Coaching for continuous improvement in collaborative, interdisciplinary early childhood teams

Page, Jane; Eadie, Patricia

doi:10.1177/1836939119855542

Cited by 8 publications

(3 citation statements)

References 35 publications

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“…The NQF provides a national approach to assessment, regulation and quality improvement for a range of ECEC services including family day care, long day care, preschool/kindergarten (defined as an early childhood education program in the year prior to formal schooling) and outside school hours care across Australia. The NQF introduced a suite of documents which align and embed clear expectations and accountabilities to ensure the continuous improvement of quality teacher and improved learning outcomes for young children attending ECEC services (Page & Eadie, 2019 ). There is consensus that high quality EC educator-child interactions have the greatest impact on ECEC program quality and, importantly, on children’s learning and development outcomes (OECD, 2019 ; Slot, 2018 ; Torii et al, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic

Eadie

Levickis

Murray

et al. 2021

Early Childhood Educ J

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The importance of Early Childhood (EC) educators’ wellbeing has been brought into sharp focus during the COVID-19 pandemic, as educators have navigated numerous additional stressors while providing education and care services for some children and ongoing support for many others learning at home. This study aimed to explore the impact of the pandemic on EC educators’ wellbeing and educator-child relationships, as growing evidence shows the influence of these factors on children’s developmental outcomes.In July 2020, members of a Research Network of EC Professionals—who previously identified educator wellbeing as a priority issue—were invited to participate in an online survey. The survey included two published, validated scales: the Early Childhood Professional Wellbeing scale (ECPW) and the Student–Teacher Relationship Scale (modified). Survey items about educators’ experiences during the pandemic were also included. Two hundred and thirty-two EC educators from across Australia completed the survey, mostly from Victoria where lockdowns were most severe. Linear regression analysis demonstrated stronger professional wellbeing was associated with less conflict in educator-child relationships and lower risk of staff turnover. This was more likely to be experienced by senior or more experienced staff. Although a negative impact of COVID-19 was reported, ECPW scores were relatively high, and organizational structures supporting professional wellbeing were most strongly associated with lower risk of turnover (r = 0.63, p < 0.001). Findings highlight that supporting EC educators’ wellbeing is essential for workforce retention, and for promoting quality educator-child relationships which are central to young children’s learning and development.

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Section: Introductionmentioning

confidence: 99%

Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic

Eadie

Levickis

Murray

et al. 2021

Early Childhood Educ J

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“…The journey towards quality in ECE has been described as an continuous system/review cycle of selfimprovement (Dalli et al, 2011), which suggests an ongoing process of an inwards examination and commitment to growth and improvement. When all members of an ECE community engage in a practice of continuous improvement, they are focusing their efforts on increasing the learning outcomes of children by raising the quality of their programmes and practices over time (Page & Eadie, 2019).…”

Section: Features Of a Cycle Of Continuous Improvementmentioning

confidence: 99%

“…However, developing high quality programmes through a systematic and sustained way, requires dedication and ongoing support (Page & Eadie, 2019). In planning for continuous improvement, Best and Dunlap (2014, p. 2-4) suggest that consideration should be given to different factors before beginning such as: few, specific and measurable goals; flexibility; time; data use and capacity; evaluation; leadership; knowledge sharing; capacity building and stakeholder investment.…”

Section: Features Of a Cycle Of Continuous Improvementmentioning

confidence: 99%

Educational Leadership practised through internal evaluation in New Zealand ECE services

Marnell¹

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The New Zealand Teaching Council’s Leadership Strategy vision is:To enable every teacher, regardless of their role or setting, to have the opportunity to develop their own leadership capability so that through principled and inspirational leadership, a culturally capable, competent and connected teaching profession achieves educational equity and excellence for all children and young people in Aotearoa New Zealand (Education Council, 2018b, p. 4). There is however a lack of clarity about how this vision can be achieved. While there is a growing range of literature concerning ECE leadership emerging from New Zealand, highlighting shared or distributed approaches (Hill, 2018), the role of the positional leader and distributed leadership (Denee & Thornton, 2017), and leadership dispositions within leadership development (Davitt & Ryder, 2018), there is limited literature exploring the practices of educational leadership within New Zealand ECE services. This study explores how educational leadership is practised through internal evaluation processes in New Zealand ECE services and how these practices support the professional capabilities and capacities of teachers. Previous research has highlighted that a practice approach to leadership removes the focus on the individual leader and allows leadership to emerge from collective action. The objectives of this research were: to develop a better understanding of how educational leadership is practised through internal evaluation processes; explore what challenges or enables teachers to become involved and practise educational leadership through internal evaluation processes; and to understand how services monitor the impact of changes on teaching practice, made as a result of an internal evaluation. This qualitative research, which took the form of an interpretive case study, was framed around a single case design with multiple units of analysis. Data were gathered from three participating ECE services through interviews, focus groups and observations, and drew on the perspectives of both teachers and positional leaders. A reflexive thematic data analysis approach was employed, and four key themes were developed: identification with leadership; supportive workplace culture; continuous improvement; and effective leadership practices in ECE services. This case study concludes that there is a complexity in the ways ECE teachers identify with leadership, restricted by a belief that leadership requires a formal title, with teachers often unaware of their own leadership practices. A supportive workplace culture can encourage and promote leadership, while a cycle of continuous improvement can promote quality teaching practices. Finally, seven effective leadership practices were identified: relational leadership; creating the conditions for teamwork; engagement; knowledge expertise and sharing opinions; shared decision making; facilitating and guiding and accountability and organisation. This study contributes to our further understanding of educational leadership in New Zealand ECE services, in particular the practices of leadership.

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