Leadership Assignment: Role of Leadership in Staff Development

Question

Task:
Write a well-researched leadership assignment report focusing on your role as leader in the process of developing the plans as well as planning for the professional learning needs of staff.

Answer

The role of leadership in staff development examined within this leadership assignment

The education plays a major role in addressing the sustainability issues by the support of educators. The Educators shapes the children educational activities, curriculum and educational programs. Recently the educators are evolving the early childhood settings programs which are inducing fundamental reframing necessities which are leading to significant changes in the educational setting by fostering children leadership style, competencies level and better learning and development scope (Davis, 2015). In the current world of volatile, uncertain, technological advancement and globalization, employee development can increase the viability of firms to better detect and adapt to these changes. The staff development is depicted as employee active engagement in various forms on-or off-the-job learning and training which facilitated long term benefits. 

The example of staff development activities includes performing learning operations, training, workshops, courses and internships which allows practical knowledge of business planning and improving the work quality. The leaders are expected to be compatible enough to stimulate the staff development. The staff development enhances the employee’s behavior, attitude, skills set and existing knowledge. Further, the programs ensure the effectives of evolving of new skills sets by valuing the feedbacks generated (Cheeseman, 2007). The educational institution is constantly evolving by determining the student’s growth areas and learning needs. Therefore, it's significant that children adapt natural traits of leadership in early childhood settings (Logan & Sumsion, 2010). It allows them to better comprehend the strategies through which adequate support and guidance can be provided to ensure staff development. 

According to National Quality Standards the efficient leadership is highly essential, specifically in “Element 7: Governance and Leadership.” The element clearly highlights the core purpose “to facilitate efficient leadership and management of the service that foster standard habitat for children proficient development and learning possibilities (ACECQA, 2017).” The well recorded documentation policies and processes, shared values, well maintained records and reflective activities allows the primary services to better perform as a learning community. The leaders are required to consider these quality standards strictly in the work practices to improve the center and course of actions, with the participation and engagement of employees, actions to attain the desired vision from involved staff supports for the desired business outcomes (Bartlett & Hydon, 2019). The leader acts as a catalyst confirming the professional development environment, creating proactive policies which helps in meeting the requirements of staff and facilitates scope for staff to achieve professional growth (Waniganayake et al., 2017). 

It is determined that a leader in early childhood settings must inherit the common efficient leadership approaches including mentoring, distributed and authentic styles. The Distributed leadership is determined to play a pivotal role in crucial childhood period due to the assigned responsibilities and staff which creates a sharing and learning setting. The Distributed leadership is depicted as the numerous personnel undertaking varying responsibilities for different types of operations. The prime advantage of this leadership style is better knowledge to work with diverse teams and minds due to experience of working with numerous staff. This natural tarot and learning fosters scopes for gaining concise and efficient experiential leanings for the student's progress (Clarkin- Phillips, 2011). The research findings have highlighted the distributed leadership motivates employees to take up new responsibilities or job roles, which builds a strong and healthy setting as staff are challenged, encouraged and efficiently engaged. It clearly depicts the way staff development can benefit from the inclusion of distributed leadership style as it fosters scope for educators to gain active engagement in their assigned roles and evolving the areas of strengths by practicing of skills enhancement activities. 

The “mentoring” is explained as an personnel that is well aware in a professional field, fostering professional networking and relationships with other individual lacking experiences and provides a brief learning of crucial concepts and skills set (Rodd, 2013). The mentoring is considered an efficient form of leadership strategy which allows the required support system, information and timely guidance which is the maximum time needed by the staff members (Bartlett & Hydon, 2019). The main advantage of undertaking a mentor role as a leader is effectively engaging the team within educational setting to develop necessary skills set (Aubrey, 2011). This type of cohesive environment facilitates effective communication and good listening skills to establish. Mentoring has the power to support staff development by both formula and informal training options. It allows developing as well as learning regarding rules and responsibilities to play. It also contributes to productive and meaningful relationships with the coworkers. 

Authentic leadership is determined to function effectively in re-directing the procedure of necessary change implementation by fostering scopes for staff brader engagement and for developing professional networks/relationships (Rodd, 2013). Authentic leadership is viable in encouraging open communications, realizing the situational need and embracing collaborations for better development scopes. The authentic leadership put emphasis on designing the goals beforehand to better adjust the planning to meet the needs of the staff members. The staff development is strengthened and highly valued, as individual employees tend to feel supported and appreciated within the workplace. The proficient leadership is identified as a critical element in promoting staff to achieve their full potential (Bloom, 2015). Further, maximum leadership style emphasizes consistent and deliberate actions, face to face staff development. 

