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TCHR3004 Leadership and Advocacy in Early Childhood Task 1

TCHR3004: Leadership and Advocacy in Early Childhood

Summary

TitleAssessment 1
TypeReport
Due DateSunday, 27 July at 11:59 pm AEST(end of Week 3)
Length1500 words
Weighting50%
SubmissionWord document (not PDF)submitted to Turn it in
Unit Learning Outcomes

This assessment task maps to the following ULOs:

  1. ULO1: 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.
    • ULO2: Demonstrate an understanding of how to build supportive and collaborative environments for children,parents,community ands taff.
Academic Integrity

Purpose-Specific Gen AI Use

GenAItoolsmaybeusedforspecificassessmenttasksorpurposesasidentified below:

  • Grammarly ,spellchecking,and other referencing software may be used
  • Gen AI tools may be used to develop the flow and read ability of written responses that you have initially written in your own words
  • Gen AI CANNOT be used to create your response to written areas of the task or to develop citations to literature. You must demonstrate your ownknowledgeovertheseareasthroughwritingresponsesinyourown words and through citing relevant, valid literature that you have engaged with and that aligns with the task requirements

Note that:

  • You must accurately acknowledge and declare you ruse of Gen AI with in the task through appropriate citations andcompletionofthetaskcover sheet declaration
  • You may be asked by your Unit Assess or to explain your assessment and provide evidence of versions of your work and GenAI prompts and outputs used.
  • You must keep copies of versions of your work including notes on Gen AI tools and prompts you used, GenAI outputs and supporting references to show your Unit Assessor if required.
  • If you are unable to demonstrate your understanding of your assessment satisfactorily or you adherence to the GenAIrequirements set out above, you may be breaching academic integrity.


 

Task Description

This task requires students to draw on learning from Modules 1 to 3 to write are port focus sed on a leadership style of your choice that you aspire to implement as a professional early childhood teacher in an early childhood education and care service in Australia.

 

In developing and explaining the seplans, students will:

  • Demonstrateanunderstandingofkeyprinciplesofleadershipandmanagementinpractice within an early childhood education and care service setting
  • Demonstrateknowledgeofthetheoreticalandpracticalperspectivesonadministration, management and leadership in relation to your selected leadership style
  • Demonstrateanunderstandingofhowtobuildasupportiveandcollaborativeenvironment for children, parents, community and staff as a leader within an early childhood education and care service setting

 

Rationale

As an early childhood teacher, it is important that you:

  • Have an understanding and knowledge of varied and appropriate leadership styles
  • Understand your role as a leader with in an early childhood education and care service setting
  • Can critically consider your impact as a leader in an early childhood education and care service on the environment created for children, families, staff, and the community

 

Task Instructions

Drawing on at least 6 unit readings, as well as the National Quality Standard (ACECQA, 2025) and the Early Years Learning Frame work (AGDE,2022), use the following headings to structure a 1500- word report focussed on one (1) leadership style of your choice from the unit learning:

  1. Introduction
    • Heading:
      • Introduction-A brief introduction of no more than 100 words out lining the purpose and content of your report.
  2. Body of the report
    • Heading 1:
      • The leadership style I have chosen, and some key points discussed about the style in the unit content/tutorials – here you need to basically state the name of the one (1) leadership style you have selected to focus on in your report and outline some key points discussed in relation to this style in this module content/ unittutorials that made you choose this leadership style
    • Heading 2:
      • The principles of this leadership style –here you need to identify and explain the key principles of the one (1) leadership style you have chosen
    • Heading 3:
      • Theoretical underpinnings of this leadership style – here you need to demonstrate your knowledge of the theoretical underpinnings of your chosen leadership style based on the learning in this unit
    • Heading 4:

      • How this leadership style influences the management of an ECEC


 

service in relation to children, families, staff, and the community – here you need to critically consider and explain how a leader implementing your chosen leadership style would manage the service and how this would impact upon children, families, staff, and the community in a variety of ways

  • Heading 5:
    • Practical examples of how I will enact this leadership style as a qualified early years professional teaching in an ECEC service – here you need to provide specific and detailed,practical examples of how you will enact your chosen leadership style as an early childhood teacher in relation to your leadership responsibilities and the children, families, colleagues and community that you work with
  • Conclusion
    • Heading:
      • Conclusion-Here you need to provide a very brief conclusion of no more than 80 words that summarises your report findings

 

Formatting and style

  • You are required to use the headings outlined above to structure your report; these have been provided in a template for you in the task folder
  • All part soft his task should be written in first person(“I”statements) –this is your report.
  • The cover sheet and declaration in the task template must be completed in full
  • Your task MUST be submitted in word format (not PDF)
  • APA 7 formatting is required for this task .For guidance on APA7 formatting requirements, please refer to the information provided in your workshops and at this link - https://libguides.scu.edu.au/apa

