Leadership for professional development: How can leadership impact the effectiveness of professional development for early childhood staff? 

EECERA 2009

Ms Carol Burgessand

Dr Louise Hard

Charles Sturt University: Australia

Overview

•Leadership literature…relationship to professional development

•The background to the study...

•One participant’s story

•Link between effective leadership and professional development of ECEC

•Conclusions: Implications for leadership and quality outcomes in ECEC

Leadership Literature

Leadership as a pervading notion valued yet intangible (Sinclair, 2007)Leadership and quality education (Aubrey; 2004, OECD; 2006, Rodd, 2006)Leadership and institutional impact through professional development (Youngs and King, 2002; Nupponen, 2006 )Ideas from educational contexts and early childhood literature…Appropriateness of PD, timing, mentoring, time to talk, feedback, support, school culture/values, staff trust, continuity, expectations of learning and application, distribution of leadership and more!

The research study, Practice Potentials: Impact of participation in professional development and support on quality outcomes for children in childcare centres, was commissioned in 2007 by the National Professional Support Coordinators (PSC) Alliance.

Background to the study

One leader’s actions….her story.

This is the story of one participant who enacts leadership to achieve staff, service and community outcomes. The leader’s strategic identification of appropriate professional development activities for staff is important and the knowledge gained through such "PD" is applied more effectively as a result of particular leadership activity.

Link between effective leadership and professional development of ECEC

• Identification of a clear link between ECEC centre-based leadership and tangible outcomes:

• Leaders often act as the gatekeepers of professional development. Investment in professional development is returned through low staff turnover, high quality outcomes for children and a more satisfied and fulfilled workforce (Waniganayake, et al, 2008)

• Leaders appear to identify individual staff or team goals, and suggest appropriate PD opportunities, act as mentors and models and have expectations for participation to achieve improved practice (example 1)

• Quality leadership can create a vibrant culture around professional development expectations which are apparent in increased interest, commitment direction and focus of staff. (example 2)

• Leaders behave in ways that: are perceptive, proactive, motivated, passionate, resourceful, tenacious and creative.

Conclusions

• What can we learn from Fawn’s story?- She had challenges such as isolation, limited peers, few

resources…- But she has passion, determination and tenacity as well as a

commitment to her community which has a commitment to her.

• Can knowledgeable and effective leadership contribute directly to quality in ECEC?

• How do we build, sustain and distribute leadership knowledge?