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Leadership for professional development: How can leadership impact the effectiveness of professional development for early childhood staff?

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Title: No Slide Title Author: Paula Coller Last modified by: jgreenhi Created Date: 6/29/2001 5:18:46 AM Document presentation format: On-screen Show (4:3) – PowerPoint PPT presentation

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Title: Leadership for professional development: How can leadership impact the effectiveness of professional development for early childhood staff?


1
Leadership for professional development How can
leadership impact the effectiveness of
professional development for early childhood
staff?  EECERA 2009 Ms Carol Burgessand Dr
Louise HardCharles Sturt University Australia
2
  • Overview
  • Leadership literaturerelationship to
    professional development
  • The background to the study...
  • One participants story
  • Link between effective leadership and
    professional development of ECEC
  • Conclusions Implications for leadership and
    quality outcomes in ECEC

3
Leadership Literature Leadership as a pervading
notion valued yet intangible (Sinclair,
2007) Leadership and quality education (Aubrey
2004, OECD 2006, Rodd, 2006) Leadership and
institutional impact through professional
development (Youngs and King, 2002 Nupponen,
2006 ) Ideas from educational contexts and early
childhood literature Appropriateness of PD,
timing, mentoring, time to talk, feedback,
support, school culture/values, staff trust,
continuity, expectations of learning and
application, distribution of leadership and more!
4
Background to the study
The research study, Practice Potentials Impact
of participation in professional development and
support on quality outcomes for children in
childcare centres, was commissioned in 2007 by
the National Professional Support Coordinators
(PSC) Alliance.
5
One leaders actions.her story.
This is the story of one participant who enacts
leadership to achieve staff, service and
community outcomes. The leaders strategic
identification of appropriate professional
development activities for staff is important and
the knowledge gained through such "PD" is applied
more effectively as a result of particular
leadership activity.
6
Link between effective leadership and
professional development of ECEC
  • Identification of a clear link between ECEC
    centre-based leadership and tangible outcomes
  • Leaders often act as the gatekeepers of
    professional development. Investment in
    professional development is returned through low
    staff turnover, high quality outcomes for
    children and a more satisfied and fulfilled
    workforce (Waniganayake, et al, 2008)
  • Leaders appear to identify individual staff or
    team goals, and suggest appropriate PD
    opportunities, act as mentors and models and have
    expectations for participation to achieve
    improved practice (example 1)
  • Quality leadership can create a vibrant culture
    around professional development expectations
    which are apparent in increased interest,
    commitment direction and focus of staff.
    (example 2)
  • Leaders behave in ways that are perceptive,
    proactive, motivated, passionate, resourceful,
    tenacious and creative.

7
Conclusions
  • What can we learn from Fawns story?
  • She had challenges such as isolation, limited
    peers, few resources
  • But she has passion, determination and tenacity
    as well as a commitment to her community which
    has a commitment to her.
  • Can knowledgeable and effective leadership
    contribute directly to quality in ECEC?
  • How do we build, sustain and distribute
    leadership knowledge?
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