EDEC309: Leadership, Creativity, and Innovation
EDEC309: Leadership, Creativity, and Innovation
Student Id: 1843462095
Title: Leadership Interview
Part A: Leadership InterviewActivityI have worked as a teacher in the primary section of a school that was meant to teach a range of subjects and improve their communication to put better emphasis on literacy. I have encountered a professional issue that was related to team working issues among children. I organized a group activity that improved chemistry and team-building skills among the children. The name of the group activity was Traffic lights in which one child will show a distinct traffic light and other children will follow them to march around an indoor ground. The children were broken into two specific teams, the task was to run fast on green, slower on yellow, and stop at red. The team-building aspect includes the coordination of running and walking slowly collectively. They must follow the visual signal and coordinate with team members for the successful completion of the challenge. They must collectively reach the finish line for defeating other teams or racers.
Leadership model and approachThe best leadership model that will be followed for mitigating the issue among the children is the Coaching leadership model. The rationale for choosing this model involves the feature of mentoring the team and providing lessons to every child that is participating in the activity. Murray et al. (2021) have suggested that transformational parenting and better coaching performance from academic teachers can improve the performance of children in extracurricular activities. Coaching leadership style will build strong bonds among members, and it will strive to perform empathy for their goals, needs, and capabilities. It is found that a positive leadership style is induced among children that are taking part in the group activity (Huang et al. 2021). The most important feature of this leadership style is that every teacher will identify weaknesses among any child in the group activity.
Figure 1: Principle of EYLF
(Source: Lorina, 2015)
The adopted approach was to secure involvement from every child and make them communicate and coordinate with their classmates for improving their cognitive skills. I have found that one student was consistent in analyzing the signals and felt difficulty in communicating with team members. Therefore, this factor can be mitigated by developing self-compassion and communication among that specific child through a coaching approach (Wasylyshyn&Masterpasqua, 2018). According to the "Early Years Learning Framework," every child must communicate with each other, and the mentors must design a curriculum to improve involvement and engagement.
The base for children's development should be planned and documented and they must have respect and love for the children taking part in a group activity (Lorina, 2015). EYLF policies suggest that the children must have a belonging feeling by which he or they will feel a part of group activity. Then, the feeling of being is important to show the happening experience for the professionals. Lastly, the becoming stage must be followed for assessing different circumstances in the group activity (Early Childhood Learning Centre, 2022).
SignificanceThe issues administered during the group activity were mainly associated with communication and lack of interactive skills that must be present among children. This issue is very serious because communication is an effective part of childhood development. The National Quality Framework provides a national approach to regulating the entire childhood assessment and improves the quality of childhood education and care (Australian Children's Education & Care Quality Authority (ACECQA), 2022). This framework ensures a proper teaching schedule, and the educators must show active involvement to improve the cognitive and learning skills of the children. These frameworks must be followed for improving communication and symbol-identifying issues because this feature will help the child in developing eyesight and cognitive skills. The significance of improving quick reaction traits will develop the quality of education and shape the future of the child by following a better foundation in development and learning.
The Australian Education system enforces every mentor or educator to follow a distinct approach to improving education and care for children. The National Quality Standards (NQS) is associated with establishing a national benchmark that spreads awareness about early education and cares in schools or other learning institutions (ACECQA, 2022). The NQS includes 7 quality areas (1-7) that improve educational programs and children's health in any learning organization. These standards are established in such a way that they will avert any kind of unwanted or unethical issues with child education. Hagiwara et al. (2020) suggest that the Coaching model along with these standards improves self-determination and involvement among children. Therefore, the significance of the issue is justified, and the above-mentioned standards or framework must be followed for minimizing the impact on the child.
Action requiredThe action or plan required for mitigating the issues in the child will be mentioned in the following aspect:
Active conversation with a mentor: Communicating with children makes them comfortable and this factor is essential to acknowledge the chief elements that are opinionated by the child. Apart from conversation, better behavior and leadership style must be followed by the mentor to secure behavior development in the child (Zhang, 2020).
Point out the body language: Healthier conversations will help to point out the body language that needs to be changed and followed for better development.
Involvement in group activities and Role play: Role play helps in starting effective communication with children and group activities improve communication and shyness in a child.
Analyzing the interest of the child: The group activity must be developed by acknowledging the interest of the child and building strong partnerships with teachers, mentors, or classmates (Gray, 2018).
Documents required for actionThe documents that were required for establishing the above-mentioned action plan are:
List of hobbies, and interests of the child
Point of an issue and the main concern of challenges
Academic performance
Non-academic performance (results of extracurricular activities)
Task prioritizing in group activities (records)
Ability to take active participation (level of involvement in group and single activities)
Discussion with parents for acknowledging other information (any kind of traumatic or harsh incidents-past)
Stakeholders involvedThe stakeholders that are involved in supervising the interview and establishing the action plan are provided in the following pretext. Coaching leadership and mentoring style are essential for securing a sustainable plan and inducing a proper sense of partnership that improves the leadership attributes and features of the child (Gray, 2018). The action plan and interview should be designed in such a way that it will improve the mode of communication and presentation in the plan of action. The stakeholders that were consulted for establishing the action plan and managing all the necessary activities are provided in the following section. This plan will be essential for boosting communication and collaboration in the child.
