Use an established framework for critical incident analysis along with literature, research and theory, to critically analyse and discuss an ‘incident’ relating to teaching and/or learning in primary/early years education practice.
(APA 7 referencing) . Important guidance attached for more information, and incident read.
What are the ethical issues embedded in the scenario?
What is your stance for or against the issue; elaborate on why you have taken this stance with evidence citations from litigation, ethical theories, and/or principles and standards.
What is the implication, consequence, or strategy that needs to be taken to act legally and ethically?
Identify and reflect on two elements of this course that are useful in your professional development and ability to:
• Determine educational organization values and build a vision and mission that supports the success of students and employees.
• Formulate communication strategies to develop effective working relationships with professional colleagues, policy makers, and the community.
– Read Chapter 5: Leadership Competencies (p. 91–118) and Chapter 7: Planning for the Future (p. 137–159) from:
Eddy, P. L. (2010). Community College Leadership: A Multidimensional Model for Leading Change. Sterling, VA, USA: Stylus Publishing.
– Read Chapter 10: Strategic Leadership in Education: Becoming, Being, Doing from:
Middlewood, D., & Lumby, J. (2010). Strategic Management in Schools and Colleges : SAGE Publications. Los Angeles: SAGE Publications Ltd.
Strategic planning is often used to manage change in higher education settings. Identify a policy or practice at your institution that would benefit from change and discuss how strategic planning would be useful to guide the change. Use the Martinez and Wolverton (2009) module reading to describe the steps you must consider in the development of the plan. Next, use the Middlewood and Lumby (2010) module reading to describe the skills necessary to become a strategic leader. In conclusion, discuss how strategic planning is useful in your professional development as an educational leader.
– Read Chapter 2: The Costs and Benefits of Strategic Planning
and Chapter 3: Strategic Planning: Lessons and Applications from:
Martinez, M., & Wolverton, M. (2009). Innovative Strategy Making in Higher Education. Charlotte, N.C.: Information Age Publishing.
– Read Chapter 10: Strategic Leadership in Education: Becoming, Being, Doing from:
Middlewood, D., & Lumby, J. (2010). Strategic Management in Schools and Colleges : SAGE Publications. Los Angeles: SAGE Publications Ltd.
Conduct a brief self-reflection and evaluation of yourself within the AACC’s six leadership competencies and cultural competency (Eddy, 2010). You can go directly to the AACC webpage ( to read more about the application of the competencies. Provide an assessment of your skills within each of the six competencies and cultural competency. When possible, provide examples of when you have implemented the skill(s) into your daily work as an educational leader. Next, select one of the five propositions of multidimensional leadership that you feel is most applicable to your current work setting or professional development. In conclusion, discuss the role of the competencies and proposition in your overall understanding of change management in higher education.
Eddy, P. L. (2010). Community College Leadership: A Multidimensional Model for Leading Change. Sterling, VA, USA: Stylus Publishing.
Bush, T., & Coleman, M. (2000). Leadership and Strategic Management in Education. London: SAGE Publications Ltd.
Ch. #13 – Teaching Children to Investigate and Solve Problems (STEM) (10)
1. What is STEM and why is it important in the early years?
2. What effective teaching strategies and curricula help children learn mathematics, science, and engineering? Break down each separately and be specific.
3. Read, “Becoming an Intentional Teacher: Early Childhood Engineering” and respond to the “Reflection” prompt. Pg 478
1. There are often strong feelings about “preparing children for kindergarten” and teaching academics in preschool, yet we know that social-emotional learning and strong democratic skills really lay the foundation for later success. It is not that pre-academic learning (language, literacy, social studies, math, science, democracy, etc.) isn’t important, but it must be presented in developmentally appropriate ways, which includes a substantial amount of play. Find an outside source and share 2 activities that you could use in your classroom to promote children’s understanding of 2 of the domains noted above. You might use the Ca. Preschool Learning Foundations or Frameworks (Vol 1, 2, or 3), Pinterest, a curriculum website, or your text.
Get creative and have fun!
2. Most of you know how I love mindfulness!! Research the benefits of mindfulness or relaxation using your text or an outside source and share your findings! Be sure to include your source.
Refer to the doc Assess 2 – for notes on what to include… & a list of the 8 references that need to be used!
