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EDUC 7006 Learning outcomes 1 Critically analyse current leadership theory to inform personal teacher identity. 2 Clearly articulate professional practice and on-going learning

Assessment One: Written assignment – Leadership Analysis
Due date and time: 7th May 2023 @11.59pm via Turnitin
This assessment is worth 40% of your final grade.
This assessment assesses the following highlighted learning outcomes of the course:
EDUC 7006 Learning outcomes
1 Critically analyse current leadership theory to inform personal teacher identity.
2 Clearly articulate professional practice and on-going learning to support complex decisionmaking.
3 Critically reflect on personal pedagogy informed by socially and culturally located praxis.
This assessment also skills you in the following Teaching Standards. For further details on elaborations for each standard go to Our Code Our Standards p 18-21
1. Te Tiriti o Waitangi partnership – Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.
2. Professional learning – Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.
3. Professional relationships – Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.
4. Learning-focused culture – Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.
5. Design for learning – Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures
6. Teaching – Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.
Description and rationale
From your own experience, describe a challenging practice situation that you experienced in an early childhood centre relating to leadership, including decisions which were made at the time. Through critical analysis and reflection, and with clear connections to the Teaching Standards consider knowledge, capabilities and skills needed to ensure outcomes for the benefit of all stakeholders. Instructions
Your analysis will include:
• A clear description of the situation, including an explanation of why the practice situation was a challenge;
• The relevant, specific and appropriate leadership styles, and actions were taken to address the challenging situation, including the outcomes;
• Connection with theoretical perspectives (including critical theory), research and literature from readings of this course and all others in the BTEC;
• Strategies that could be implemented to achieve an alternative outcome, related to your personal pedagogy and teacher identity.
Word count
2500 words
Procedures for submitting the assessment
You need to submit your work via Turnitin in the course’s Moodle page. Upload your file and, if true, check the box to say that your work is original and contains no plagiarism (this is a required field), before clicking on ‘Add Submission’.
Recommended reading
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.). Centage Learning.
Education Council of New Zealand. (2011). Tataiako. Cultural competencies for teachers of Maori learners. Ministry of Education.
Education Council of New Zealand. (2017). Our code our standards. Code of professional responsibility and standards for the teaching profession. Nga tikanga matatika nga paerewa: Nga tikanga matatika mo te haepapa ngaiotanga me nga paerewa mo te umanga whakaakoranga. Education Council.
Ministry of Education. (2018). Tapasa. Cultural competencies framework for teachers of Pacific learners. Ministry of Education.
Ministry of Education. (2017). Te whariki. He whariki matauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Ministry of Education.
Ministry of Education. (2007). The New Zealand curriculum for English-medium in years 1 – 13. Learning Media.
Pelo, A., & Carter, M. (2018). From teaching to thinking: A pedagogy of reimagining our work.
Exchange Press.
Rodd, J. (2014). Leadership in early childhood (4th ed.). Allen & Unwin.
Stamopoulos, E., & Barblett. (2018). Early childhood leadership in action: Evidence based approaches for effective practice.

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