Pedagogical and Educational Leadership in Education and Care Setting Assessment Answer
PEDAGOGICAL AND EDUCATIONAL LEADERSHIP IN AN EDUCATION AND CARE SETTING
Pedagogical leadership encompasses the roles and functions of learning organizations. This leadership style includes the instructional leadership which supports the classroom teachers by defining their key role in the implementation of the curriculum. This leadership is used to influence the children's learning process in order to foster family engagement in learning environments. On the other hand, educational leadership is a procedure to enlist and guide teachers, pupils and parents in order to achieve educational aims. Therefore, the major purpose of educational leadership is to ensure academic success by the development of the learning process, material and training improvements.
In the educational practice, pedagogical and educational leadership enables the educational care to understand how the learning process needs to be conducted by the act of leading or guiding the individual people or group. It has been observed that effective educational and pedagogical leadership leads an education career towards success by achieving the goals. For this purpose, in the educational practice, pedagogical and educational leadership has great importance. That is why this paper will shed light on this area and assess the pedagogical and educational leadership in the education and care setting. For this reason, four articles will be included related to the topic and will be reviewed to discuss the matter in detail.
2. First article
Pedagogical leaders emphasize the pedagogical activities by his or her actions. In the area of early childhood education, pedagogical and educational leadership holds a vital position. According to the view of Heikka et al. (2019), Pedagogical leadership has a positive impact on the teachers which enables by assisting in order to reach goals. Along with that pedagogical leadership enhance the professional development of the teaching staff of education care centres, fosters the informed curriculum reform, supports the change of the learning organization, and helps in the pedagogical development and many more. In short, Pedagogical leadership has multi-function in education care settings. Therefore, through this article, Heikka et al. (2019) have analysed the enactment of the distributed pedagogical leadership and its relation with the teacher commitment in the pedagogical leadership in the context of ECE settings.
As stated by Zepke (2017), distributed educational leadership happens in the ECE settings naturally as it is very rare that a group of teachers are working together for the same group of children in order to achieve any particular educational goals. Although Mendoza et al. (2018) argue that leadership is the combination of collaborative and individual work. The primary elements of distributed leadership are enacted by the formal leaders and informal leaders individually but interdependently. However, distributed pedagogical leadership is distributed in the learning organization in terms of both people and teaching contexts.
Heikka et al. (2019) have achieved the outcome in the research work with the help of explanatory sequential mixed methods. As the research is based on the ECE settings, therefore the research data are collected from 130 ECE professionals including teachers, centre directors and child care nurses through the survey method. On the other hand, the qualitative inquiry was done by involving 6 ECE professionals through an interview method. In order to achieve appropriate findings, both qualitative and qualitative methods were used by the researcher in the enactment of distributive educational leadership.
From the findings of the research, it has been observed that ECE centres have adopted different leadership approaches including distributive pedagogical leadership. Apart from this, it is noticed that the proper implementation of distributive leadership can direct the ability of the ECE teachers positively towards success. As per the researcher, proper enactment of distributive pedagogical leadership connects the ECE centres with ECE teachers. Therefore, it can be stated that in the pedagogical and educational leadership, Distributive pedagogical leadership has equal importance and the relationship between the pedagogical leadership teacher’s commitments is reciprocal. However, the capabilities of the teachers in education and care settings enables them to take responsibilities of pedagogical leadership and it needs to be taken for the future development of teachers of education and care centres.
3. Second article
In the education practice, the work of the pedagogical leaders is very important as it supports and promotes the quality learning environment which is essential in the early education of the children. As mentioned by Coughlin & Baird, (2013), pedagogical leadership nurtures the dispositions which are necessary for the day do day practice of the educators. Individual and groups, both offered the notion of pedagogical leadership in terms of leading the teaching and learning procedure in education. The area of early childhood education and care supports the pedagogical leadership in order to increase the quality of the learning process. As per the author any person can be an educational leader who is possessed of deep understanding regarding early learning and development. Therefore, a pedagogical leader can be facilitator, observer co-learner, educator, teachers and others. Pedagogical leaders need to ensure that educators reflect their own practices with time and method to study the children and to explore the multiple perspectives. Therefore, in this way, Coughlin & Baird (2013), has defined the pedagogical leadership from broad perspectives in the research. However, the author has mentioned four principles in order to help the pedagogical leaders to build an intentional culture for the transformation in leadership practice.
The first principle is to use the protocol in order to support reflective thinking. As per Coughlin & Baird (2013), educators utilize protocols in their day to day practice for particular guidance. Protocols encompass the key questions which encourage any individual to think about the multiple perspectives for a deep understanding in daily educational practice. The second principle is to establish professional learning communities. In the view of Lippincott (2019), learning communities can be considered as a social constructivist learning approach which helps any individual to build knowledge with the help of the interaction with others in the community. The third principle is to allow time because time is very precious which needs to be used by the pedagogical leaders wisely in order to improve and sustain the quality of early education learning of children. Lastly, the fourth principle is the paralleling of educational leadership practice. As per the author, pedagogical leaders need to generate learning experience for the educators which parallels that what they expect from the educators to offer children. Therefore, from the research, the roles and responsibilities of pedagogical leaders are assessed properly. It has been observed that in the educational practicum pedagogical leaders have to follow those four principles to guide the educators in order to offer a better learning environment to the children.