Rationale

The leadership development in the early childhood phase mostly centers around engaging staff to work in order toa train the shared targets. It is achieved by guiding procedures, supporting policies and every day related activities (Rodd, 2013). The leader is responsible for ensuring that open communication policy is practiced in the workplace to enable staff development by using a suitable leadership style. The mentoring and distributed leadership styles are emphasized in the early childhood setting of this report- Brella Healthcare, U.S. 

At Brella the core objective of the business is to ensure children get the right support and guidance. It is the reason the organization offers each child with motivated and educated staff well compatible and willing to improve the student learning capabilities and capacities (Clarkin- Phillips, 2011). It is crucial for Brella to foster a strong bond and open relationship to create a cohoront culture/community. Further, the families and staff work together to ensure that a proficient learning environment is created which ensures meeting children needs.

Brella incorporates “distributed leadership” within the center, which is the reason the employees are able to gain visibility of their individual contribution and feel valued. It ensures that employees are making quality contributions and inputs which impacts on Brella business outcomes. The strategic use of mentoring is made to ensure a personalized feedbcaks from the end of leaders to better support the staff to meet their individual goals. These practices ensure positive outcomes in the workplace for everyone (Rodd, 2013). 

Brella highly considered the “Early Years Learning Framework” (EYLF) and the provisions/quality standards considering the necessary standards as mentioned in NQS. The integration of quality standards core purpose is to strategically inspire the interactions and improve the communication/networking amongst the stars to form a base for securing that children in the educational settings feel valuable throughout Australia and experience quality teaching and learning. The five principles of EYLF are followed including “Repeated learning and reflective writing practices' ' which stresses that educators must engage in continuous improvements, learning practices and professional knowledge, considering feedbacks of families and considering the philosophy of learning ethics (Gov.au, 2022). Further, the NQS standard 7: Governance and Leadership is followed to evaluate the performance and plans within Brella (ACECQA, 2017).    

The significance of meaningful interactions among staff members and leaders are considered highly efficient in supporting staff development/professional learning. Hence, it is significant for Brella to value the significance of redirecting and facilitating a support system in endeavor to obtain knowledge and improve the practices. The following open communication plan allows formulating a space which facilitates strategically employee’s competencies enhancement. The quality element and policy stresses steps educational leaders must consider the assigned responsible for enhancing development of assessment and program. This way the staff programs must be evaluated to determine the performance gaps and drive realistic development planning (ACECQA, 2017). 

Individual goal setting 

According to the outcomes of individual planning conference for Brella was initiated mainly with team members- Richard and Kelly. The primary purpose of the meeting was in determining both personnel’s areas of professional goals (Refer to appendix 1). Further, an attempt was made to highlight the areas of strengths. The open discussion pattern was used to discuss the issues clearly with the staff and determine the areas of future improvements. The goal template was used to covers the crucial areas of both staff members. Lastly the conserving of both individual growth attributes was determined that are discussed below:

Richard emphasized on the goal of enhancing creative strategies/programs that can resolve the behavioral issues. Further, with open communication and discussion the below three objectives were derived:

1. Openly communicating the ideas with other employees to obtain information and knowledge and building an effective program.
2. Formulating more proficient and individualized behavior related strategies for the children growth,
3. Researching for acquiring support related services in the neighborhood areas.

On the other hand, Kelly's goal was to formulate and maintain a constructive and active engagement form of workplace. The goal formulated to attain this goal are the following:

1. Emphasizing reflection on day to day practices
2. Formulating projects for the center that can used in different playgrounds and,
3. Determining activities which can encourage efficient collaborations 

Through the strategic use of problem solving and mentoring skills in the leadership approach, it has facilitated active engagement and building of trust amongst the staff members. It is the reason realistic goals were created with efficient planning, engagement and communications. 

