Leaders as agents of change
ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.
Leaders within education and care are widely acknowledged as change agents, working with educators, families and communities to interpret and implement policy changes designed to raise the quality of early childhood and outside school hours care services. With the upcoming changes to the National Quality Framework (NQF) coming into effect on 1 October 2017, what better time to consider how the leadership structures within your organisation are supporting an effective transition to the revised National Quality Standard (NQS) and regulatory standards?
The NQF is a framework that reflects a commitment to continuous improvement. Recent changes represent the voices of educators, families, communities and other stakeholders, responding to aspects of the NQF they believed could be improved to allow education and care services to focus on what matters – providing high quality programs and practice. The revised NQS represents a more streamlined set of quality standards that have been refined to reduce overlap and provide greater clarity and guidance.
One of the areas that has been streamlined is Quality Area 7, now titled Governance and leadership. There is increased clarity about the expectations relating to governance and how philosophy, systems, and a clear understanding of roles and responsibilities support a strong foundation for leadership.
The revised standard also refines expectations of the role of educational leader. The new 7.2.2 element states: The educational leader is supported and leads the development and implementation of the educational program and assessment and planning cycle. This change acknowledges the role requires support in order to effect positive changes and the significant role the educational leader plays in supporting educator understandings of the assessment and planning cycle.
Professor Joce Nuttall, a renowned academic, recognised authority in education and care leadership and member of the ACECQA Board shares some important messages that can prompt you to consider what this may mean for the way leadership is enacted in your service. In the first video Joce speaks about the context for leadership in education and care, particularly the difference between positional or hierarchical models and relational and distributed approaches.
In this next clip, Joce unpacks what support for the educational leader might look like, recognising this will be unique to the context of the service and the needs of individual educational leaders. She goes on to discuss the often opposing dynamics of positional and distributed leadership and poses some ideas for moving forward.
In order for the educational leader to be successful in generating quality outcomes, they must receive support from the approved provider and nominated supervisor. Joce discusses some of the theory and research as well as practical ideas about how this might happen.
Joce goes on to speak about the important role educational leaders play in building educators’ capacity to engage with and demonstrate knowledge of the assessment and planning cycle, by reflecting on children’s learning as individuals and groups as well as the effectiveness of the program as a whole.
In the final video, Joce encourages educational leaders to consider their own learning and professional development. This is essential if educational leaders are to support the development of others.
Questions for further reflection:
- What is the collective understanding of leadership within your service?
- How is the educational leader supported? What supports are needed?
- How effectively are educators engaging with the planning cycle?
- How is the educational leader leading the evaluation of the whole program?
For more information on the NQF changes, visit the ACECQA website.
Further reading and resources
ACECQA – Information sheet – The role of the educational leader
ACECQA – National Education Leader presentation – The role and exciting future of educational leaders
We hear you – The role of the educational leader series
We hear you – Unpacking the planning cycle series
We hear you – Uncovering the layers of reflective practice series