TCHR3004 Leadership and Advocacy in Early Childhood Task 2 - StudyAce – Custom Writing & Research Support for All Levels

TCHR3004: Leadership and Advocacy in Early Childhood

Summary

Title	Assessment 2
Type	Portfolio
Due Date	Sunday, 17 Augustat 11:59pm AEST (end of Week 6)
Length	1500 words
Weighting	50%
Submission	Word document (not PDF) submitted to Turnitin
Unit Learning Outcomes	This assessment task maps to the following ULOs: ULO1: Demonstrate knowledge of the keyprinciples of leadership and management in practice in early childhood education and care services and settings underpinned by theoretical and practical perspectives on administration, management and leadership. ULO2: Critically reflect on the role that advocacy plays in early childhood education (locally, nationally and internationally) and identify the skills that a strongadvocate for the ECEC profession should display. ULO3: Critically analyse and understand the role of the educational leader: including relationships, responsibilities, expectations, ethical practice andtransition to an educational leader.
Academic Integrity	Purpose-Specific GenAI Use GenAI toolsmay be usedfor specific assessment tasks or purposes as identified below: Grammarly, spellchecking, and otherreferencing software may be used GenAI tools may be used to develop the flow and readability of written responses that you have initially written in your own words GenAI CANNOT be used to create your response to written areas of the task or to develop citations to literature. You must demonstrate your ownknowledge over theseareas through writing responses in yourown words and through citing relevant, valid literature that you have engaged with and that aligns with the task requirements Note that: You must accurately acknowledge and declare youruse of GenAI within the task through appropriate citations and completion of the task cover sheet declaration You may be askedby your UnitAssessor to explain your assessment and provide evidence of versions of your work and GenAI prompts and outputs used. You must keep copiesof versions of your workincluding notes on GenAI tools and prompts you used, GenAI outputs and supporting references to show your Unit Assessor if required. If you are unableto demonstrate your understanding of your assessment satisfactorily or your adherence to the GenAIrequirements set out above, you may be breaching academic integrity.

Task Description

This task requires students to draw on learning from Modules 1 to 6 and one (1) of the provided educational leader interviews to write a critical review of the role, responsibilities, and challenges of the early childhood educational leader.

In developing and explaining these points, students will:

Demonstrate an understanding of key principles of leadership and management in practice within an early childhood education and care service setting
Critically reflect on what advocacy is in practice, its role in ECEC, and the skills needed/displayed by a strong advocate for the ECEC profession
Demonstrate an understanding of how to build a supportive and collaborative environment for children, parents, community and staff as a leader within an early childhood education and care service setting

Rationale

As an early childhood teacher, it is important that you:

Have an understanding and knowledge of varied and appropriate leadership styles
Understand your role as a leader within an early childhood education and care service setting
Can critically consider the impact of a leader and advocate in an early childhood education and care service/on the early childhood sector

Task Instructions

Three interviews with educational leaders in ECEC have been provided in the Task 2 folder on the Blackboard site.

Choose ONE interview with an educational leader and prepare a critical review of their role, responsibilities, and challenges as an early childhood educational leader in line with the following headings:

Interview selected
Key roles of the educational leader in this interview
Key responsibilities of the educational leader in this interview
The leadership style evident in this interview, and the theoretical underpinnings of this leadership style that are evident in this interview
The challenges faced by the education leader in this interview and examples of these challenges that are outlined in the interview
How the leader in this interview demonstrates advocacy/acts as a strong advocate, the skills they require for this advocacy role
The role that advocacy plays in the service of this interview and/or the broader early childhood sector

Formatting and style

You are required to use the headings outlined above to structure your portfolio; these have been provided in a template for you in the task folder
All parts of this task should be written in third person – this is a portfolio about another

person’s work as a leader

The cover sheet and declaration in the task template must be completed in full

Your task MUST be submitted in word format (not PDF)
APA 7 formatting is required for this task. For guidance on APA 7 formatting requirements, please refer to the information provided in your workshops and at this link – https://libguides.scu.edu.au/apa

Referencing

APA Referencing style is required to be used for this task.
Include one reference list for all responses under the References heading in the provided task template
At a minimum, your sources for this task will include:
- the EYLF V2.0 (AGDE, 2022)
- the National Quality Standards (ACECQA, 2025)
- at least six (6) unit reading literature sources in addition to the EYLF V2.0 and NQS
Broader scholarly literature may be used, and could include textbooks, peer reviewed articles, and published newspaper and/or media articles by reputable sources (for example, the ABC, The Conversation, Early Childhood Australia)
In total, you need to include at least 8 current scholarly references in your response to this task, including the EYLF V2.0, the NQS, and 6 unit literature reading sources

Resources

Academic Integrity – https://www.scu.edu.au/about/leadership/executive/academic-portfolio-office-apo/academic-integrity-framework/
SCU Student Learning Zone – https://www.scu.edu.au/current-students/learning-zone/
The Early Years Learning Framework – https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
Part 3 (National Quality Standard and Assessment and Rating) of the Guide to the National Quality Framework (ACECQA, 2025) – https://www.acecqa.gov.au/sites/default/files/2025-01/Guide-to-the-NQF-250101.pdf

Referencing Style Resource

Please refer to the APA 7th Referencing Guide for this task – https://libguides.scu.edu.au/apa

