Charlotte Wearne S00118768 1

EDFD314 Assessment 1: Leadership Characteristics and

Leadership Profile

Leadership Characteristics and Leadership Profile

Introduction:
Identifications regarding leadership and what establishes effective leadership
have been profoundly discussed matters in the Early Childhood Education
field for several years. The responsibilities and roles of Early Childhood
Education leaders are extensive, and these leaders are accountable for
constructing programs for young children of a high quality. Leadership is a
particularly intricate concept that is not defined simply and individuals can
perceive it contrarily. The term leadership has various definitions, especially
in relation to Early Childhood. A principle of leadership that is very influential is
the leaders ability to respond to the necessities of others and inspire and
guide their families, colleagues and additional professionals (Waniganayake,
Cheeseman, Fenech, Hadley & Shepherd, 2012). Being an effective leader
involves being honest and trustworthy, as these are both fundamental
qualities for any relationship to prosper. Team leaders must be committed
beings, constantly demonstrating consistency and care (Moyles, J. 2006).

Rationale:
I have selected my Leader, Jenny Smith, due to her effective leadership and
teaching in the Penbank Early Learning Centre. She has been in the Early
Childhood Profession for thirty years, so I thought it would be interesting to
get a perspective and insight from someone so experienced. Jenny
optimistically influences and affects the children, families and staff. She is an
encouraging and inspiring mentor and role model to all staff members at the
centre. The children in Jennys class are joyful, buoyant, and learn to the
greatest of their ability whilst building upon their skills and knowledge for the
future. The staff under Jennys direction and supervision appear relaxed and
assertive in their positions and work as part of an efficient team. The families
of Jennys class are greeted every morning and afternoon and are an

essential part of the classroom. Families are comfortable when speaking to

Jenny, as they display and hold an open and enduring relationship.
Jenny embraces the leadership approaches, perspectives, skills and
strategies that arise with teaching in Early Childhood. She honours leadership
to be a duty of all teachers and for them to advocate for the finest quality
education and care that can be offered.
Background:
The interviewee Jenny Smith has been in the Early Childhood Education
profession for 30 years. Throughout this time she has taught children aged
between 0 and 4 years old. Jenny has been part of the Penbank Early
Learning Centre, (ELC), a kindergarten located on the Mornington Peninsula,
for 21 years. She has a Bachelor of Early Childhood Education and has
engaged in multiple types of different teaching roles including relief teaching,
assistant teaching, as well as having had various executive and director
teaching positions. Jenny is currently the Second In Charge (2IC) of the
Penbank ELC and thoroughly enjoys working there, always embracing each
day as a new day.
Before working at her current centre, she had undertaken jobs at two other
Early Childhood centres, one for five years, and one for six years.
Jennys major leadership responsibilities involve; classroom teaching,
mentoring and training new staff members and teachers, supervising
unqualified teachers and managing classroom administration. Additionally,
Jenny daily addresses Shared, Instructional and Pedagogical Leadership.
Jennys strengths consist of vibrancy, creativity, flexibility, energy, basing
teaching on childrens interests, well planned and organised, effective
communicator.

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EDFD314 Assessment 1: Leadership Characteristics and
Leadership Profile

Leadership styles:
There are many diverse styles of leadership in Early Childhood settings and it
is argued that educators are developing their own models and leadership
practices based on the need for communication and the concept of leadership
as a team (Rodd, 2006). During the interview with Jenny, it was clear that her
strong beliefs and determination to have reciprocal relationships with the Early
Childhood community, especially the staff within the centre, was of high
significance. When the question was raised about the hierarchy of staff at the
centre, she explained and emphasised the idea of leadership as being an
empowering and inclusive process, whereby leaders are looking to rearrange,
model and motivate others rather than asserting authority over others for
personal profit. In this sense, Jenny displays Shared Leadership. This
connects closely with relevant literature, as it is evident that genuine leaders
are motivating, empowering and understanding and that they do not
necessarily have to have the highest status (Rodd, 2013).
Instructional Leadership is another style that Jenny exhibits. Instructional
Leadership is perceived as leading others in order to empower them to
assume a role within leadership and encouraging them to exercise leadership
characteristics (MacNeil & Cavanagh, 2008). Jenny runs regular meetings
and leads professional discussion, encouraging staff members to participate
in similar leadership and role-models how discussions are lead. Instructional
practices are highly important in Early Childhood, not only for staff, but also
for children (Nuppon, 2006). Children require guidance and instruction so they
can prosper and develop eventually into independent individuals. This is why
educators like Jenny feel it is important to have someone navigate curriculum
and prioritise staff (Nuppon, 2006).
Additionally, Jenny in the Penbank Early Learning Centre displays
Pedagogical Leadership. This style of leadership aims to alter the philosophy
and beliefs of others in regard to learning and teaching (MacNeil & Cavanagh,
2008). She aims to positively influence others in the centre to better the
quality of teaching and learning.

