Looking for evidence on what is required for an Educational leader to fulfil the role

About 10 years I decided that I was ready for a challenge and thought I would attempt a Masters in Educational leadership, Specialising in Early childhood. It was challenging to juggle ‘life’, I was working fulltime and had a big family life but thought it was a challenge that I was eager to at least try and give it a go. The great thing about this approach is it took the pressure off and I took it one unit at a time.

 One of the assignments in one unit was to complete a systematic literature review looking for evidence around a particular topic. At the time I was managing the sector support team at the Australian Children’s Education and Care Quality Authority (ACECQA) and I was very interested in supporting Educational leaders (and still am!). This blog unpack some of the key findings on what skills, knowledge and attributes are required in Educational leaders in order to lead the development and implementation of the educational program and the assessment and planning cycle.

 The need for relevant research

The body of research and writing on educational leadership is broad, while some of this work focuses on early childhood. The bulk spans the education continuum and crosses a range of countries. This problematizes drawing practical and relevant information to support Educational Leaders to realise the intent of the role under the National Quality Framework.

According to ACECQA and the policy advice with the Guide to the National Quality Framework, 2023:

‘The role of the educational leader is primarily to:

• collaborate with educators and provide curriculum direction and guidance
• support educators to effectively implement the cycle of planning to enhance programs and practices
• lead the development and implementation of an effective educational program in the service
• ensure children’s learning and development are guided by the learning outcomes of the Early Years Learning Framework and/or the Framework for School Age Care or other approved learning frameworks.’

The aim of this review was very much to find out what is known about the role in the Australian education and care context, including how the role is perceived by practitioners and to draw out what is not necessarily known at a conscious level about the skills, knowledge and attributes that are required. The review included a range of studies conducted in a range of service types covered under the NQF.

What were the key findings?

The review highlighted that under the NQF Educational Leaders are perceived as ‘change management agents’ and while the ‘appointment of such a leader is mandated, the government has not fully articulated the roles and responsibilities, leaving both opportunities for innovation and left others confused, concerned and at a loss in moving forward’ (p.12, Waniganayake 2015).

Some key themes emerged from both practitioners and researchers about essential elements required to implement the role effectively. Including:

• broad concept knowledge relating to the intent of the role
• required base knowledge to effectively implement the role
• implicit and technical skills required some that were included in educator training and some new skills (particularly around leadership)
• person specific attributes that are essential to functioning in the role.

Specifical skills, knowledge and attributes

The research also highlighted the complexity of the role by the sheer volume of the skills, knowledge and personal attributes involved in actioning the intent of the role under the NQF. Below is a broad summary in each category.

Skills

• Mapping and articulating philosophy, program and practice to measurable standards and outcomes for children.
• Managing the teams and organisational expectations of the role.
• Recognition that a range of leadership approaches exist at the same time and the responsiveness to draw on the most appropriate approach at any one time.

Knowledge

• understanding of how theory connects to and influences practice
• knowledge and application of leadership theory including the difference between leadership and management
• ability to adopt a relational and strengths-based approach
• of learning styles and a range of methods both formal and informal to facilitate learning, viewing learning as embedded in everyday practice

Personal attributes

• A sense of purpose and vision.
• Adaptability and responsibility as a practitioner and being able to act autonomously and be intrinsically motivated.
• Ability to prioritise and create a separate space for pedagogy.
• A commitment to the role with a focus on outcomes for children as well as valuing their own contribution to the service.

Courses specifically designed to set Educational leaders up for success

One of the reasons I wanted to share this systematic review with our readers is that the early years Learning hub courses have been identified through review processes like these and then designed professional learning and accompanying resources to equip teachers, educators and leaders with the knowledge, skills and understanding they need to implement high-quality practices and deliver educational programs that have an impact on outcomes for children.

One of our designated catalogues is specifically tailored to Educational leaders and maps to the very evidence presented in this blog. We have developed 7 courses that we believe will help you understand the intent of the role, seek support for the role and lead effective educational programs. If you would like to find out more checkout our full educational leader ctaalogue.

References

Waniganayake, M. (2015). Leading change: Issues influencing the role of educational leaders in Australia. Early Education Journal, Autumn (77). Early Education: London.