Individual development plans

A conference was held a prior week by stressing on the outcomes of personnel planning conference to interact regarding Ricahrd and Kelly individual development strategies. The standards considered were NQS quality standard 7, Standard 7.2.3: Development of professional and standard 7.2: Leadership elements, these standards stresses on aspects educators, staff members and co-ordinators performance must be timely regulated/evaluated to formulate the individual plans (ACECQA, 2017). The meeting was held with the primary agenda to reflect on the objectives and goals seen previously. Based on the discussion the goals and objectives are formulated and with additional information the Goals Blueprint templates were created (Refer to appendix 2). The entire discussion, I as a leader confirmed that integration of active listening skills is an effective mentoring strategy that can lead to better engagement and facilitate effective feedback prospects. It is highly essential for the leaders to determine and evaluate staff performance to better implement positive reinforcements and feedbacks. This enables creation of a cohesive and supportive environment, and developing actions to achieve objectives by promoting motivations of employees (Bloom, 2005).

Staff development plans

Considering the planning conference and the created planning for development, it was identified that Richard and Kelly had similar perceptions. The individuals' objectives reflected the dire requirements for efficient collaborative activities and strategies. Communication is an imperative attribute in the early childhood settings to better deal with broader groups of staff functioning in a cohesive culture/proximity by following necessary procedures (Wong, Sumsion, & Press, 2012). Communication is considered the key attribute to building strong leadership relationships. The obtaining of proficient strategies to create an environment in which staff feel valued, comfortable and confident to give their inputs, practice honesty and open communications with others. These are considered the main issues in the staff development that can hamper the progress (Jones & Pound, 2008). 

The staff which are well integrated and informed are viable in overcoming the issues with a positive attitude. Kelly stressed on the usefulness of reflective practices, therefore it has been decided that staff members will actively engage in face to face meetings to interact reflection and feedback (Waniganayake et al., 2017). It facilitates an open environment which builds trust, honesty and empathy to communicate ideas-such as Ricahrd requirement for communicating of his objectives areas: fostering proficient behavior enhancement strategies. These types of group goals comply with Brella philosophy of mandating a field which builds coherent networks by open communications and trusting each other benefiting children's growth (Refer to appendix 3).    

Action plan 

The necessary information was obtained from the goals blueprint, staff development and planning conference creating an effective course of action. The major issue that was faced while following these measures with Richard and Kelly was the requirement for an efficient way to collaborate and function. The distributed leadership style was integrated in the planning activities. It enabled staff to effectively participate in the procedure. The goal formulated to mitigate the prevailing issues is mentioned below:

1. To expand the existing staff member’s information of ways to proficiently communicate within the professional setting.
2. To promote timely feedback consideration and reinforcement for developing comprehensive course of planning and,
3. To improve staff inclusion by conducting timely face to face meetings (Refer to appendix 4)

The EYLF and NQS encourage the significance of communications in all levels for ensuring the planning feasibility. The leadership plays a pivotal role in sharing of necessary knowledge through the gained experiences that can facilitate practicing of professional attitude and behavior by the end of employees. The action plan was delivered to the staff at Brella by practicing active engagement and participation of team members and individual mentoring at the monthly conducted staff meetings. The employees are expected to sign in order to confirm their commitment to following the designed action plan. Hence, the stated practices and activities are important after the factor of professional development and increasing the staff members competencies level. 

Evaluation 

The employee’s skills enhancement is considered as a continually supportive tool within early childhood settings to operate effectively with full potential. It ensures that the staff are potential enough to achieve the allocated roles and responsibilities with right direction and guidance. Hence, it is the leader's responsibility to ensure that the staff are undergoing the best experiences, activities and guidance to achieve their full potential (Cheeseman, 2007). This reduces the chances of incurring issues in the workplace as strong teams are effective in rechecking the business targets. This way a strong team allows the businesses to reach the desired outcome by harnessing the power of human capital in a strategic manner. 

The individual staff development plan is an efficient strategy to set the action plans to resolve the issues and mitigate them. The integration of active listening, mentoring, distributed leadership and problems solving skills sets allows the effective execution of the set activities. The effective planned action plan fosters potential/encourages staff to effectively work towards the primary goals. This results in ensuring more viable and constant interactions in a frequent manner to avoid any issues. The staff members through effective communication, discussion and interaction are able to construct feedback with potential to resolve issues. The staffs at Brella are more eager to exchange knowledge, experiences and construct a program viable enough to reach new heights. 

The execution of an effective leadership style encourages a highly motivated learning environment. The engagement in the professional development program helps in removing personnel weaknesses and has a more integrated shared knowledge that benefits everyone equally involved (Clarkin- Phillips, 2011). 

References 

Aubrey, C. (2011).  Leading and managing in the early years (2nd ed.).  London : Sage Publications.