As a result of Jennys experience, expertise and Pedagogical, Instructional

and Shared leadership styles, the children in her care and her classroom
flourish. Her classroom is efficient, consistently busy and smooth running. The
environment is warm and enticing, yet flexible and comfortable. Children are
always actively learning, investigating new things and extending themselves
to new challenges. Families are treated with utter respect and Jenny daily
continues to build stronger relationships with them.

Leadership Skills, Management Skills, Professional Skills and Personal

Skills:
Jenny has various effective types of skills that she possesses in her Early
Childhood setting. Each of these skills falls under categories such as;
Management Skills, Leadership Skills, Professional Skills and Personal Skills.
Jenny is a fantastic manager. She always records childrens learning, plans
programs that meet childrens needs and always bases them on their
interests. She manages staff and professional programs so that all the staf
keep up to date with frameworks such as the Early Years Learning Framework
(EYLF), as well as current policies and legislation. Her management skills
contribute to her effective leadership (Ebbeck, Waniganake, 2003). The
significance of Professional Development meetings and seminars are
particularly emphasised in the interview with Jenny as she uses the current
frameworks to inform the teaching that occurs in the ELC.

Jenny highlighted the importance she places on building relationships with

children and families, and demonstrated this by explaining her use of
communication. As she has demonstrated over the years, and explained in
this interview, it is crucial to get to know the children and families in order to
adapt the teaching to their interests and needs. Having the ability to be an
effective communicator leads Jenny to bettering her leadership skills because
communication with parents, children and the wider community is critical and

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EDFD314 Assessment 1: Leadership Characteristics and
Leadership Profile

foundational for any learning environment to succeed (Hargreaves & Fink,

2004).
Jennys professional skills are of extremely high quality. She claimed in the
interview that she always abides by rules and regulations and makes it a top
priority for staff, leading and encouraging them to do the same. Jenny is
extremely well planned, organised and uses her time efficiently.
Flexibility and being spontaneous, having the ability to alter learning
instantaneously is definitely a worthy personal skill of Jennys.
When asking her about the hierarchy in the Penbank ELC, she stated that she
did not like to think of the team being position under one another. She
acknowledged that some of her responsibilities are greater than that of others,
but the staff each contribute to ideas and knowledge thats offered. Jenny
specified that the staff team in the centre value each other equally.

Approach to Leadership:
Jenny approaches challenging situations whereby her role isnt directing but
she always considers everyones opinions. Shared leadership an important
thing for her. She is a confident educator and has many responsibilities of
leadership.
At times, Jenny sees herself as being at time slightly impatient in regards to
administrative work and acknowledges slightly poor time management with it.
When discussing this point further, I realised that mainly her impatience arises
when there are issues with staff in the centre. Jenny likes things to be dealt
with hastily, and at times things are slowed due to administrative work. She
also claims that she has to take a lot of work home with her as she does not
seem to allow enough time in the day to get it done.

Even though she sees this slightly as a weakness, I honour it as a positive

quality of her teaching. Accomplishment and change is something she wants
instantly for the children in the centre, and time being consumed by
administration is perhaps childrens worthless learning time. Rather than
being rushed in the ELC and producing work of a low quality, Jenny uses her
time at home efficiently to construct a high quality program for the children.

