Educational leadership

Abstract

In the Australian early childhood sector the role of educational leader emerged as part of a very large process of policy reform that began in 2009. The position of educational leader was established to drive the quality improvement requirements of the reform, but many organizations did not establish these positions until several years after the reforms were introduced. Lack of clear role descriptions and authority make it difficult for educational leaders to fulfil the expectations held of them. This study examines the sense leaders make of the policy reforms and the street-level bureaucracy they perform to translate the policy into action. This sense-making and street-level bureaucracy is taking place in a neoliberal context where, we argue, the demands for professional discretionary decision-making are in conflict with the top-down standardization inherent in neoliberalism. Educational leaders have the potential to challenge neoliberalism through their professional decision-making but, in the Australian context, many are currently focusing on compliance with their street-level bureaucracy.

Contextual determinants of kindergarten culture as indicators of children's well-being during their transition and adaptation

“…This unavoidable occurrence, leadership in human relationships, its way and purpose set the tone for interpersonal relationships, the culture of the institution, and community (Seme Stojnovi c & Hitrec, 2014). In the area of early childhood education all the more important ideas about the significance of research and leadership improvement are the basis for the creation of high quality care and education (Mujis, Aubrey, Harris, & Briggs, 2004;Rodd, 2013;Sims, Waniganayake, & Hadley, 2018;Strehmel, 2016;Antuli c Majcen & Pribela-Hodap, 2017). Essential characteristics of contemporary leadership are caring for people (employees, parents, children), dedication to teamwork, distributed leadership, and commitment to a shared vision.…”

Short-term International Experience (STIE) and Students’ Understanding of Quality Early Childhood Service Provision

“…Whilst this is clearly evident in school education it is also becoming more prevalent in the early childhood sector and is clearly evident in Australia (Cheeseman, Press, & Sumsion, 2015;Sims, Waniganayake, & Hadley, 2017;Sumsion & Grieshaber, 2012;Sumsion, Grieshaber, McArdle, & Shield, 2014). In the Australian early childhood sector, these external controls (pre-defined definitions of quality, prescribed learning outcomes) position early childhood educators as technicians (Skattebol & Arthur, 2014); practitioners whose role it is to follow pre-determined paths to deliver a pre-determined service.…”

“…Resolving this tension requires high level thinking: the ability to make sense of the technical requirements, to have an in-depth understanding of quality and the professional confidence to modify their practices so quality may look different in different contexts depending on the children and families with whom they are working at any moment. Extant EC leaders in Australia are, in the main, struggling to find a balance in this context of tension (Sims et al, 2017). EC pre-service educators are expected, on graduation, to move relatively quickly into leadership positions (Sims et al, 2017) thus it is important that they are prepared, not just with the required technical skills, but with the ability to understand how quality can look different in different contexts, and the confidence to make discretionary decisions about the practices necessary to support each child and family in the best way possible.…”

“…Extant EC leaders in Australia are, in the main, struggling to find a balance in this context of tension (Sims et al, 2017). EC pre-service educators are expected, on graduation, to move relatively quickly into leadership positions (Sims et al, 2017) thus it is important that they are prepared, not just with the required technical skills, but with the ability to understand how quality can look different in different contexts, and the confidence to make discretionary decisions about the practices necessary to support each child and family in the best way possible.…”

“…In the Australian early childhood sector, these external controls (pre-defined definitions of quality, prescribed learning outcomes) position early childhood educators as technicians (Skattebol & Arthur, 2014); practitioners whose role it is to follow pre-determined paths to deliver a pre-determined service. Given that they themselves have been educated in a neoliberal system where willingness to comply to external standards is highly rewarded and defines success (behaviours identified by Furedi, 2017;Giroux, 2015) it is not surprising that few are willing to challenge the hegemonic expectations imposed upon them, and instead, focus their energies on exploring how best to comply (Sims & Waniganayake, 2015, 2016Sims et al, 2017).…”