4. Third article
The pedagogical leadership is focused to support the teaching and learning process so that an effective care process can be maintained in a healthy environment in the contemporary educational system. This article has shed light on pedagogical and educational leadership in an education and care setting. As mentioned by Fonsén (2013), pedagogical leadership is essential to develop the mode of childhood education, so that a child can be able to have proper learning from a sustainable educational environment. Along with this, the article highlights that until or unless effective culture has been developed in an organisation, it can never be possible to meet the thirst of knowledge of children and pedagogical leadership is the support system for developing an effective culture in an educational environment. On the other hand, this article finds out some resources to implement pedagogical leadership such as personnel management skills, pedagogical management skills along with keeping confidence until the organisational higher level at a constant level. In order to develop the credibility of the article Fonsén (2013) has analysed each of the resources in-depth in the light of pedagogical leadership. It is a necessary aspect that the educational process needs to be developed at an early level for encouraging children to have life centred education.
Apart from this, it has been mentioned that until or unless teachers' roles in an organisation are clear, the learning environment never develops properly. Hence, the article discusses the needs of pedagogical leadership to support teachers in an educational system for maintaining their responsibilities properly. As a result of this, the proper implementation of the curriculum becomes possible. It is a proven fact that a pedagogical leader is involved in managing constructive activities through his or her attractive way of talking and representation. Hence, it becomes prominent that if the teachers and educational instructors are focused to introduce pedagogical leadership in educational settings it can be supportive to flourish early childhood education and care processes. It is assumed that this article has gone into the depth of the topic in terms of highlighting the dimensions of pedagogical leadership in the educational system. In the thoughts of Fonsén (2013), the teachers of the educational process are directly dependent on the directors to learn the types of pedagogical leadership. Basically, this leadership considers the education, teaching as well as caregiving process to be coordinated which ultimately gives birth to effective early childhood education. Based on the above review, it becomes clear that this article discusses the roles and functions of pedagogical leaders properly.
5. Fourth article
This article has also described the pattern of educational leadership as well as the roles of the educational leaders. In this respect, the Australian context of educational settings has been taken into consideration. As mentioned by Sims, Waniganayake & Hadley (2017), in Australia, the roles and responsibilities of early childhood education leaders were rectified after a policy reformation process in 2009. In this respect, it has been mentioned that a leader becomes effective to impact on other leaders in educational settings in a positive way and as a result of this sustainable environment develops in educational settings. Throughout the time being, it has been seen that early childhood leaders had a lack of profile and status in Australia. The article has mentioned some of these types of ways that can be helpful to develop early childhood leadership patterns. In addition to this Sims, Waniganayake & Hadley (2017) mentioned that the early childhood educational leaders are engaged in overseeing the process of developmental programmes for education and he or she needs to be engaged actively in supporting others in the educational process. Thereby, the process of leadership development in an educational context has been considered as a chain-wise system in Australia which is effective to enhance early childhood education settings.
Apart from this, the article has involved a discussion based on the key roles of leaders during early educational settings. As per the comments of Sims, Waniganayake & Hadley (2017), development of staff relationship, managing functions as a mentor as well as developing performance level in a collaborative way is some of the basic responsibilities of early childhood educational leaders in Australia. It is a common fact that early childhood program leaders are involved in influencing the classrooms through the development of organisational climate. A developed organisational environment is effective for both teachers and educational staff to optimise learning opportunities along with striving their own practices in the educational care process. Pedagogy is the art that deals with the disposition and behaviours of teachers for the sake of making the mode of interaction with children better. It can be mentioned that this article has gone into the depth of the topic and discusses the needs to maintain a healthy relationship in the educational care process. It has been mentioned that level of experience is an essential aspect to manage the educational care process.
Thus, it can be concluded that the roles and functions of pedagogical leaders in educational setting and care process are based on developing personal skills and abilities of the lead and understanding the ways to guide others in the educational process. The four articles have discussed different aspects of learning practices and the ways through which a pedagogical and education leader can adopt healthy leadership. Effective guidance, resources and proper educational services are helpful for children to learn about their surroundings (ACECQA, 2020). The above discussion from the four journals has highlighted different ways to apply educational leadership in a deep manner.
Apart from this, it can be mentioned that a child needs to be supported from an early age so that they can understand the mode of activities to be established in life. The Australian Government has taken initiatives to foster a child care programme for supporting education and their wellbeing (DEEWR, 2020). An article of the four has discussed the context of Australian educational care process and roles of pedagogical leaders in it. Hence, it can be critically mentioned that the annotations of mentioned articles have become helpful to understand the application of pedagogical and educational leaderships in ECE settings.