Conclusion:
Early Childhood leadership is an essential part of the Early Childhood
Education field. There are many perspectives connecting the assets that Early
Childhood leaders require, as well as their capabilities, influence and vision
(Rodd, 2006). Leaders perform in multiple ways to keep the excellence of
their programs high and guarantee that children reach their potential. They
work in personal, advocacy, instructional, administrative, community and
pedagogical leadership positions. Leadership instruction and recognition is
critical for creating effective outcomes for young children. It is the foundation
for successful progression into the future.
It was evident throughout the interview with Jenny that she is an activist and
advocate of worthy leadership practice. She clearly expressed the ways in
which she enacts diverse styles of leadership. She established positive and
motivating approaches and perspectives in relation to leadership and Early
Childhood. Jenny embodies fantastic characteristics of a quality leader.

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EDFD314 Assessment 1: Leadership Characteristics and
Leadership Profile

References:
Department of Education, Science and Training (2003). National Quality
Schooling

Framework.

[Fact

sheet].

Retrieved from http://www.nqsf.edu.au

Early Childhood Development Steering Committee. (2009). National Quality
Standard for Early Childhood Education and Care and School Age Care.
[Fact sheet]. Retrieved from
http://www.deewr.gov.au/Earlychildhood/Policy_Agenda/Quality/Documents
/NQStandardChildEdu.pdf

Ebbeck, M. A., & Waniganayake, M. (2003). Early childhood professionals:

leading today and tomorrow.Sydney: McLennand Petty.

Hargreaves, A., & Fink, D. (2004). The Seven Principles of Sustainable

Leaders. Educational Leadership, 61(7), 8-13.
MacNeil, N., & Cavanagh, R. (2008), Pedagogic Obsolescence: Principals
Role Discontinuity. Perspectives on Educational Leadership, 2008 (1),
Australian Council for Educational Leaders.
Moyles, J. (2006). Effective Leadership & Management in the Early Years.
Maidenhead: Open University Press.
Nuppon, H. (2006). Leadership concepts and theories: Reflections for practice
for early childhood directors. Australian Journal of Early Childhood. 31(1),
43-50.
Rodd, J. (2006). Leadership in Early Childhood. New South Wales: Allen &
Unwin.

Rodd,

J.

(2013)

Leadership

in

Early

Childhood:

The

Pathway

to

Professionalism. Crows Nest, Australia: Allen & Ulwin.

Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W.
(2012). Leadership - Contexts and complexities in early childhood
education. South Melbourne, Vic: Oxford University Press.

Charlotte Wearne S00118768 9

EDFD314 Assessment 1: Leadership Characteristics and
Leadership Profile

APPENDIX A
INTERVIEW & RESPONSES
Jenny Smith
Penbank Early Learning Centre.
Conducted by Madalyn McKirdy & Charlotte Wearne
1. Tell me a little bit about yourself? (Years in the profession,
qualifications, past teaching positions, how did you come about
the role?)
I have been in the Early Childhood Education profession for 30 years.
Throughout this time I have taught children aged between 0 and 4 years old. I
have been part of the Penbank Early Learning Centre, (ELC), a kindergarten
located on the Mornington Peninsula, for 21 years. Ive got a Bachelor of Early
Childhood Education and have engaged in multiple types of different teaching
roles including relief teaching, assistant teaching, as well as having had
various executive and director teaching positions. Im currently the Second In
Charge (2IC) of the Penbank ELC and I absolutely love working here and I
always embrace each day as a new day. Before this centre, I had previously
worked at two other Early Childhood centres. One Id worked at for five years,
and the other six.
2. What is your role within the centre?
I am currently the 2IC here. My major roles and responsibilities involve;
classroom teaching, mentoring and training new staff members and teachers,
supervising unqualified teachers and managing classroom administration.
Being a leader is definitely one of my roles as well.
3. Can you describe your centre? Perhaps some of the things you
focus on? Or a typical day here?
There are two Early Learning Groups here with a total of 50 children. One is a
group of 3 year old and the other 4. Our program is structured to meet the
needs of each individual child. We try to plan experiences that are both
exciting and challenging.
The program focuses on the social and emotional needs of children,
enhancing their skills in language, creativity and sense of belonging.