Teachers: Teachers are considered one of the most important stakeholders in an action plan. Teachers are associated with analyzing the opinion and interests of the child and this factor can provide necessary information regarding the children. Self-compassion and coaching leadership are essential for motivating the children and helping them avert any kind of issues in the education sector (Wasylyshyn&Masterpasqua, 2018).
Mentors: Mentors include professional teachers or subject teachers that are closely monitoring the improvement or progress of a child. The opinion of the mentors is termed to be very important because it helps to acknowledge any kind of specific issue that is being faced by the child. Consultation with mentors can help identify any kind of untraced trait in a child. It is very important to conduct a complete analysis because this factor is essential for averting any kind of issues in the action plan.
Group activity assistant: My involvement as this stakeholder will be the maximum because I will present adequate information about the child. The chief issues that are encountered during the group activities will be reported. The type of communication issues that are aligned to the child, any kind of serious issue caused during the group activity, and other external information that levies any kind of impact in designing the action plan. The connection and consistency of the action plan should be maintained to secure sustainable development in the child.
Parents: Most importantly, Parents are the ones that monitor or administer the movement of the child for a longer time. Therefore, it is very important to collect all the necessary information that is useful for the action plan. Behavior is the main component that must be followed for securing a sustainable and productive outcome from an action plan (Zhang, 2020). Parents can provide the best information regarding hobbies and daily activities that are followed by the child.
Legal policies and assistance: Lastly, the action plan should be developed by acknowledging the principles and policies of Australian Education policy for childcare development. The standards of NQS and NQF must be followed for averting any kind of issues or legal notices in the plan. The distinct Quality area (4-6) must be followed for establishing the action plan. This QA is essential for protecting the rights of the children and securing a healthy outcome in the action plan (ACECQA, 2022). Australian child education strictly confirms the implementation of better leadership policies that ensure positive communication and childcare networks in the country. Therefore, these are the major stakeholders, which should be consulted for developing an integrated action plan.
References
Australian Children Education & Care Quality Authority, 2022. National Quality Framework (NQF). From: https://www.acecqa.gov.au/nqf/aboutAustralian Children Education & Care Quality Authority, 2022. National Quality Standard (NQS). From: https://www.acecqa.gov.au/nqf/national-quality-standardEarly Childhood Learning Centre, 2022 .What is the Early Years Learning Framework (EYLF) and what does it mean for my child? From: https://www.kidsclubchildcare.com.au/what-is-eylf/Gray, J. A. (2018). Leadership Coaching and Mentoring: A Research-Based Model for Stronger Partnerships.International Journal of Education Policy and Leadership,13(12), n12.
https://files.eric.ed.gov/fulltext/EJ1200706.pdfHagiwara, M., Shogren, K. A., Lane, K. L., Raley, S. K., & Smith, S. A. (2020). Development of the Self-Determined Learning Model of Instruction Coaching Model: Implications for Research and Practice.Grantee Submission,55(1), 17-27. https://files.eric.ed.gov/fulltext/ED606491.pdfHuang, H. C., Lee, P. Y., Lo, Y. C., Chen, I. S., & Hsu, C. H. (2021). A Study on the Perceived Positive Coaching Leadership, Sports Enthusiasm, and Happiness of Boxing Athletes.Sustainability,13(13), 7199.https://www.mdpi.com/2071-1050/13/13/7199/pdf
Lorina January 5, 2015. Aussie Child care Network. Understanding EYLF. From: https://aussiechildcarenetwork.com.au/articles/childcare-programming/understanding-eylfMurray, R. M., Dugdale, J. H., Habeeb, C. M., & Arthur, C. A. (2021). Transformational parenting and coaching on mental toughness and physical performance in adolescent soccer players: The moderating effect of athlete age.European Journal of Sport Science,21(4), 580-589.http://dspace.stir.ac.uk/bitstream/1893/31259/1/Parent%20and%20Coach%20Leadership_Accepted_.pdf.
Wasylyshyn, K. M., &Masterpasqua, F. (2018). Developing self-compassion in leadership development coaching: A practice model and case study analysis.International Coaching Psychology Review,13(1), 21-34. https://organisationalpsychology.nz/wp-content/uploads/2019/07/Volume_13_No_1_Spring_2018.pdf#page=23Zhang, X. (2020). The Relationship of Coaching Leadership and Innovation Behavior: Dual Mediation Model for Individuals and Teams across Levels.Open Journal of Leadership,9(1), 70-83. https://www.scirp.org/journal/paperinformation.aspx?paperid=98859