Australian Children's Care and Education Quality Authority (ACECQA). (2017). Guide to the National Quality Standard. Retrieved from ACECQA website: http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF-Resource-03-Guide-to-NQS.pdf

Bartlett, L. & Hydon, C. (2019). Mentoring in early childhood education: A dynamic professional relationship. Research in practice series 26(4). Early Childhood Australia. 

Bloom, J. (2005). Blueprint for Action: Achieving center-based change through staff development. New Horizons: Illinois. https://files.eric.ed.gov/fulltext/ED364354.pdf

Cheeseman, S. (2007). Pedagogical Silences in Australian Early Childhood Social Policy. Contemporary Issues in Early Childhood, 8(3), 244–254. https://doi.org/10.2304/ciec.2007.8.3.244 Which can be accessed here .

Clarkin- Phillips, J. (2011). Distributed leadership: Growing strong communities of practice in early childhood centres. Journal of Educational Leadership, Policy and Practice (pp. 14-25). https://search.informit.org/doi/pdf/10.3316/informit.805181881938821

Davis, J.M. (Ed.). (2015). Young children and the environment: Early education for sustainability (2nd ed.). Leadership assignment Melbourne: Cambridge University Press.

Gov.au ., (2022). Early Years Learning Framework. Australian Government. Retrieved 20 January 2022, from http://education.gov.au/early-years-learning-framework.

Jones, C., & Pound, L. (2008). Leadership and management in the early years. ProQuest Ebook Central https://ebookcentral.proquest.com 

Logan, H., & Sumsion, J. (2010). Early childhood teachers' understandings of and provision for quality. Australasian Journal of Early Childhood, 35(3), 42-50. https://journals.sagepub.com/doi/abs/10.1177/183693911003500306

Rodd, J. (2013). Leadership in early childhood (4th ed.). Allen & Unwin. If you would like more understanding of these leadership styles and approaches read pp. 63-74 and pp. 166-181 

Rodd, J. (2015). Leading change in the early years: Principles and practice. Retrieved from CSU EBook Library. https://books.google.com/books?hl=en&lr=&id=Y0uLBgAAQBAJ&oi=fnd&pg=PR3&dq=Rodd,+J.+(2015).+Leading+change+in+the+early+years:+Principles+and+practice.+Retrieved+from+CSU+EBook+Library
.&ots=1mr5LgZPeE&sig=vVJCc8GPIYuIT9vst_5P4fq3S3A

Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F. & Shepherd, W. (2017). Leadership: Contexts and complexities in early childhood education (2nd ed.). Melbourne: Oxford University Press. https://researchers.mq.edu.au/en/publications/leadership-contexts-and-complexities-in-early-childhood-education

Wong, S., Sumsion, J., & Press, F. (2012). Early childhood professionals and inter-professional work in integrated early childhood services in Australia. Australasian Journal of Early Childhood, 37(1), 81-88. https://researchoutput.csu.edu.au/files/8845093/Wong_2012_Early%20childhood%20professionals.pdf

Appendices

Appendix 1: Planning conference 

Dear staff member: Kelly 

As you prepare for our planning conference, think about the following:  

• What aspect of your job gives you the greatest personal satisfaction?

Open communication and sharing knowledge with staff members which provides adequate support  

• What aspect of your job is most frustrating?

Ensuring strategies according to the changing environment  

• What keeps you from being as effective as you would like to be in your position?

The consistent leadership support encourages me to work hard

• If you had the power to change anything about your job, what would you change?  Why would this be an improvement over existing conditions?

Employees centered training programs to increase staff members competencies and practical skills to better perform the job role

•  What do you see yourself doing five years from now?

Performing my job with higher accuracy

• What new skills or knowledge would you like to learn this next year?

Communication and interpersonal skills  

• How can I or other staff help you achieve your personal and professional goals?

With consistent meetings to derive performance gaps and work on it

Dear staff member: Richard

As you prepare for our planning conference, think about the following:  

• What aspect of your job gives you the greatest personal satisfaction?

Consistent support system from both staff and leaders 

•  What aspect of your job is most frustrating?

To instantly improve the skills set to better manage the children development and growth

•  What keeps you from being as effective as you would like to be in your position?

Lack of clear communication and leadership skills 

• If you had the power to change anything about your job, what would you change?  Why would this be an improvement over existing conditions?

Seeking support from top management improvements by considering employees feedback 

•  What do you see yourself doing five years from now?

Achieving my professional goals 

• What new skills or knowledge would you like to learn this next year?

Able to develop effective strategies which benefits the entire center

• How can I or other staff help you achieve your personal and professional goals?

