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The Professional Self in Early Years Leadership

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Mike Steer

on 21 March 2013

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Transcript of The Professional Self in Early Years Leadership


Dalli's research (2008, 181) states that,
"collaborative relationships had holistic beneficial impact" and identified "the professional teacher as: Able to work side by side for the advantage of children, staff, management and community of the centre." Collaboration Working with parents Agents of change Macro Changes Minute Changes + = What have you done/are you doing to maximise the strengths of the setting and those of yourself? Springfield
School Ofsted (2011) said, "The whole unit is dedicated to ensuring whatever the children do is related to their individual needs." Leadership Osgood (2010:128) states "self reflection as fundamental to a sense of professionalism. " Moyles (2002:238) states, "adopting a reflective approach will result in the practitioners' understanding more about the needs of the learners and consequently being able to make informed, professional judgements." Contributions to learning journals
Coffee morning
Home visits
Parent consultation evenings
Open week
Grandparents week
Monkey-Do days
Transition BBQ
Parent Questionnaires

McDowall Clark (2012:397)" Encourage reflection and build a learning community and team culture with an explicit pedagogy, common purpose and shared goals." Rational adopters and Pragmatic Sceptics Resisters Dalli (2008,182)"education and care teachers expected professionals to be: respectful and non judgemental; prepared to listen and be supportive of them in their parenting." Small steps to incremental changes Supportive, non - confrontational challenge Reflective practise making pedagogy explicit Commitment to professional development The Catalytic Leader McDowall Clark (2012, 398) Gus Pennington (2003) Innovative

Osgood (2006,193) Listening to and working with children. Unique child
Positive relationships
Enabling environments
Development is different
EYFS (2012) Collaboration Team work An effective leader Dalli ( 2008,178) Emphasis on "sensitivity and responsiveness to children's cues or messages about who they are and where they are at. Moyles (2002,295) talks of the tensions that can arise between support staff and teachers in early years settings and how often lower status and pay can be the source of frustration for EY support staff who often see themselves as doing the same job Clear roles and responsibilities.
Vision shared and developed together.
Views and opinions valued. Through reflection and change we become better professionals. Change takes time. Shared vision and discussion with the whole team is vital Have the changes made had the desired effect for the children? Children Colleagues Parents Outside agencies
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