I had sent the link of my lecture and links of some important reading. i have also attached the...

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I had sent the link of my lecture and links of some important reading. i have also attached the rubric and the assessment question the the word link below.Would you be abeto complete this by this Tuesday 16th march?
For this assessment, we will have to include some questions such asWhat is leadership? Qualitiesof leadership? Qualities of a leader in early childhood education setting (i.e. quality of educational leader, manager, director of the childcare), roles and responsibilities of a leader in early childhood setting, management in early childhood[ information in week 3 lecture ], Australian policycontext [information in week 2 lecture], strategic plan and development [information in week 2 for this as well], theories, models and styles of leader[information in week 1 lecture. ]. the links for the lectures are below.

Subject code and name Course code and name Name of presentation (eg: Lecture Week 1) HE20510 Bachelor of Early Childhood, Education and Care (Birth – 5) ECPPL405A LEADERSHIP AND MANAGEMENT IN EARLY CHILDHOOD Week 3 Lecture Topic: Leadership and management Management vs leadership Leadership in early childhood settings Management in early childhood settings Pedagogical Leadership 1 www.highered.tafensw.edu.au TAFE NSW -Technical and Further Education Commission 1 Disclaimer The content on the following slides is derived from the readings within the reference list unless otherwise noted. 2 www.highered.tafensw.edu.au TAFE NSW -Technical and Further Education Commission ECPPL405A Leadership and Management in Early Childhood One of the key changes in the early childhood field has been the shift of thinking about leadership – from a management perspective to a leadership perspective. The dimensions of early childhood leadership and management can come with some blurred lines. It is important to note, that in early childhood, the terms manager and leader can be used interchangeably and often the roles are intertwined. This can be often be accounted to context - service sizes, types and resources having significant implications for the role of leader or manager. (Stamopoulos and Barblett, 2018, p. 9) See the following table adapted by Daft and Pirola-Merlo, 2009:Murray, 2010) 3 TAFE NSW -Technical and Further Education Commission 3 Management vs Leadership 4 (Stamopoulos and Barblett, 2017) ManagerLeader Directs and controlsInspires and guides Maintains status qouCreates and challenges status qou Supervises and designatesEmpowers RegulatesIs visionary Manages by goals and objectivesManages by interactions Creates BoundariesReduces boundaries AdministersInnovates Focuses on systems and structuresFocuses on people Takes a short-term viewTakes a long term view ECPPL405A Leadership and Management in Early Childhood www.highered.tafensw.edu.au TAFE NSW -Technical and Further Education Commission For a comparison see Rodd’s (2013) Management vs Leadership 5 (Rodd, 2013) ECPPL405A Leadership and Management in Early Childhood www.highered.tafensw.edu.au TAFE NSW -Technical and Further Education Commission ECPPL405A Leadership and Management in Early Childhood In general, leaders lead people in ways that empower and develop others. Managers manage functions, processes and people, concentrating on the smooth daily running of a service. They may use efficient strategies but these may not maximise the full potential of people (Poole cited Rodd, 2013). Effective leaders in early childhood need to be aware that their leadership role is more than routine management, which focuses on the present and is dominated by issues of continuity and stability. (Rodd, 2013) (Rodd, 2013) 6 TAFE NSW -Technical and Further Education Commission 6 ECPPL405A Leadership and Management in Early Childhood Management activities can be undertaken without enacting leadership. On the other hand, leaders focus on the future—what could and should be; they build and communicate shared vision, inspire commitment to shared goals, motivate and build collaborative teams, and model and distribute responsibility. They approach managerial responsibilities as opportunities to engage, enable and empower people. Consequently, they are accorded respect and status as credible and legitimate leaders. (Rodd, 2013) 7 TAFE NSW -Technical and Further Education Commission 7 ECPPL405A Leadership and Management in Early Childhood Management is related more to maintenance tasks—concerned with carrying on, keeping up, perpetuating and sustaining. An emphasis on maintenance can lead to a preoccupation with staying safe and not advancing. Leadership emanates out of vision that is grounded in philosophy, values and beliefs, which in turn guides policy, day-to-day operation, procedures and innovation. It is manifested through strategic planning that grows out of reflection. Leadership is associated more with strengthening qualities, behaviours and values through inspirational, politically sensitive public relations, research and dissemination skills, and taking risks to improve quality. (Rodd, 2013) 8 TAFE NSW -Technical and Further Education Commission 8 ECPPL405A Leadership and Management in Early Childhood Leadership is related to: strategic development rather than day-to-day problem-solving fostering a culture of trust, developing an openness to learning, encouraging and stimulating learning, communicating aims and vision with clarity, and mission, direction and inspiration rather than designing and implementing plans, getting things done and ensuring that other people work efficiently. (Rodd, 2013) 9 TAFE NSW -Technical and Further Education Commission 9 ECPPL405A Leadership and Management in Early Childhood The qualities of new paradigm leaders were listed on slide 33 of week 1 lecture notes. Take a moment to review this. Early childhood educators who aspire to leadership are encouraged to constantly scrutinise and challenge traditionally accepted practices because leadership is about learning, and all effective leaders are learners. In fact, if leaders stop learning, they are finished as leaders. (Rodd, 2013) 10 TAFE NSW -Technical and Further Education Commission 10 ECPPL405A Leadership and Management in Early Childhood Effective early childhood leaders are oriented towards the future, where innovation and change are effected through: collaborative goal-setting, where the wider the participation, the greater the likelihood of commitment to the goals consensus-building, where a productive working environment is created by shared and distributed responsibility for implementing and adhering to decisions personnel development, where educators and families are helped to grow and develop, and service development, where initiative is taken to establish, review, evaluate and modify existing services and structures. (Rodd, 2013) 11 TAFE NSW -Technical and Further Education Commission 11 ECPPL405A Leadership and Management in Early Childhood In order to be an effective leader, one also needs to be an efficient manager. However, management skills do not equate with and are not the same as leadership skills. Poorly developed management skills will not provide the level of organisation required to free up the time needed to devote to leadership issues. Leaders with highly developed management skills structure their workload to allocate adequate time to key leadership functions. (Rodd, 2013) 12 TAFE NSW -Technical and Further Education Commission 12 ECPPL405A Leadership and Management in Early Childhood Management skills are necessary but not sufficient for effective leadership. The knowledge, abilities and skills of management and leadership overlap but are essentially different. Leadership