Referencing

  • APA Referencing style is required to be used for this task.
  • Include one reference list for all responses under the References heading in the provided task template
  • At a minimum,your sources for this task will include:
    • the EYLFV2.0(AGDE,2022)
    • the National Quality Standards (ACECQA,2025)
    • at least six(6) unitreading literature sources in addition to the EYLFV2.0 and NQS
  • Broader scholarly literature may be used, and could include textbooks, peer reviewed articles,and published news paper and/ o rmedia articles by reputable sources (for example, the ABC, The Conversation, Early Childhood Australia)
  • In total,you need to include at least 8 current scholarly references in your response to this task, including the EYLF V2.0, the NQS, and 5 unit literature reading sources

Resources


 

 

Referencing Style Resource

Please refer to the APA 7th Referencing Guide for this task-https://libguides.scu.edu.au/apa

Task Submission

  • Your task should be submitted using the submission point in the Turn it in folder titled Assessment 1: Report in the Assessments Tasks and Submission section on the Blackboard TCHR3004 site. Only Microsoft Word documents submitted via the Turn it in portal on Blackboard will be accepted.
  • It is YOUR  responsibility to ensure that you have submitted the correct file and the FINAL version of your assessment for marking BEFORE the due date/time.
  • You are strongly advised to undertake your own SIMILARITY CHECK via Turn it in, PRIOR to the due date,to identify and resolve any academic integrity issues prior to submitting - see SCU Academic Integrity and Turn it in. You can submit up to three times and receive the similarity match report immediately – after three attempts, you will need to wait 24 hours.
  • Turn it in does not generate an automatic email receipt. If you have successfully uploaded your assessment, a green bar will appear at the top of the screen that says: Submission uploaded successfully: Download digital receipt. Use the hyperlink to download your digital receipt and store this with your assignment file.
  • If you have any difficulty submitting your assignment, please contact Technology Services and make sure that you log a job with them via email prior to the required time for submission, so you have evidence of your attempted submission. Alternatively, you may email a final version of your task prior to the due date and time to your unit assess or with an outline of why you have been unable to upload this yourself.
  • To avoid any last-minute problems,make sure you submit well before 11:59 pm on the due date.

 

Academic Integrity

At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility, and respect in relation to academic work.

The Southern Cross University Academic Integrity Frame work aims to develop a holistic,systematic, and consistent approach to addressing academic integrity across the entire University. For more information see the Punjab assignment Help.

 

Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing,plagiarism,recycling,misrepresentation,collusion,cheating,contract cheating, fabricating information.

Gen AI Tool Use Descriptor

Per Level 2 of the SCU Gen AI Tool Descriptors, the task allows for Purpose-Specific Gen AI Use. Gen AI tools can be used for specific assessment tasks or purposes as identified and scaffolded by the Unit Assessor. The purpose-specific uses of Gen AI in this task are detailed on the first page of this task outline.

 

Note:

the right to Appeal against the Academic Integrity Officers academic misconduct Determination, to the Executive Dean, with that determination being final and conclusive, and not subject to further


 

Appeal with in the University. Students are not able to appeal against academic misconduct a the Unit Assessor or unit staff.

 

Special Consideration

Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140

Late Submissions & Penalties

Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255

Grades&Feedback

Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the ‘Grades and Feedback’ section on the Blackboard unit site. Dates for grades release of on-time assessment submissions for each task are provided with in the assessment folders for this unit.

Resubmission

There are NO resubmissions available for either of the tasks in this unit. Requests for resubmission of either task will be declined in line with the SCU Assessment, Teaching and Learning Procedure - https://policies.scu.edu.au/view.current.php?id=00255

Assessment Criteria

See the marking rubric for the marking criteria and grading standards.

 

…continue don next page….


 

Assessment Rubric

 

Marking Criteria and

%allocation

High Distinctio n

100%+

HighDistinction (85-99%)Distinction (75-84%)Credit (65-74%)

Pass

(59-64%)

MarginalFail 35-49%

Fail

1-34%

Absent Fail

0%

Criterion 1: Identification and explanation  of one leadership style from the unit and the key principlesand theoretical underpinning softhisstyle ofleadership with support from valid, required literaturethat includes the EYLF V2.0, NQS

and at least three unit

Achieves all the criteriafor a high distinction to an exemplary standard, without anyerrors.

Outstanding identification and explanationofone relevantleadership style fromthisunit.The key principles and theoretical  underpinnings of this style of leadership are clearly and meaningfully discussed at an outstanding level. Requiredliterature is integrated to support and build the discussion,andinsightfullinks are drawn between the

pointsmadeand the literature.

Very good identification and explanationofone relevantleadership style fromthisunit.The key principles and theoretical  underpinnings of this style of leadership are clearly and accurately discussedatavery good level.

Required literature is integrated to supportandbuild the discussion, andaccuratelinks are drawn between the points made and

the literature.

Solididentification andexplanationof one relevant leadership style fromthisunit.The key principles and theoretical underpinnings of this style of leadership are mostly clearly and accurately discussed atsound level.