Penbank is such a lovely small community and very family orientated. We

place a lot of emphasis on relationships and nurturing our children, which
fosters the values reflected in our philosophy.
We feel that children learn best by doing through a variety of interactions in an
experimental learning environment. Particularly through play, where children
grow and learn about the world around them, learn to co-operate, explore and
enquire.
We also try to make learning hands on. This includes a lot open ended
learning experiences. With such an amazing outdoors space and environment
children really enjoy being outside and using nature as part of learning.
4. Do you see yourself as a leader and if so what do you believe are
your key leadership responsibilities within your job?
I believe I posses some good leadership qualities and the ability to lead a
group. Its not always successful and not perfect but its something I think I
have gotten better at with experience. I think one of the key leadership
responsibilities in my job is to be organised and on top of things. In order to
help be a leader of this great team we have to help make things happen. Look
at the centres overall goals, mission and philosophy and help my team take
action in the best possible way. I am fortunate to have a team that really cares
about the centre and children. They are so passionate about their job and
embrace all of these aspects and it helps us continually create a better early
learning environment for everyone.
M & C: Is there any other skills you think you use as a leader?
People skills! It would be really hard without good people skills. You need to
be able to connect with one another and support each other. In particular
recognise what a great job your doing. Its easy to get carried away in what
your doing but its important to recognise the special things your team
accomplishes. They put so much hard work in and a bit of positive feedback
can make someones day!
5. As a leader in the centre, how do you go about getting others to
follow?
I think the best thing I can do is get to know families and each child. Its really
important, especially to care for them, gain trust and get to know strengths
and build from their knowledge and interests.
M &C: Is that the same for staff?
Yes of course! If you can connect well as a group where theres respect for
everyones opinions and a mutual understanding. It can sometimes be difficult
to build these relationships and I feel it builds over time.

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EDFD314 Assessment 1: Leadership Characteristics and
Leadership Profile

M & C: What about in relation to the community?

The community is based on both business and families. Once again there is
still the need for good trusting relationships. We like to involve parents!
Always invite them to be apart of their childs learning. It helps to get to know
the families and let other children get to know other parents. Often it builds
relationships bigger than the classroom and they definitely help lend a hand
when we are in need.
6. What do you believe are some of your strengths? / Things you
find particularly easy or do well? / What are you interests?
I believe my strengths consist mainly of vibrancy, creativity, flexibility, being
energetic, basing teaching on childrens interests, being well-planned and
organised, being spontaneous and being able to alter the learning
instantaneously if its not going to plan, and being an effective communicator.
7. What is something you find challenging about your job and how
do you try to overcome these challenges?
Paperwork and time management. I often find myself taking work home and
feeling very overwhelmed with my workload. Sometimes I like to take on more
than I can actually tackle and this is a really bad habit that causes a lot of
unnecessary stress.
I like to write myself lists and set goals for myself. I also need to ask for help
at times particularly if I have a lot on my plate.
M & C: Is there anything you wish you could be better at?
I wish I were more patient. It is one of my biggest weaknesses. I can be very
impatient. I get something in my head and I just want it to happen.
8. How do you communicate with others in the centre? Describe
your relationship with your colleagues.
We have excellent relationships. We generally communicate though positive
interactions. We use open teamwork as a foundation. The staff in the centre
have regular meetings each week and morning briefings. These briefings
include informing everyone about the plan for and at the end discussing any
individual concerns for children that need to be made aware of.
We are also continuously evaluating and communicating through our work.
When documenting the learning that occurs though the week; Work
Portfolios, Records, checklists etc. Particularly portfolios they are so
important and are great for everyone; for staff, parents, the children and other
staff members.

M&C: Can you describe further the way in which you approach
communicating to colleagues, any tips you could provide me?
Much the same as parents at times, its all about building a relationships. Its
very important to communicate with parents in a way they understand and
have time for you know not everybody is the same. This is the same with
colleagues you know we all have different strengths and are at different
stages of our learning career. We need to communicate in a way that benefits
all of us. Help one another out.
9. How do you deal with conflict? Give an example of a time you
have dealt with conflict what happened? How was it over come?
Through raising issues at meetings with the team, speaking to the person
where the problem lies, speaking individually to work through an issue and
being open to criticism and feedback.
An example of a conflict that has occurred is when staff members have not
been willingly documents childrens learning stories and not making it a
priority to document childrens work. We overcame this through a professional
learning meeting. A meeting was set up and the issues were raised. A new
process was then developed suiting all involved. This process was then put
into place to ensure each staff member was aware of and completing
adequate document
10. If you were to draw a leadership/management hierarchy map what
would it look like?
In reference to a hierarchy as such this is perhaps what it might look like:
Vivienne
( Principle of
Penbank Early
Learning centre &
Primary School)