lecture-3-p5kktkxm.pptx lecture-4-bw0ki245.pptx lecture-2-week-2-4bp3pccu.pptx lecture-1-week-1-p4rtkphv.pptx leadership-and-mgmt-vjl22shk.docx

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Running Head: LEADERSHIP THEORIES IN EARLY CHILDHOOD EDUCATION 	1
LEADERSHIP THEORIES IN EARLY CHILDHOOD EDUCATION		11
CRITIQUE AND MANAGEMENT OF THE LEADERSHIP THEORIES IN EARLY CHILDHOOD SETTING 
Table of Contents
Introduction	3
Brief Rationale and Overview of the Policies	3
Leadership Styles Analysis	5
Theories of Leadership	6
The Current Scenario and Selection of the Leadership Theory	7
Conclusion	9
References	9
Introduction
	In the context of early childhood, it can be stated here that the conceptual frameworks of management are confused with the theories of leadership. In fact, they both are understood as one; however, there are differences between the applications of the two in the practical aspect of early childhood setting (Rodd, 2013;Browining 2013). These are like two sides of the same picture and though they are relatable to each other, the functional objectives of the two are different. In other words, both can be reckoned as the compliments to each other. The management of early childhood education and care sources from the leadership styles that can be adopted and well implemented (Heikka, Waniganayake, & Hujala, 2012).  In this way, the process of attaining desired outputs are projected through the leadership approach which is the best suitable especially in the modern context. This is the time when the inclusion of digital technology in education has changed how the setting of early childhood education should be viewed. 
Brief Rationale and Overview of the Policies 
	At first, it is important to note here that ECE has evolved in the past three decades to a significant extent. It has now fully grown into a strong and integrated organization in Australian context (ACECQA, 2018; Rodd, 2013).).  The Australian ECE setting is guided by the global framework of excellence and quality education norms that are delivered with perfect management principles applied i.e. with a view to carry out the basic goals of ECE, the Australian government has implemented effective policies at frequent intervals (ACECQA, 2018). The Australian Children Education and Care Authority Council have embedded National Quality Frameworks (NQF) into the system. The main objective of this approach in 2017 is to ensure that the collective efforts are made to improve the skills of managing early childhood setting and at the same time, it has replaced the guiding norms of the staff on behalf of the directors (ACECQA, 2018).
	Previously before the inclusion of National Quality Framework into the system, the staff members were dependent over the directors of the Council to receive guidelines of educational operations. They were thoroughly accountable for their professional actions to the board of directors to the Council, whatever it may be. However, with this collective approach or rather by distribution of powers into the staff members and other concerned authorities, the ECE has seen a new phase, a kind of shift or evolution of the early childhood educational ideologies. The pedagogy of teaching norms has been vitalized by the regulation of the NQF in the system because there are now specific conditions and norms which these professionals are expected to follow (Thomas & Nuttall, 2013). 
	Additionally, National Quality Framework has various quality criteria which are like the governing principles used for the assessment of the educational norms. Under quality criteria 7, there is governance and leadership which is used for the current analysis. There are three sub-standards of these quality criteria namely, 7:1 which entails the process of developing innovative leadership in the organizational culture to enhance the professional group learning development (ACECQA, 2018; Thomas & Nuttall, 2013). This is the criteria under which, the development of effective leadership style is expected in the early childhood education and this should be in accordance with the holistic development of the children obtaining early education. Under criteria 7:2, it is mentioned that the professionals are committed to provide quality education by sharing their professional skills and knowledge to the early learners  Finally under criteria 7:3, it is the responsibility of the centre to produce interactive and positively engaging learning environment to the young learners by having high quality setting in early childhood education (ACECQA, 2018; Thomas & Nuttall, 2013).
	Further, the above mentioned quality criteria altogether complete the National Quality Framework in terms of managing the ECE by providing effective environment. It is implied by these rules that the educators are supposed to intervene in the best manner possible to make sure that the learning atmosphere for the early age learners is well created, as per their understanding of the environment and the curriculum. Here, the concept of leadership is intricate and complex in terms of steering the process of learning positively (Heikka, Waniganayake, & Hujala, 2012).   A good leader, therefore, should be someone who looks at the bright side of things and with his or her optimistic approach, he or she improvises the best management skills.

I had sent the link of my lecture and links of some important reading. i have also attached the rubric and the assessment question the the word link below.Would you be abeto complete this by this...

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