Leadership in the Early Childhood Field

Overview

For each part of this Assessment:

1. Use the Assessment documents and video as required.

2. Reflect the criteria provided in the Rubric.

3. Adhere to the required assignment length.

Use the

APA Paper Template

for reference. All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate.

Professional Skills:

Written Communication

is assessed in this Competency. You are strongly encouraged to use the

Writing Checklist

and to review the rubric prior to submitting.

Memo: To All Little Flower Staff

Re: Texting and Cell Phone Use

Over the past few weeks, we have received over 20 phone calls or in-person complaints from parents regarding the use of mobile phones by staff members during teaching and caregiving hours. They find it to be unprofessional and reflective of a lack of vigilance in the care we provide. While you are at work, your
full attention
should be devoted to the children under your care.

We understand that you may have family members or other issues that require your attention during the daytime hours. You each receive two half-hour breaks throughout the 8-hour day. During those breaks, you may use your cell phone to text, call, or e-mail
in the staff room only
. During all other times, you may not use your mobile phone. Your cell phone should never be visible in the presence of the children you care for.

A refusal or inability to follow these new guidelines will result in disciplinary action.

This is a very serious issue, and we have tried the informal approach of speaking to the individuals who have raised parents’ concerns. The lack of results from those conversations has forced us to implement a strict zero-tolerance policy. We appreciate your understanding in this matter.

We will discuss details and concerns at next week’s staff meeting. In the meantime, please adhere to this policy as detailed above.

PV003

To the Director of Little Flower Child Care Center,

We are writing as a group of gravely concerned parents about a recently publicized incident involving Nicholas Rye, the head teacher of the 3- to 5-year-old group at your center. It was published in last week’s local newspaper that Mr. Rye was charged and convicted of a DWI (driving while intoxicated). While we understand that this incident occurred outside of work hours and away from Little Flower premises, we strongly believe that it is cause to believe that Mr. Rye is unfit to care for our children and provides grounds for his dismissal.

Many of us currently have children in Mr. Rye’s classroom and are shocked at the lack of action by Little Flower administration on this issue. We do not believe that a man who uses such little judgment, and is willing to put his own life and the lives of others in such danger, has any place caring for our children. We acknowledge that he has in the past created a fun and structured learning environment for children—we had come to trust and rely on Mr. Rye. This makes this news all the more devastating for our families. We are deeply disappointed in his actions and have lost complete confidence in him as a teacher. We understand that all humans make mistakes, but some mistakes are unforgiveable, especially when the well-being of children is at stake. We are, therefore, calling for the resignation of Mr. Rye.

A lack of disciplinary action from Little Flower administration on this issue may force some of us to seek childcare elsewhere. We hope for a clear and decisive resolution to this issue. Please make Little Flower safe for our children again.

Sincerely,

Concerned Little Flower parents:

Daniel and Luana Ruiz

Stephen and Mary Chase

Fiona Lawland

Diane Martin and Lee Harrison

Benjamin Wong

Carrie Inglebreed

Samson McConnell

George and Wendy Suthers

Gary Weissman

Nory and Eugene Perez

Nathaniel Louis-Charon

Bette Oliveira

Overview of Staff at Little Flower Child Care Center

Nancy Rodriguez

Position: Head teacher (0- to 2-year-olds)

Degree/Education: Master’s in child development

Humanmetrics Jung Personality Typology: ESFJ (Extrovert, Sensing, Feeling, Judging)

Notes: Nancy has been with Little Flower for over 10 years and has enormous influence on the other staff.

Leeza Knowles

Position: Assistant teacher (0- to 2-year-olds)

Degree/Education: Bachelor’s in early childhood

Humanmetrics Jung Personality Typology: ISTP (Introvert, Sensing, Thinking, Perceiving)

Notes: Leeza joined Little Flower 2 years ago and is well-loved among children and families. She is a good friend of Danielle Freed, who brought her on board last year.

Gregory Chung

Position: Head teacher (2- to 3-year-olds)

Degree/Education: Bachelor’s in psychology

Humanmetrics Jung Personality Typology: ENTJ (Extrovert, Intuitive, Thinking, Judging)

Notes: Gregory has been at Little Flower for 3 years. He is a favorite of some families, but there have been a few complaints from both families and other staff because he is very set in his ways about certain approaches to childcare.

Danielle Freed

Position: Assistant teacher (2- to 3-year-olds)

Degree/Education: High school diploma, previous childcare experience

Humanmetrics Jung Personality Typology: ISFP (Introvert, Sensing, Feeling, Perceiving)

Notes: Danielle joined Little Flower last year at the recommendation of Leeza Knowles. She is wonderful with the children but often resistant to taking guidance from more experienced teachers and authority figures.

