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Topic

TCHR3004: Leadership and Advocacy in Early Childhood Assessment 2 Report

Subject

Education & Teaching

Date

4th Dec 2025

Pages

PHPWord

TCHR3004: Leadership and Advocacy in Early Childhood
Assessment 2 Report

Item:	Assessment 2
Type:	Portfolio
Due Date	Friday, 5 December at 11:59pm AEDST (end of Week 6)
Length	1500 words
Weight	50%
Submissions	Word document (not PDF) submitted to Turnitin
Resubmissions	Assessment resubmissions are not permitted in this unit.
Academic Integrity	Purpose-Specific GenAI Use GenAI tools may be used for specific assessment tasks or purposes as identified below: • Grammarly, spell checking, and other referencing software may be used • GenAI tools may be used to develop the flow and readability of written responses that you have initially written in your own words • GenAI CANNOT be used to create your response to written areas of the task or to develop citations to literature. You must demonstrate your own knowledge over these areas through writing responses in your own words and through citing relevant, valid literature that you have engaged with and that aligns with the task requirements Note that: • You must accurately acknowledge and declare your use of GenAI within the task through appropriate citations and completion of the task cover sheet declaration • You may be asked by your Unit Assessor to explain your assessment and provide evidence of versions of your work and GenAI prompts and outputs used. • You must keep copies of versions of your work including notes on GenAI tools and prompts you used, GenAI outputs and supporting references to show your Unit Assessor if required. • If you are unable to demonstrate your understanding of your assessment satisfactorily or your adherence to the GenAI requirements set out above, you may be breaching academic integrity.
Unit Learning Outcomes	This assessment task maps to the following ULOs: ULO1: Demonstrate knowledge of the key principles of leadership and management in practice in early childhood education and care services and settings underpinned by theoretical and practical perspectives on administration, management and leadership. ULO2: Critically reflect on the role that advocacy plays in early childhood education (locally, nationally and internationally) and identify the skills that a strong advocate for the ECEC profession should display. ULO3: Critically analyse and understand the role of the educational leader: including relationships, responsibilities, expectations, ethical practice and transition to an educational leader..

Task Description

This task requires students to draw on learning from Modules 1 to 6 and one (1) of the provided educational leader interviews to write a critical review of the role, responsibilities, and challenges of the early childhood educational leader.

In developing and explaining these points, students will:

Demonstrate an understanding of key principles of leadership and management in practice within an early childhood education and care service setting

Critically reflect on what advocacy is in practice, its role in ECEC, and the skills needed/displayed by a strong advocate for the ECEC profession

Demonstrate an understanding of how to build a supportive and collaborative environment for children, parents, community and staff as a leader within an early childhood education and care service setting.

Rationale

As an early childhood teacher, it is important that you:

• Have an understanding and knowledge of varied and appropriate leadership styles

• Understand your role as a leader within an early childhood education and care service setting

• Can critically consider your impact as a leader in an early childhood education and care service on the environment created for children, families, staff, and the community.

Task Instructions

Three interviews with educational leaders in ECEC have been provided in the Task 2 folder on the Blackboard site:

Choose ONE interview with an educational leader and prepare a critical review of their role, responsibilities, and challenges as an early childhood educational leader in line with the following headings:

Interview selected

Key roles of the educational leader in this interview

Key responsibilities of the educational leader in this interview

The leadership style evident in this interview, and the theoretical underpinnings of this leadership style that are evident in this interview

The challenges faced by the education leader in this interview and examples of these challenges that are outlined in the interview

How the leader in this interview demonstrates advocacy/acts as a strong advocate, the skills they require for this advocacy role

The role that advocacy plays in the service of this interview and/or the broader early childhood sector.

Formatting, style, and referencing

• You are required to use the headings outlined above to structure your report; these have been provided in a template for you in the task folder

• All parts of this task should be written in third person - this is a portfolio about another person’s work as a leader.

• The cover sheet and declaration in the task template must be completed in full.

• Your task MUST be submitted in word format (not PDF)

APA 7 formatting is required for this task. For guidance on APA 7 formatting requirements, please refer to the information provided in your workshops and at this link - https://libguides.scu.edu.au/apa

Referencing

• APA Referencing style is required to be used for this task.

