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:
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Academic Integrity |
Purpose-Specific GenAI Use GenAI toolsmay be usedfor specific assessment tasks or purposes as identified below:
Note that:
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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
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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.
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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.
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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 0% |
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. |
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 3: Challenges of the educational leader in one selected interview are discussed in detail with clear examples in |
Achieves all the criteria for a high distinctio n to an exemplar y standard, without | Outstanding discussion of the challenges faced by the educational leader in one selected interview including very | Very good discussion of the challenges faced by the educational leader in one selected interview including clear | Good |