Nicholas Rye

Position: Head teacher (3- to 5-year-olds)

Degree/Education: Master’s in early childhood education

Humanmetrics Jung Personality Typology: ESFJ (Extrovert, Sensing, Feeling, Judging)

Notes: Nicholas has been with Little Flower for 8 years and has helped develop innovative curricula for all age groups. He is known for his fun and challenging approach with children.

Sarah Winsor

Position: Assistant teacher (3- to 5-year-olds)

Degree/Education: Bachelor’s in child development

Humanmetrics Jung Personality Typology: INFP (Introvert, Intuitive, Feeling, Perceiving)

Notes: Sarah joined Little Flower last year and is still learning the ropes. She is very compassionate and caring but is still learning how to manage a large group of children. She was placed with Nicholas to learn from an experienced teacher.

Learning Resources/ References

Northouse, P. G. (2013). Leadership: Theory and practice (7th ed., pp. 195-223). Thousand Oaks, CA: Sage Publications.

Hearron, P. F., & Hildebrand, V. P. (2011). Management of child development centers (7th ed., pp. 61–79). Boston, MA: Pearson.

National Association for the Education of Young Children (NAEYC). (2011). Code of ethical conduct and statement of commitment (Position Statement Update). Retrieved from

http://www.naeyc.org/files/naeyc/image/public_policy/Ethics

PV003: Leadership in the Early Childhood Field

Assessment Rubric

0
Not Present

1
Needs Improvement

2
Meets Expectations

3
Exceeds Expectations

Part I: Leadership Inventory and Reflection
Sub-Competency #1: Explain how leadership style, temperament, and personal experience influence authentic leadership capacity.

Learning Objective 1.1:
Describe leadership
style and
temperament.

Description is missing.

Response vaguely or
incompletely describes
leadership style and
temperament.

Response thoroughly
describes leadership style
and temperament

Response demonstrates
the same level of
achievement as “2,” plus
the following:

Response includes specific
examples to illustrate
leadership style and
temperament.

Learning Objective 1.2
Explain how personal
experiences and
leadership style
influences authentic
leadership capacity.

Explanation is missing.

Response provides a vague
or incomplete explanation.

Response provides a
logical explanation of how
personal experience and
leadership style influences
authentic leadership
capacity.

Response is supported by
logical connections to the
professional knowledge
base.

Response demonstrates
the same level of
achievement as “2,” plus
the following:

Response includes a
critical analysis of personal
experience, as it relates
one’s own leadership
capacity.

Sub-Competency 2: Explain how emotional intelligence applies to leadership in early childhood contexts.

Learning Objective 2.1:
Explain how emotional
intelligence applies to
leadership in early
childhood contexts.

Explanation is missing.

Response provides a vague
or incomplete explanation.

Response provides a
thorough explanation
regarding how emotional
intelligence applies to
leadership early childhood
contexts.

Response demonstrates
the same level of
achievement as “2,” plus
the following:

Response makes relevant

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations

Response is supported by
logical connections to the
professional knowledge
base.

connections to personal
experience and
professional practice.

Part II: Applying Leadership Principles

Sub-Competency 3: Apply emotional intelligence, authentic leadership, and leadership style and temperament in addressing
common leadership challenges.
Learning Objective 3.1:
Explain how emotional
intelligence, authentic
leadership, and
knowledge of
leadership style apply
to leadership
challenges.

Explanation is missing. Response vaguely or
incompletely explains how
emotional intelligence,
authentic leadership, and
knowledge of leadership
style will be used to
address both challenges
presented in the scenario.

Response clearly explains
how emotional
intelligence, authentic
leadership, and knowledge
of leadership style will be
used to address both
challenges presented in
the scenario.

Response is supported by
logical connections to the
professional knowledge
base.

Response demonstrates
the same level of
achievement as “2,” plus
the following:

Response is supported by
specific examples from
personal experience or
professional practice.

Sub-Competency 4: Apply strategies to address ethical challenges in the early childhood field.
Learning Objective 4.1:
Apply strategies to
address ethical
challenges.

Description is missing.

Response provides a vague
or incomplete description
of strategies to address
the ethical dilemma
presented in the scenario.

Response provides a
logical and appropriate
description of strategies to
address the ethical
dilemma presented in the
scenario.

Response is supported by
logical connections to the
NAEYC Code of Ethical

Response demonstrates
the same level of
achievement as “2,” plus
the following:

Response is supported by
specific examples from
personal experience or
professional practice.

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations

Conduct.

Sub-Competency 5: Apply effective strategies for managing change in early childhood contexts.
Learning Objective 5.1:
Apply strategies for
managing change in
early childhood
contexts.

Description is missing.

Response provides a vague
or irrelevant description of
strategies to manage
change and assist resistant
staff.