• Include one reference list for all responses under the References heading in the provided task template

• At a minimum, your sources for this task will include:

o the EYLF V2.0 (AGDE, 2022)

o the National Quality Standards (ACECQA, 2025)

o at least six (6) unit reading literature sources in addition to the EYLF V2.0 and NQS

• Broader scholarly literature may be used, and could include textbooks, peer reviewed articles, and published newspaper and/or media articles by reputable sources (for example, the ABC, The Conversation, Early Childhood Australia)

• In total, you need to include at least 8 current scholarly references in your response to this task, including the EYLF V2.0, the NQS, and 6 unit literature reading sources

Resources

• Academic Integrity - https://www.scu.edu.au/about/leadership/executive/academic portfolio-office-apo/academic-integrity-framework/

• SCU Student Learning Zone - https://www.scu.edu.au/current-students/learning-zone/

• The Early Years Learning Framework - https://www.acecqa.gov.au/sites/default/files/2023 01/EYLF-2022-V2.0.pdf

• Part 3 (National Quality Standard and Assessment and Rating) of the Guide to the National Quality Framework (ACECQA, 2025) - https://www.acecqa.gov.au/sites/default/files/2025 01/Guide-to-the-NQF-250101.pdf

Referencing Style Resource:

Please refer to the APA 7th Referencing Guide for this task - https://libguides.scu.edu.au/apa

Task Submission

• Your task should be submitted using the submission point in the Turnitin folder titled Assessment 1: Report in the Assessments Tasks and Submission section on the Blackboard TCHR3004 site. Only Microsoft Word documents submitted via the Turnitin portal on Blackboard will be accepted.

• It is YOUR responsibility to ensure that you have submitted the correct file and the FINAL version of your assessment for marking BEFORE the due date/time.

• You are strongly advised to undertake your own SIMILARITY CHECK via Turnitin, PRIOR to the due date, to identify and resolve any academic integrity issues prior to submitting - see SCU Academic Integrity and Turnitin. You can submit up to three times and receive the similarity match report immediately – after three attempts, you will need to wait 24 hours.

• Turnitin does not generate an automatic email receipt. If you have successfully uploaded your assessment, a green bar will appear at the top of the screen that says: Submission uploaded successfully: Download digital receipt. Use the hyperlink to download your digital receipt and store this with your assignment file.

• If you have any difficulty submitting your assignment, please contact Technology Services and make sure that you log a job with them via email prior to the required time for submission, so you have evidence of your attempted submission. Alternatively, you may email a final version of your task prior to the due date and time to your unit assessor with an outline of why you have been unable to upload this yourself.

• To avoid any last-minute problems, make sure you submit well before 11:59pm on the due date.

Academic Integrity

Adherence to SCU's academic integrity policies is mandatory. Breaches may result in severe penalties, including failing the assessment or the unit. Examples of academic misconduct include plagiarism, collusion, and the use of unauthorised tools or materials. Refer to SCU’s academic integrity policies and guides for detailed information on what constitutes a breach, and the consequences involved.

Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.

GenAI Tool Use Descriptor

Per Level 2 of the SCU GenAI Tool Descriptors, the task allows for Purpose-Specific GenAI Use. GenAI tools can be used for specific assessment tasks or purposes as identified and scaffolded by the Unit Assessor. The purpose-specific uses of GenAI in this task are detailed on the first page of this task outline.

Note:

Under the Rules - Student Academic and Non-Academic Misconduct Rules (Section 3) students have the right to Appeal against the Academic Integrity Officers academic misconduct Determination, to the Executive Dean, with that determination being final and conclusive, and not subject to further Appeal within the University. Students are not able to appeal against academic misconduct via the Unit Assessor or unit staff.

Special Consideration

Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140

Late Submissions and Penalties

Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255

Grades & Feedback

Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the ‘Grades and Feedback’ section on the Blackboard unit site. Dates for grades release of on-time assessment submissions for each task are provided within the assessment folders for this unit.

Resubmissions

There are NO resubmissions available for either of the tasks in this unit. Requests for resubmission of either task will be declined in line with the SCU Assessment, Teaching and Learning Procedure - https://policies.scu.edu.au/view.current.php?id=00255