Required literature is somewhat integrated to supportthe discussion, and accurate links are drawn between the points made andtheliterature.

Satisfactory identification and basic explanation of one relevant leadership style from this unit. The key principles and theoretical underpinnings of this styleofleadershipare somewhatclearlyand accurately discussed atabasiclevelthough depth was needed.

Requiredliteratureis cited to support the discussion, and accurate links are drawn between the pointsmadeandthe literature.

Response meetssomeor all of the requirements at the passing levelinlimited ways, OR only meetssomeof the  requirements at the passing level AND/OR minimum literature requirements have not been met but some validliterature hasbeenusedResponse meets some of the requirements at the passing level in very limited ways, OR response does notprovide relevant or accurate responses to the requirementsata passing level AND/OR invalid citations to literature or invalid literature used AND/OR no supportfrom literatureDid not attempt  OR did not providea response based on the leadershi p styles and learning relatedto these in this unit of study


 

reading sources 40%        

Criterion 2: Critical consideration of chosen leadership  style fromthe unit and its influence on ECEC service management in relation to children, families,staff, and community. Practical examples in ECT practice are outlined with reference to thesegroups, and with supportfrom valid, literaturethat includes the EYLFV2.0, NQS

and at least three unit

Achieves all the criteriafor a high distinction to an exemplary standard, without anyerrors.Outstandingcritical consideration of the influence of one leadership style from thisunit on the management ofan ECEC service in relation to each required group. Insightfulexamples of very relevant ECT practices are outlined clearly and in detail at an outstanding level. Requiredliterature is integrated to support and build the discussion,andinsightfullinks are drawn between the points made and the literature.Very good critical consideration of the influence of one leadership style from this unit on the management of anECECservicein relation to each required group. Detailed and relevantexamples of very appropriate ECT practices are outlinedclearlyat a very good level. Required literature is integrated to support and build the discussion, andaccuratelinks are drawn between the points made and the literature.Solid critical consideration of the influence of one leadership style from thisunit on the management ofan ECEC service in relation to each required group. Mostly detailed and mostly relevantexamples ofappropriateECT practices are outlinedat agood level. Required literature is somewhat integrated to supportthe discussion, and accurate links are drawn between the points made and the literature

Satisfactory critical consideration of the influence of one leadershipstylefrom this unit on the management of an ECEC service in relation to each required group.

Somewhat detailed and relevant examples of appropriate ECT practicesareoutlined at a basic level.

Requiredliteratureis cited to support the discussion, and accurate links are drawn between the pointsmadeandthe literature.

Responseisnot critical/provide  s a discussion rather than critical consideration AND/OR meets some or all the requirementsat the passing level in limited ways, OR only meets some of the requirementsat the passing level AND/OR minimum literature requirements have not been met but some valid literature has been usedResponse meets some of the requirements at the passing level in very limited ways, OR response does notprovide relevant or accurate responses to the requirementsata passing level AND/OR invalid citations to literature or invalid literature used AND/OR no supportfrom literatureDid not attempt  OR did not providea response based on the leadershi p styles and learning relatedto these in this unit of study


 

reading sources 40%        

Criterion 3: Writing is professional

, succinct, and appropriate  for a leader in an ECEC service setting to share with staff and families.

20%

Achieves all the criteriafor a high distinction to an exemplary standard, without anyerrors.Writing over all taskresponsesis highly professional, within the set word count, and highly appropriate for a work place leader in an ECEC service setting to share with staff and families. No feedback given on improvements  needed over any of these areas.Writing over all task responses is very professional, within the set word count,and very appropriate for a workplace leader in an ECEC service setting to share with staff and families. Very minimal feedback given on minor improvements that could be made to one or two of these areas.Writing over all task responses is professional, within the set word count, and appropriate for a work place leader in an ECEC service setting to share with staff and families.Some feedback given on improvements that could or need to be made over some of these areas.Writing over all task responses shows developing professional language, is within the set word count, and is mostly appropriate for a workplace leader in an ECEC service setting to share with staff and families. Feedback is given on improvements that need to be made over these areas to improve leader communication.

Writing over some or all task responses requires improvement to be appropriate for a leader in an ECEC service workplace AND/OR the task is not within +/-10% of the set word count/the  writing is not succinct AND/OR all or some of the responses are not suitable for sharing with staff and families in an

ECEC service

Writing in the task response lacks professionalism AND/OR is inappropriate for a professional ECEC setting AND/OR is overly verbose/lacks conciseness AND/OR

greater than+/- 10% of the set word limit AND/OR

significant feedback is given on needed development of professionalism and/or appropriateness

Did not attempt


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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 bedescribed 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,integrateandevaluateknowledge.Thestudent’sperformancecouldbedescribed as distinguished in relation to the learning requirements specified.

 

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Credit:

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.

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.

Thestudent’sperformancecouldbedescribedassatisfactoryinrelationtothelearningrequirements specified.

Fail:

The student’s performance fails to satisfy the learning requirements specified.

Example invalid form file feedback

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