Building Leadership Capacity in Early Childhood Pre-Service Teachers

Campbell‐Evans, Glenda; Stamopoulos, Elizabeth; Maloney, Carmel

doi:10.14221/ajte.2014v39n5.3

Cited by 19 publications

(14 citation statements)

References 11 publications

(10 reference statements)

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“…The absence of strong early childhood educational leadership models continues to be an ongoing challenge (Grarock & Morrissey, 2013), as do those that focus on families and communities. Transitioning from a focus on school practice to family and community practice adds another layer of difficulty requiring ongoing support and leadership capabilities (Campbell-Evans et al, 2014). The findings of this study hold implications for professional learning, teacher training, research output and student outcomes.…”

Section: Evaluation Discussion and Conclusionmentioning

confidence: 83%

“…In the last decade, there has been a paucity of research and leadership training specific to family and community leadership (Muijs, Aubrey, Harris & Briggs, 2004). Of recent concern is that a small-scale study reported postgraduate university students lacked deep understanding of family and community partnerships, were trained in pedagogy and curriculum rather than family and community, and viewed themselves primarily as pedagogical leaders rather than leaders of family and community engagement (Campbell-Evans, Stamopoulos & Maloney, 2014). Models of leadership and training remain critical in supporting the development of core leadership capabilities and embedding a research culture that engages with families and communities (Leeson, Campbell-Barr & Ho, 2012).…”

Section: Introductionmentioning

confidence: 99%

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The Professional Leadership and Action Research Training Model: Supporting early childhood leadership

Stamopoulos

2015

Australasian Journal of Early Childhood

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THIS PAPER CONTRIBUTES TO the discussion on early childhood leadership, pedagogy and change management during times of intense change. The study reported was funded by the Association of Independent Schools of Western Australia (AISWA) to strengthen pedagogical knowledge and leadership capacity in teachers aspiring to be early childhood leaders. A Professional Leadership and Action Research (PLAR) Training Model, was developed by the researcher and evaluated by 17 independent school teachers who completed the study. Data were drawn from surveys, conversations, interviews, focus groups, individual action research reports, reflective journals and document analysis. At the completion of the study, the 17 teacher leaders evaluated the PLAR Training Model as 'Excellent' or 'Very Good', and validated its six elements, endorsing its capacity to strengthen leadership, pedagogy and research output.

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Section: Evaluation Discussion and Conclusionmentioning

confidence: 83%

Section: Introductionmentioning

confidence: 99%

The Professional Leadership and Action Research Training Model: Supporting early childhood leadership

Stamopoulos

2015

Australasian Journal of Early Childhood

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“…The difficulty of coping with the ambiguity of a new leadership role seems to characterize the ECE systems worldwide. For example, a qualitative study in Australia found that ECLs struggle when attempting to lead parents’ committees (Campbell-Evans et al, 2014). A quantitative study of preschools in Hong Kong found that: “[t]eacher leadership in relation to leading the community (organizational learning) when considering school-wide issues or as sharing and realizing a clear vision for the school was almost non-existent” (Li, 2015: 441).…”

Section: Discussionmentioning

confidence: 99%

Navigating ambiguity: Early childhood leaders’ sense-making of their identity in a new mid-level role

Moshel¹,

Berkovich²

2018

Educational Management Administration & Leadership

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Mid-level roles in education have been widely explored, primarily in schools, but little research has been conducted during the systemic reform that involves creating a mid-level role between end units and the system. The present study explores the sense-making of early childhood leaders (ECLs) at the initial stage of their new role as mid-level managers. The new role was established as a result of a national administrative reform that, among others, made the systemic hierarchy more vertical by establishing a new mid-level layer between superintendents and early childhood teachers. This qualitative research included semi-structured interviews with 47 mid-level preschool managers. The study sought to uncover their views of the main challenges associated with assuming a new mid-level managerial role, and their coping styles in this role. The analysis revealed that the new mid-level management role raises three challenges concerning the ambiguity of identity: power base, voice, and interpersonal loyalty. ECLs cope with these challenges by assuming different types of leader identities, those of the representative, the companion, and the mediator. The implications of the findings for the limited knowledge on ECLs and for the introduction of the new mid-level roles are discussed.

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“…Families and communities play a central role and bear most of the costs of providing the supportive relationships and positive learning experiences that young children need for healthy development (Shonkoff, 2010). According to Campbell-Evans et al (2014) there is work to be done in building infrastructure between school, family and community. Kagan and Hallmark (2001) emphasize that ECE leaders should see themselves as community leaders, through informing and constructing these relationships among families, services, resources and the public and private sectors.…”

Section: Introductionmentioning

confidence: 99%

‘Sowing the seeds of community’: Daycare managers participating in a community approach project

Achituv¹,

Hertzog²

2019

Educational Management Administration & Leadership

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This paper is based on a study of daycare center managers participating in a project aimed at changing the communal approach in early childhood education (ECE) centers. The project was implemented by the ECE system of Israel’s Association of Community Centers for ages birth to three, based on the Ecological Systems Theory (Bronfenbrenner, 1979). The study aimed at learning about the managers’ views and attitudes toward the project, expanding knowledge in the sphere of ECE management and proposing relevant methods for policy improvement. The study applied qualitative methodology and was based on in-depth interviews with managers who participated in the first year of the project, and on observations at the daycare centers and on the project’s implementation process. The findings reveal that the managers are influenced in various ways, by the complex economic and organizational reality of their workplace. The position of the daycare managers as responsible for both implementing the project’s policies and for managing the caregivers creates a complex identity informed by ambivalent attitudes toward the system and the project itself. As ECE for ages birth to three is a conspicuous subject on international public agendas, this study may help ECE policymakers improve education systems by developing solid communal policies.

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Building Leadership Capacity in Early Childhood Pre-Service Teachers

Cited by 19 publications

References 11 publications

The Professional Leadership and Action Research Training Model: Supporting early childhood leadership

The Professional Leadership and Action Research Training Model: Supporting early childhood leadership

Navigating ambiguity: Early childhood leaders’ sense-making of their identity in a new mid-level role

‘Sowing the seeds of community’: Daycare managers participating in a community approach project

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