TCHR3004 LEADERSHIP AND ADVOCACY IN
EARLY CHILDHOOD
ASSESSMENT BRIEF: Assessment 2
Summary
Title Assessment 2: Portfolio
Due Date 6th October 2023 (week 6) @ 11:59pm AEDT (Term 4)
Length 1500-word
Weighting 50%
Referencing APA Style 7 SCU Library referencing guides
Submission Via the Turnitin link on the Assessment and Submission section on the unit
site.
Unit Learning
Outcomes
You will demonstrate the following Unit Learning Outcomes on the successful
completion of this task:
1. 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.
2. Demonstrate an understanding of how to build supportive and
collaborative environments for children, parents, community and
staff.
3. Critically reflect on the role that advocacy plays in early childhood
education (locally, nationally and internationally) and identify the
skills that a strong advocate for the ECEC profession should display.
4. Critically analyse and understand the role of the educational leader:
including relationships, responsibilities, expectations, ethical practice
and transition to an educational leader.
Task Description
You are required to go through the 3 interviews with the educational leaders in ECED provided and
then follow the instructions under the Task Instruction section below.
Rationale
As an early childhood educator, it is important you have an understanding about leadership and your
role as a leader.
Task Instruction
Three interviews with educational leaders in ECEC are provided. Choose ONE interview with an
educational leader to complete the analysis; the interviews can be found under the assignment 2
information. You will prepare a critical review of the role, responsibilities and challenges of the early
childhood educational leader.
The information collected from the interview is to be analysed to describe the educational leader’s
position with respect to:
• key roles and responsibilities of the educational leader
• the leadership style, and link this to early childhood leadership theory
Discuss the challenges faced by early childhood educational leader with respect to leadership style,
processes and practices employed; provide examples in practice.
Present and discuss measures the educational leader takes to advocate for children’s learning and
development
Critically review what quality means in terms of the leadership role regarding educational outcomes
for children; provide examples in practice.
Referencing Style
Referencing should conform to the APA 7th style. It is recommended that you refer to the
referencing guide available through the SCU library.
Task Submission
Report should be submitted using the Turnitin submission link titled “Assessment 1: Portfolio” in the
Assessments Tasks & Submission section on the Blackboard TCHR3004 site. Only a word document
submitted via the Turnitin portal on Blackboard will be accepted. You must label your submission
with your surname and initials and the assessment task’s name, e.g: “JonesA_Portfolio.docx”.
Special Consideration
As per Southern Cross University policy: Students wishing to request special consideration to extend
the due date of an assessment task must submit a Request for Special Consideration form via their
MyEnrolment page as early as possible and prior to the original due date for that assessment task,
along with any accompanying documents, such as medical certificates.
Late Submissions & Penalties
As per Southern Cross University policy, except when special consideration is awarded, late
submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will
be incurred as soon as the deadline is reached.
• a penalty of 5% of the available marks will be deducted from the actual mark at one
minute after the time listed in the due date
• a further penalty of 5% of the available mark will be deducted from the actual mark
achieved on each subsequent calendar day until the mark reaches zero.”
• If student upload their paper to the incorrect submission point e.g. Draft Checker and
NOT the assessment submission point – academic penalty will be applied.
• If students upload their draft paper to the final submission point – this paper will be
accepted as the final paper and marked.
Assessment Rubric
Marking Criteria
and % allocation
High
Distinction+
100%
High Distinction
(85-99%)
Distinction
(75-84%)
Credit
(65-74%)
Pass
(50-64%)
Fail
(1-49%)
Absent Fail (0%)
The roles and
responsibilities of
the educational
leader have been
described in detail,
with reference to
unit materials and
the NQS (ACECQA,
2020)
20%
Achieves all
the criteria for
a high
distinction to
an exemplary
standard,
without any
errors.
