Leading and managing collaborative practice: the research : ESRC Seminar 3 Proceedings

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Review and evaluation of the Inquiry to Implementation Project final report 2014

The inquiry based professional learning project, Inquiry to Implementation was developed by the Victorian Curriculum and Assessment Authority (VCAA) as a key professional learning resource to support implementation of the Victorian Early Years Learning and Development Framework (VEYLDF) For all Children Birth to Eight Years. The VCAA and the Department of Education and Training (DET) work together to support VEYLDF implementation. This review and evaluation report provides an account of early childhood professionals\u27 experience of inquiry based professional learning in multidisciplinary networks across Victoria. Drawing on project data and focus group interviews, in the Report, Monash University deliver research findings on key trends in assessment practice and network relationships and engagement: changes in practice are described for individual practitioners, service types and the nine networks involved in the Inquiry to Implementation Project four dominant themes are identified across all networks and a further seven which are evident for particular networks case studies profile the contribution each of the nine networks and highlight the unique nature, trends in practice over time, evidence of participants learning, promising practices, key successes and barriers along with overarching themes a relational agency framework provides a model that can be used to describe practitioner experiences and professional relationships in networks. Monash University researchers developed the framework as a tool to support growth in inquiry based professional learning at the level of a multidisciplinary network. This report draws out learning from the networks that all early childhood professionals, policy makers and researchers will find useful in building assessment practice and research to support learning and development outcomes for children. &nbsp

Place-based approaches to child and family services

This paper synthesizes the conceptual and empirical literature on place-based approaches to meeting the needs of young children and their families. A specific focus of the paper is on the potential contribution of place-based approaches to service reconfiguration and coordination. Outline The paper begins by outlining the sweeping social changes that have occurred in developed nations over the past few decades and their impact on children, families and communities. It explores the ‘joined up’ problems faced by families and communities in the contemporary world, and highlights the need to reconfigure services to support families more effectively. The paper then focuses on ‘joined up’ solutions, on what we know about how to meet the challenges posed by the complex problems that characterise our society. Next, the paper explores what a place-based approach involves, and what role it can play in supporting families with young children. The rationale underpinning place-based approaches is outlined and the evidence for the effectiveness of the approach is summarised. The paper then looks at what can be learned from efforts to implement place-based initiatives in Australia and overseas, and explores the issues that need to be addressed in implementing this strategy. The ways in which the early childhood service system might be reconfigured are also considered, and the paper ends with a consideration of the policy and implementation implications.&nbsp

Exploring Pedagogical Leadership in Alberta’s Early Childhood Education and Care

Early Childhood Education and Care (ECEC) focuses on young children’s early learning and well-being, as mighty learners and citizens. Making curriculum decisions that reflect guiding principles that view children as active, co-constructors of knowledge is challenging work. This way of working requires integrating theoretical and practice-based knowledge in pedagogical processes to create meaningful learning opportunities that reflect children’s everyday experiences and encourages children’s theory building. Pedagogical leaders play a vital role in the pedagogical process by creating transformative shifts in EC practice and curriculum decision making. Now seems to be the moment when views of ECEC leadership are broadening to include a focus on leading practice and learning,and inspires a vision that situates pedagogy as the core of leadership. This research examined the not yet well-defined and sometimes misunderstood role of the pedagogical leader in ECEC in Alberta by exploring participants’ perspectives on leading practice within ECEC teams. Wenger\u27s Social Learning Theory (1998) helps to situate pedagogy and leadership, and their emerging connectedness within the context of the ECEC. Building on Wenger\u27s notion of a community of practice described as an assembly of people with a common pursuit to interact to improve learning (Wenger, 1998), highlights the collaborative nature of shared meaning making. Wenger’s (1998) notions of communities of practice was an apt lens to explore the dynamics of pedagogical leadership within ECEC centers. This qualitative study used semi-structured interviews, a focus group dialogue, and a follow-up questionnaire to explore how pedagogical leaders described the pedagogical practices used to support and engage EC educators in curriculum decision making. Findings illustrated how formal leadership often began with practice experience and recognition of leadership potential, as participants drew parallels between the pedagogical process used with children to the process used while supporting educator in curriculum meaning making. Findings also illustrated the various conceptions of leaderships, levels of formal leadership that emerge within organizations and the pedagogical enactments that leaders use. Participants detailed the need for formal and informal learning opportunities to further animate their work. The implications for practice focus on creating formalize pathways to leadership; expanding local practice circles for pedagogical leaders to collaborate with one another, and professional learning opportunities focused on pedagogy and leadership specific to ECEC contents

Future school services, 'Global Solutions' : ESRC Seminar 4 Proceedings

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