Title: Leadership for professional development: How can leadership impact the effectiveness of professional development for early childhood staff?
1Leadership 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
3Leadership 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!
4Background 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.
5One 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.
7Conclusions
- 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?