Task Submission

Your task should be submitted using the submission point in the Turnitin folder titled Assessment 2: Portfolio in the Assessments Tasks and Submission section on the Blackboard TCHR3004 site. Only Microsoft Word documents submitted via the Turnitin portal on Blackboard will be accepted.
It is YOUR responsibility to ensure that you have submitted the correct file and the FINAL version of your assessment for marking BEFORE the due date/time.
You are strongly advised to undertake your own SIMILARITY CHECK via Turnitin, PRIOR to the due date, to identify and resolve any academic integrity issues prior to submitting – see SCU Academic Integrity and Turnitin. You can submit up to three times and receive the similarity match report immediately – after three attempts, you will need to wait 24 hours.
Turnitin does not generate an automatic email receipt. If you have successfully uploaded your assessment, a green bar will appear at the top of the screen that says: Submission uploaded successfully: Download digital receipt. Use the hyperlink to download your digital receipt and store this with your assignment file.
If you have any difficulty submitting your assignment, please contact Technology Services and make sure that you log a job with them via email prior to the required time for

Get Plagiarism free Assignment help from Punjab Assignment help

submission, so you have evidence of your attempted submission. Alternatively, you may email a final version of your task prior to the due date and timeto your unit assessor with an outline of why you have been unable to upload this yourself.

To avoid any last-minute problems, make sure you submit well before 11:59pm on the due date.

Online Assignment help in Australia

Academic Integrity

At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility, and respect in relation to academic work.

The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic, and consistent approach to addressing academic integrity across the entire University. For more information see the SCU Academic Integrity Framework

Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.

GenAI Tool Use Descriptor

Per Level 2 of the SCU GenAI Tool Descriptors, the task allows for Purpose-Specific GenAI Use. GenAI tools can be used for specific assessment tasks or purposes as identified and scaffolded by the Unit Assessor. The purpose-specific uses of GenAI in this task are detailed on the first page of this task outline.

Note:

Under the Rules – Student Academic and Non-Academic Misconduct Rules (Section 3) students have the right to Appeal against the Academic Integrity Officers academic misconduct Determination, to the Executive Dean, with that determination being final and conclusive, and not subject to further Appeal within the University. Students are not able to appeal against academic misconduct via the Unit Assessor or unit staff.

Special Consideration

Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140

Late Submissions & Penalties

Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255

Grades & Feedback

Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the ‘Grades and Feedback’ section on the Blackboard unit site. Dates for grades release of on-time assessment submissions for each task are provided within the assessment folders for this unit.

Resubmission

There are NO resubmissions available for either of the tasks in this unit. Requests for resubmission of either task will be declined in line with the SCU Assessment, Teaching and Learning Procedure – https://policies.scu.edu.au/view.current.php?id=00255

Assessment Criteria

See the marking rubric for the marking criteria and grading standards.

… continued on next page….

Assessment Rubric

Marking Criteria and % allocation

High Distinctio n

100% +

High Distinction (85-99%)

Distinction (75-84%)

Credit (65-74%)

Pass

(59-64%)

Marginal Fail 35-49%

Fail

1-34%

Absent Fail

Criterion 1: The roles and responsibilities of the educational leader in one chosen interview have been described in detail, with clear reference

to the interview selected and with reference to at least 2 unit reading literature sources and the NQS (ACECQA, 2025)

20%

Achieves all the criteria for a high distinctio n to an exemplar y standard, without any errors.

The roles and responsibilities of the educational leader in one selected interview have been very clearlydescribed at an outstanding level in relation to the interview described in exceptional detail, with integration of at least two valid and relevant unit reading literature sources and valid areas of the NQS

The roles and responsibilities of the educational leader in one selected interview have been very clearly described with a very good levelof detail in relation to the interview, with integration of at least two valid and relevant unit reading literature sources and valid areas of the NQS

The roles and responsibilities of the educational leader in one selected interview have been clearly described with a good level of detail in relation to the interview, with reference to/some integration of at least two valid and relevant unit reading literature sources and valid areas of the NQS

The roles and responsibilities of the educational leader in one selected interview have been satisfactorily described with relevant detail in relation to the interview, with reference to at least two valid and relevant unit reading literature sources and valid areas of the NQS

Response meets some or all the requirements at the passing level in limited ways, OR only meets some of the requirements at the passing level AND/ORminimum literature requirements have not been met but some valid literature

has been used AND/OR the interview selected is not identified or has not been clearly described

Response meets some of the requirements at the passing level in very limited ways, OR response does not provide relevant or accurate responses to the task requirements at a passing level AND/OR the response does not align with one interview AND/OR invalid citations to literature or invalid literature used AND/OR no

support from literature

Did not attempt OR the response does not draw on the sources provided for the task

Criterion 2: The leadership style of the educational leader in one selected interview is

identified in detail and linked to EC leadership theory with reference to at least two unit reading literature sources and the EYLF V2.0.

25%

Achieves all the criteria for a high distinctio n to an exemplar y standard, without any errors.

The leadership style of the educational leader is identified extremely clearly in relation to one selected interview and linked to early childhood leadership theory withhigh level integration of at least two very relevant and valid unit reading literature sources and the EYLF V2.0 in an outstanding way.

The leadership style of the educational leader is identified very clearly in relation to one selected interview and linked to early childhood leadership theory with insightful integration of at least two very relevant and valid unit reading literature sources

and the EYLF V2.0 in a very good way.

The leadership style of the educational leader is identified clearly in relation to one selected interview and linked to early childhood leadership theory with some integration of at least two very relevant and valid unit reading literature sources and the EYLF V2.0 in a good way.

Good discussion of some of the challenges faced by the educational leader in one selected interview including mostly clear and detailed examples of practice from the selected interview and with reference to at least relevant and valid unit reading literature sources and the EYLF V2.0 in a

satisfactory way.