Response provides a
logical and appropriate
description of strategies to
manage change and assist
resistant staff.

Response is supported by
logical connections to the
professional knowledge
base.

Response demonstrates
the same level of
achievement as “2,” plus
the following:

Response includes a logical
and appropriate
explanation of more than
one strategy to assist staff
members who may be
resistant to change.

Professional Skill 001: Written Communication: Demonstrates graduate level writing skills.

Learning Objective
PS 1.1:
Use proper grammar,
spelling, and
mechanics.

Multiple major and minor
errors in grammar,
spelling, and/or mechanics
are highly distracting and
seriously impact
readability.

Multiple minor errors in
grammar, spelling, and/or
mechanics are distracting
and negatively impact
readability.

Writing reflects competent
use of standard edited
American English.

Errors in grammar,
spelling, and/or mechanics
do not negatively impact
readability.

Grammar, spelling, and
mechanics reflect a high
level of accuracy in
standard American English
and enhance readability.

Learning Objective
PS 1.2:
Organize writing to
enhance clarity.

Writing is poorly organized
and incoherent.
Introductions, transitions,
and conclusions are
missing or inappropriate.

Writing is loosely
organized. Limited use of
introductions, transitions,
and conclusions provides
partial continuity.

Writing is generally well-
organized. Introductions,
transitions, and
conclusions provide
continuity and a logical
progression of ideas.

Writing is consistently
well-organized.
Introductions, transitions,
and conclusions are used
effectively to enhance
clarity, cohesion, and flow.

Learning Objective
PS 1.3:
Support writing with
appropriate resources.

Writing does not integrate
appropriate resources and
content in support of ideas
and argument.

Writing loosely integrates
some appropriate
resources and content in
support of ideas and

Writing sufficiently
integrates appropriate
resources (which may
include peer-reviewed

Writing effectively
integrates appropriate
resources (which may
include peer-reviewed

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations

argument. resources) and content in
support of ideas and
argument.

resources) and content to
support and expand upon
ideas and arguments.

Learning Objective
PS 1.4:
Apply APA style to
written work.

APA conventions are not
applied.

APA conventions for
attribution of sources,
structure, formatting, etc.,
are applied inconsistently.

APA conventions for
attribution of sources,
structure, formatting, etc.,
are generally applied
correctly in most
instances. Sources are
generally cited
appropriately and
accurately.

APA conventions for
attribution of sources,
structure, formatting, etc.,
are applied correctly and
consistently throughout
the paper. Sources are
consistently cited
appropriately and
accurately.

CR001 Culturally Responsive Practices

Student Name Here

Institution Assigned

Abstract

Abstracts are not required for all course papers. Please ask your instructor if you have questions regarding whether an abstract is required for a particular assignment.

Title of the Paper in Full Goes Here

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Level 1 Heading

Level 2 Heading

Another Level 2 Heading

Level 3 heading.
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Level 4 heading.
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Level 4 heading.
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Level 3 heading.
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Level 1 Heading

References

(Please note that the following references are intended as examples only.)

Alexander, G., & Bonaparte, N. (2008). My way or the highway that I built. Ancient Dictators, 25(7), 14-31. doi:10.8220/CTCE.52.1.23-91

Babar, E. (2007). The art of being a French elephant. Adventurous Cartoon Animals, 19, 4319-4392. Retrieved from http://www.elephants104.ace.org

Bumstead, D. (2009). The essentials: Sandwiches and sleep. Journals of Famous Loafers, 5, 565-582. doi:12.2847/CEDG.39.2.51-71

Hansel, G., & Gretel, D. (1973). Candied houses and unfriendly occupants. Thousand Oaks, CA: Fairy Tale Publishing.

Hera, J. (2008). Why Paris was wrong. Journal of Greek Goddess Sore Spots, 20(4), 19-21. doi: 15.555/GGE.64.1.76-82

Laureate Education, Inc. (Producer). (2007). How to cite a video: The city is always Baltimore [DVD]. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010). Name of program [Video webcast]. Retrieved from http://www.courseurl.com

Sinatra, F. (2008). Zing! Went the strings of my heart. Making Good Songs Great, 18(3), 31-22. Retrieved from http://articlesextollingrecordingsofyore.192/fs.com

Smasfaldi, H., Wareumph, I., Aeoli, Q., Rickies, F., Furoush, P., Aaegrade, V., … Fiiel, B. (2005). The art of correcting surname mispronunciation. New York, NY: Supportive Publisher Press. Retrieved from http://www.onewaytociteelectronicbooksperAPA7.02.com

White, S., & Red, R. (2001). Stop and smell the what now? Floral arranging for beginners (Research Report No. 40-921). Retrieved from University of Wooded Glen, Center for Aesthetic Improvements in Fairy Tales website: http://www.uwg.caift/~40_921

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