Courage, Commitment and Collaboration: Notions of leadership in the NZ ECE Centres of Innovation

This paper is based on a research study that explored notions of leadership in the New Zealand early childhood education (ECE) Centres of Innovation (COI) programme. The paper will begin by outlining the context in which this study was carried out with particular reference to the lack of recognition of the importance of leadership in the ECE sector and the significance of the Early Childhood Strategic Plan for future leadership development. The research study and findings will be described before a model and definition of leadership based around the concepts of courage, commitment and collaboration are suggested, and implications for future leadership development discussed

Courage, Commitment and Collaboration: Notions of leadership in the NZ ECE Centres of Innovation

This paper is based on a research study that explored notions of leadership in the New Zealand early childhood education (ECE) Centres of Innovation (COI) programme. The paper will begin by outlining the context in which this study was carried out with particular reference to the lack of recognition of the importance of leadership in the ECE sector and the significance of the Early Childhood Strategic Plan for future leadership development. The research study and findings will be described before a model and definition of leadership based around the concepts of courage, commitment and collaboration are suggested, and implications for future leadership development discussed

Leadership in the early years: Challenges and opportunities

The lack of recognition and support for leadership and leadership development in the New Zealand early years’ sector has long been recognised (Thornton, Wansbrough, Clarkin-Philips, Aitken, & Tamati, 2009). This article reflects on what has changed in the 10 years since the publication of a discussion document by the Teachers Council which signalled a number of issues facing the sector with regard to leadership. Research and guiding documents are drawn on in order to identify the current challenges and opportunities, and recommendations are made for strengthening future leadership practice in the sector

Alien Registration- Thornton, Kate (Portland, Cumberland County)

https://digitalmaine.com/alien_docs/24396/thumbnail.jp

Alien Registration- Thornton, Kate (Portland, Cumberland County)

https://digitalmaine.com/alien_docs/24396/thumbnail.jp

Alien Registration- Thornton, Kate (Portland, Cumberland County)

https://digitalmaine.com/alien_docs/24396/thumbnail.jp

Conceptualising leadership in early childhood education in Aotearoa New Zealand

The New Zealand Teachers Council Te Pouherenga Kaiako o Aotearoa is pleased to publish this occasional paper focused on leadership in early childhood education in Aotearoa New Zealand. The project that led to this publication grew out of a desire of the Council’s Early Childhood Education Advisory Group to promote some action on leadership development specifically for ECE. Whereas there is a well-developed leadership strategy for the school sector there is no equivalent support for teachers in ECE. Yet it is well established in the literature that an effective professional learning community is most likely to result from leadership that has learning as the central focus. Thus the absence of a cohesive leadership strategy was seen as a significant risk to professional initiatives supporting quality teaching in ECE

Leadership practices and indicators of quality, connected through internal evaluation processes in the New Zealand ECE sector

The last few years has seen a significant increase in the attention paid to leadership in the New Zealand early childhood education (ECE) sector, particularly in guiding documents. While these provide greater clarity than previously on expectations around leadership practice, a greater understanding of what leadership means and how it is implemented in different contexts is still needed. This article is based on a study exploring how educational leadership is practised through internal evaluation processes in New Zealand ECE services, and how these practices support the professional capabilities and capacities of teachers. Previous research has highlighted that a practice approach to leadership removes the focus on the individual leader and allows leadership to emerge from collective action. The objectives of this research study were: to develop a better understanding of how educational leadership is practised through internal evaluation processes; explore what challenges or enables teachers to become involved and practise educational leadership through internal evaluation processes; and to understand how services monitor the impact of changes on teaching practice, made as a result of an internal evaluation. This qualitative research, which took the form of an interpretive case study, was framed around a single case design with multiple units of analysis. Data were gathered from three participating ECE services through interviews, focus groups and observations, and drew on the perspectives of both teachers and positional leaders. A reflexive thematic data analysis approach was employed, and four key themes were developed: identification with leadership; supportive workplace culture; continuous improvement; and effective leadership practices in ECE services. Seven effective leadership practices were also identified: relational leadership; creating the conditions for teamwork; engagement; knowledge expertise and sharing opinions; shared decision making; facilitating and guiding and accountability and organisation. This article contributes to our further understanding of educational leadership practices in New Zealand ECE services