use subtitles, recently updated data and examples. – Include the 4 scholarly references from sources like scholar.google.com, websites, journals, libraries and Academic Databases for in text citation, FROM YEARS 2016-23.
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.

Task 1: Identifying a leadership style requires reflection on your values and vision. Transformational leadership often aligns well in early childhood settings as it focuses on empowering teams and facilitating growth (Northouse, 2019).
Task 2: Transformational leadership has theoretical roots in Burns’ work on transforming and transactional leadership styles. It emphasizes inspiring followers through motivation, intellectual stimulation and consideration of individual needs (Burns, 1978).
Task 3: This style can influence management positively by building trust and collaboration. For example, a transformational leader may distribute leadership tasks to empower staff while also advocating for resources to support children’s development (Kouzes & Posner, 2007).
Some key references:
Burns, J. M. (1978). Leadership. Harper & Row.
Kouzes, J. M., & Posner, B. Z. (2007). The leadership challenge (Vol. 3). John Wiley & Sons.
Northouse, P. G. (2019). Leadership: Theory and practice. Sage publications.

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