The roles and
responsibilities
of the
educational
leader have
been described
in exceptional
detail, with
reference to
unit materials
and the NQS
(ACECQA, 2020)
The roles and
responsibilities
of the
educational
leader have
been very well
described in
detail with
reference to
unit materials
and the NQS
(ACECQA, 2020)
The roles and
responsibilities
of the
educational
leader have
been described
well in detail,
with reference
to unit materials
and the NQS
(ACECQA, 2020)
The roles and
responsibilities
of the
educational
leader have
been described
in detail, with
reference to
unit materials
and the NQS
(ACECQA, 2020)
The roles and
responsibilities
of the
educational
leader have not
been identified
or have been
described in
very little detail.
Not attempted.
The leadership
style of the
educational leader
is identified and
linked to EC
leadership theory
with reference to
the unit materials
20%
Achieves all
the criteria for
a high
distinction to
an exemplary
standard,
without any
errors.
The leadership
style of the
educational
leader is
identified
extremely
clearly and
linked to early
childhood
leadership
theory with
reference to
the unit
The leadership
style of the
educational
leader has been
identified clearly
and linked very
well to early
childhood
leadership
theory with
reference to the
unit materials.
The leadership
style of the
educational
leader has been
identified clearly
and linked well
to early
childhood
leadership
theory with
reference to the
unit materials.
The leadership
style of the
educational
leader has been
identified and
linked to early
childhood
leadership
theory with
reference to the
unit materials.
The leadership
style of the
educational
leader has not
been identified
or identified to
some extent
and little to no
links to early
childhood
leadership
theory or unit
Not attempted.
materials in an
outstanding
way.
materials have
been made.
Challenges of the
educational leader
are discussed with
respect to
leadership styles,
the processes and
practices with
examples in
practice
20%
Achieves all
the criteria for
a high
distinction to
an exemplary
standard,
without any
errors.
Outstanding
discussion of
the challenges
faced by the
educational
leader including
clear examples
of practice.
Very good
discussion of the
challenges faced
by the
educational
leader including
clear examples
of practice.
Good discussion
of the
challenges faced
by the
educational
leader including
clear examples
of practice.
Satisfactory
discussion of the
challenges faced
by the
educational
leader including
some examples
of practice.
Unsatisfactory
discussion of the
challenges faced
by the
educational
leader. Few or
no examples in
practice.
Not attempted.
Identify and discuss
the skills that the
educational leader
had talked about
for advocacy in the
EC profession
20%
Achieves all
the criteria for
a high
distinction to
an exemplary
standard,
without any
errors.
Outstanding
identification
and discussion
of the skills that
the educational
leader has
discussed.
Very good
identification
and discussion
of the skills that
the educational
leader has
discussed.
Good
identification
and discussion
of the skills that
the educational
leader has
discussed.
Clear
identification
and discussion
of the skills that
the educational
leader has
discussed.
Unsatisfactory/
unclear
identification
and discussion
of the skills that
the educational
leader has
discussed.
Not attempted
Critically reflect on
the role that
advocacy plays in
ECE using examples
Achieves all
the criteria for
a high
distinction to
Outstanding
critical
reflection with
Very good
critical reflection
with the
Good critical
reflection with
the inclusion of
examples.
Sound critical
reflection with
the inclusion of
examples.
Little to no
critical
reflection. Few
Not attempted
from the
educational leader
10%
an exemplary
standard,
without any
errors.
the inclusion of
examples.
inclusion of
examples.
or no inclusion
of examples.
Written expression
reflects correct
spelling, grammar,
punctuation and
APA 6th ed.
Referencing
10%
Achieves all
the criteria for
a high
distinction to
an exemplary
standard,
without any
errors.
Outstanding
standard of
academic
writing
including APA
7. No errors
evident.
Clear and
correct use of
academic
writing and APA
7 referencing.
No errors
evident.
Clear and
correct use of
academic
writing and APA
7 referencing.
Some errors
evident.
Academic
writing and APA
7 referencing is
mostly correct.
Very minor
errors are
evident.
Poor academic
writing including
APA 7
referencing.
Errors are
present.
Not attempted.
Description of SCU Grades
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 be described 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, integrate and evaluate knowledge. The student’s
performance could be described as distinguished in relation to the learning requirements specified.
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 to the learning requirements
specified.
Pass:
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. The student’s performance could be described as satisfactory in relation to the learning requirements specified.
Fail:
The student’s performance fails to satisfy the learning requirements specified.