Jenny (2IC) CoRoom Leader

Tracey
(Room Leader)

Chris
(Assistant
Educator)

Heather
(Room Leader)

Brenda
(Assistant
Educator)

Dee
(Assistant
Educator)

Sally
(Assistant
Educator)

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EDFD314 Assessment 1: Leadership Characteristics and
Leadership Profile

However, I dont really like to think of us as a team being positioned under one
another. I may have some greater responsibilities and tasks to fulfil. I like to
think we all offer ideas, skills and knowledge that can be used in our daily
practice. We value each other equally.
11. In your current position how do you address guidance of staff,
children and families?
For staff, I run regular meetings, send out emails relating to particular topics,
have on-going professional discussions, daily face-to-face communication is
consistent. I also run daily reflections post sessions and discuss if any
modifications need to be made.
For the children, keeping up to date with best practice by attending regular
professional development seminars, giving my colleagues and me appropriate
guidance, and also through program planning.
In regards to families, I find that daily face-to-face communication works really
well as well as newsletters and e-mails.
Meeting with colleagues and talking through issues is something we as staff
do frequently. This encourages us to support one another with ideas.

12. How do you address community leadership and promoting Early

Childhood?
Mainly through attending regional teacher meetings and conferences. We also
host open days where the public can come and view our centre. Through the
use of media, we post public articles in the local newspapers promoting Early
Childhood. Running parenting/ community information forums is another way.
These are the ways in which we like to show the world that we value our
work and are happy in our profession.

13. How do you address new ideas, taking on change, and thinking
outside the box?
Predominantly through consistent reflection and discussion with staff. The
staff provide research through journals, Personal Developments and visiting
other centres. Being aware of what is happening in the local community,
regionally and even worldwide is something we put a focus on. Self-evaluation
is one strategy we use consistently as it allows for personal growth and
development. Being creative in my own planning is something I really strive
for.

14. How do you go about supporting change and advocating for

children?
Being aware of the UN Declaration On The Rights Of The Child and
supporting these is important for supporting change. Being proactive in trying
new ideas is crucial when advocating for children in regards to change. As
well as being conscious of government policies and being a good/positive
model when working with children.
15. How is the EYLF/Policies/ Legislation incorporated into your
responsibilities?
I must be familiar with them and work within the guidelines, laws and policies.
The framework (EYLF) provides a shared language for all early childhood
professionals and families to use when planning for childrens learning and
development. Early Childhood frameworks, legislation and policies must be
incorporated in our everyday rules and routines, responsibilities and
expectations and to abide by them. It is incorporated in portfolios, learning
stories, and programming, and daily stories. All these things are constantly
used as a tool for reflection and it helps me to learn from my teaching and for
the other staff. I, as well the other staff, know that these expectations are
non-negotiable and we that we must standby them at all times. As far as
policies and regulations they are something we must abide to at all times, we
are all very aware of them and ensure the safety of all within the centre.
16. How do you ensure your knowledge on these frameworks or laws
is up to date?
Subscribing to professional bodies such as Early Childhood Australia, ELAA
(Early Learning Association Australia), attending relevant PDs and
conferences. Reading DEECD (Department of Education & Early Childhood
Development) information, website and bulletins is really helpful. Also through
discussions with colleagues helps keep us up to date.
17. How do you and others support staff to undertake further
development or further learning or further learning?
We never stop learning we can always still learn something about ourselves
our personal identity or others. We often participate in training new staff,
which is great because they often will offer fresh ideas or a different set of
skills. We give feedback to one another constantly offering ideas and advice.
We will organise to attend new professional development training
opportunities on a variety of issues. These are often really interesting and
really do offer us some helpful ideas and tips to better our quality of teaching
and care.
One of the things that helps me the most is looking back at my notes and
reflecting on my day and deciding what worked well, what didnt work at all

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EDFD314 Assessment 1: Leadership Characteristics and
Leadership Profile

and what I could do to make things better next time. This is something you
can do all the time.