By efficient engagement and practicing of continuous improvement activities

Appendix 2: Goals blueprint 

Goals Blueprint

Teacher's name ______Kelly_____________________________       Date ______20.1.2022_____________

Strengths as a teacher

1. Fostering relationship with the children
2. Catering fun and learning experiences
3. Able to comfort children’s 

Identified growth areas

1.   Behavior management ______________________________________________________________________

2.   Program and planning _____________________________________________________________________

3.   Communication issues with staff and seeking necessary help _______________________________________________________________________

Goal: Fostering necessary help from staff and foster collaborative approaches in the workplace _________________________________________________ 

Objectives

1.   Formulating proficient collaborative strategies _______________________________________________________________________

2. Reflection on daily based practices/activities _______________________________________________________________________

3.   Determining strategies to benefit whole center_______________________________________________________________________

Goals Blueprint

Teacher's name __Richard_________________________________Date ___20.1.2022________________

Strengths as a teacher

1.   Continuous reflection on work_______________________________________________________________________

2.   Fostering relationship with the children

_______________________________________________________________________

3.   Integration of positive reinforcement

_______________________________________________________________________

Identified growth areas

1.   Development from learning experiences _______________________________________________________________________

2.   Creating strategies to help staff_______________________________________________________________________

3.   Deveoping efficient planning______________________________________________________________________

Goal:   __Creation of creative programs to overcome children behavioral issues.  

Objectives

1.   __Obtaining adequate help from staff _____________________________________________________________________

2.   _Formulating behavioral managements strategies ______________________________________________________________________

3.   Fostering seminars _______________________________________________________________________

Appendix 3: Staff development action plan

Name _Richard_______________________________________________   Date _20.1.2022______________________

Objective #1 : Obtaining insight from staff members support

Activities	Time Needed	Resources Needed
Practicing timely meetings with staffs on creative plans	45 mins	Creative plans , stationary products

 

Evaluation (how/when) 

Reporting improvements to staff director  

Objective #2: Fostering behavior management strategies   

Activities	Time Needed	Resources Needed
Engaging in behavior management strategies development	Depends on need	Meetings

 

Evaluation (how/when) 

Reporting improvements in behavior  

Objective #3: Conducting support services    

 

Activities	Time Needed	Resources Needed
Engaging in online research and support from director	3 hrs	Computer and notebook

Evaluation (how/when)  

Self practices on personal development and growth

Staff Development Action Plan

-----------------------------------------------------------------------------------------------------------------------------------------

Name __Kelly ______________________________________________   Date ___20.1.2022____________________

Objective #1 : Reflection on daily based practices  

Activities	Time Needed	Resources Needed
Separating time for positive and negative thoughts. Further, communicating these.	30 mins each day	None

 

Evaluation (how/when)

Discussing thoughts in the very end of the day to gain clarity 

Objective #2 :Formulating center wide strategies  

Activities	Time Needed	Resources Needed
Determining common issues and seeking for staff ideas for problem solving	Equal time for every staff	Based on the severity of the risks

 

Evaluation (how/when)

Interacting the progress achieved and change strategies depending on the demand of situation 

Objective #3: Formulating efficient collaborative strategies    

Activities	Time Needed	Resources Needed
Researching proficient research strategies and discussing in the meetings	3 hrs for research  20 mins in research	Test books, computer

Evaluation (how/when)  

Tracking achievements in meetings 

Appendix 4: Action plan 

Goal:

Development of a positive working environment through open communication policy and collaborations 

Objectives	Action Steps	Person Responsible	Time	Resources Needed (people, materials, $$$)	Evaluation  Checkpoints
To expand the existing staff members knowledge of how to proficiently communicate within the workplace	Filling questionnaire after and before meeting Tracking progress Watching seminar online during meeting	Director, staff, teachers and educators	10 mins on questionnaire 2hrs on research  3hrs seminars	Printed questionnaire Research materials	Open discussion Reflection practices  Noe improvements in a month
To promote timely regular feedback consideration and reinforcement for developing comprehensive course of planning	Time for reflection Top management support for feedbacks for improvements areas in staff meetings	Director, staff, teachers and educators	1hr reflective writing	Reflection notes to determine performance gaps	Noting improvements
To improve staff inclusion by conducting timney regular face to face meetings		Director, staff, teachers and educators	30 mins meeting on a weekly basis	Notebook to point the important activities	Celebrating improvements and noting future development options