Classroom management and student engagement are significant issue for teachers, school leaders and the public. A strengths-based model for working with students in a school setting is the Positive Learning Framework (PLF).
Developing the positive learning framework offers a continuum of teacher behaviours from pre-class planning to in-class teaching, incorporating how to respond to student behaviour. Grounded in positive psychology the PLF is built on the “Circle of Courage”.
The Circle of Courage developed by Brendtro, Brokenleg and Van Bockern (2002) enables educators to shift the classroom focus of controlling problems to building strengths using the four universal needs of Belonging (Attachment), Mastery (Achievement), Independence (Autonomy) and Generosity (Altruism), identified as vital signs for health and growth.
Discuss and provide specific strategies of how you can develop these four strengths to establish social competence, problem solving ability, autonomy and a sense of purpose to engage motivated as well as reluctant learners in meaningful learning.
Supplement your writing with other theorists who have identified major needs that influence student behaviour who may include Adler (1930), Dreikurs (1957) Glasser (1990) and Kohn (1993).
Criteria for assessment:
Clearly articulated strengths based positive learning framework Circle of Courage in terms of beliefs, models/theories and strategies.
Support of ideas with relevant and high quality academic references (minimum of eight (8) different references (refer to doc assess 2).
Demonstration of reflective and critical thinking, showing an awareness of key issues in classroom management.
“A good manager is about doing things right whilst a good leader is about doing the right things. Both roles are crucial, and they differ profoundly” Bennis W & Nanus B (1985) Leaders: The Strategies for Taking Charge. Harper and Row. p. 21
How accurate do you believe this statement to be? Respond with references to key reading and include an example from your own experience of being managed and/or as manager.
Learning Outcomes
• Critically appraise leadership and communication styles and skills in light of relevant theoretical frameworks.
• Reflect on and critically evaluate their management skills in order to identify strengths and areas for development.
You should satisfy the learning outcomes
Before Reading
How will you engage background knowledge?
How will you introduce new vocabulary and their meaning in the context of the story, or allow students to do a turn and talk to establish meaning? (Answer this question and list the words and definitions to be used.)
How will you establish a purpose for reading (comprehension)?
During Reading
Include 3 questions you will ask during the story to establish comprehension. Provide the line from the story after which you will ask the question.
Bunty does not like soaps. So, she refuses to clean up. Then one night she has a dream. What happens after that?
Provide a teacher think aloud that models thinking related to comprehension.
After Reading
Include a minimum of three questions you will ask after the story to establish comprehension at the whole story level.
Describe your post reading activity in detail; be sure to define the student’s role and your role during this time.
Assessment (must link to the reading comprehension goal)
What criteria will you use to determine which students met the task goal and which students require additional support?
1. Create / Design your own assessment task;
2. Create / Design a corresponding rubric; and
3. Use unit content as contained in academic research and journal articles to support assertions, provide a rationale for pedagogical choices and evidence critical reflection on the end-to-end teaching and learning assessment process described below.
Word count: 2,000 words (+/- 10%). This includes all text in the body of the assessment (headings, intext citations, captions and direct quotes). It excludes the Reference List, cover page, contents page and appendices.
Note: For this assessment, your marker will stop reading when the maximum word count is reached and only award marks on the material read.
Teaching and Learning Assessment Process:
identify a primary year level, learning area/subject and curriculum Content Descriptor from the Australian Curriculum (or State curriculum); create / design a relevant assessment task linked to the selected Content Descriptor (and Elaborations if relevant); create / design a rubric aligned with the task and learning outcomes; conduct the assessment with a primary school-aged child (consent must be obtained, unless on Professional Experience with Mentor Teacher / school approval); mark and moderate the assessment task using the rubric; provide constructive feedback to the participant; write a formal report comment suitable for parents/carers; reflect on the effectiveness of the teaching and assessment process in terms of feedback, teaching, learning (for the child/ren and you as the teacher); reflect on the moderation process that occurred; recommend the next steps you would take for teaching the participant (or class) in that learning area/subject (what are the child/ren’s next steps?); and integrate academic research and journal articles, correctly referenced using APA 7th edition, to justify choices, evidence a critical approach and analysis of the teaching and learning assessment process.
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