Assessment Rubric

Marking Criteria and % allocation	High Distinction 100% +	High Distinction (85-99%)	Distinction (75-84%)	Credit (65 74%)	Pass (50-64%)	Marginal Fail (35 – 49%)	Fail (1-34%)	Absent Fail 0%
Criterion 1: Describe the interview The roles and responsibilities of the educational leader in one chosen interview have been described in detail, and with reference to unit reading literature sources and the NQS (ACECQA, 2025). 20 marks	Achieves all the criteria for a high distinction to an exemplary standard, without any errors. Potential to add to the scholarship in this field of study	The roles and responsibilities of the educational leader in one selected interview have been described and insights provided into educator practice with links to valid areas of the NQS and more than eight relevant unit reading literature sources. May draw on academic sources from outside the unit reading material	The roles and responsibilities of the educational leader in one selected interview have been described in relevant detail and insights provided into educator practice with links to valid areas of the NQS and more than six relevant unit reading literature sources.	The roles and responsibilities of the educational leader in one selected interview have been in relevant detail described with reference to of at least four valid and relevant unit reading literature sources and valid areas of the NQS.	The roles and responsibilities of the educational leader in one selected interview have been described, with reference to at least two valid and relevant unit reading literature sources and valid areas of the NQS.	The roles and responsibilities of the educational leader in one selected interview have been described with limited mention of the interview or some inaccuracies/mis understandings of the interview. Either two valid and relevant unit reading literature sources OR valid areas of the NQS not applied in the task.	The roles and responsibilities of the educational leader in one selected interview have not been described or have been inaccurately described. Interview is not mentioned. Unit reading literature sources AND valid areas of the NQS not applied in the task.	Not attempted.
Criterion 2: Link the interview to theory The leadership style of the educational leader in one selected interview is identified in detail and linked to EC leadership theory with reference to at least two unit reading literature sources and the EYLF V2.0. 20 marks	Achieves all the criteria for a high distinction to an exemplary standard, without any errors. Potential to add to the scholarship in this field of study	The leadership style of the educational leader is identified in relation to one selected interview. The leadership style is linked to early childhood leadership theory. At least eight relevant and valid unit reading literature sources and the EYLF V2.0 applied appropriately to the discussion. May draw on academic sources from outside the unit material.	The leadership style of the educational leader is identified in relation to one selected interview. The leadership style is linked to early childhood leadership theory. At least six very relevant and valid unit reading literature sources and the EYLF V2.0 applied appropriately to the discussion.	The leadership style of the educational leader is identified relation to one selected interview. The leadership style is linked to early childhood leadership theory. At least four relevant and valid unit reading literature sources and the EYLF V2.0 applied appropriately to the discussion.	The leadership style of the educational leader is identified in relation to one interview. The leadership style is linked to early childhood leadership theory but there may be some misunderstandin g or lack of clarity in the discussion. Reference to at least two relevant and valid unit reading literature sources and the EYLF V2.0. May be some issues regarding clarity in how the literature and EYLF apply to the leadership style.	The leadership style of the educational leader is identified but not clearly described OR links to early childhood leadership theory are either unclear or inaccurate. Reference to less than two relevant unit readings OR the EYLF 2.0 not applied.	The leadership style of the educational leader is not identified and not clearly described. Links to early childhood leadership theory are unclear and inaccurate. Invalid literature used AND/OR no support from literature. EYLF 2.0 not applied.	Not attempted.
Criterion 3: Challenges and practice of leadership Challenges of the educational leader in one selected interview are discussed in detail with clear examples in practice from the interview outlined. 25 marks	Achieves all the criteria for a high distinction to an exemplary standard, without any errors. Potential to add to the scholarship in this field of study	Discusses the challenges faced by the educational leader in one selected interview. Applies a range of detailed examples of practice from the selected interview to support each challenge identified. Links challenges to appropriate literature including the NQS and the EYLF 2.0	Discusses the challenges faced by the educational leader in one selected interview. Applies clear and detailed examples of practice from the selected interview to support each challenge identified. Links challenges to one or two unit readings including the NQS and EYLF 2.0	Discusses the challenges faced by the educational leader in one selected interview. Applies examples of practice from the selected interview to support some of the challenges identified. Challenges provided linked to the NQS or the EYLF 2.0	Discusses some challenges faced by the educational leader in one selected interview but may miss some challenges. Applies relevant examples of practice from the selected interview. No linkage to literature, the NQS or the EYLF 2.0.	Discusses some challenges faced by the educational leader in one selected interview with misunderstandin gs evident from the discussion. Applies irrelevant examples of practice from the selected interview. No linkage to literature, the NQS or the EYLF 2.0.	Does not discuss the challenges faced by the educational leader in one selected interview or does discuss challenges that are irrelevant to the topic. Do not apply examples of practice from the selected interview. No linkage to literature, the NQS or the EYLF 2.0.	Not attempted.
Criterion 4: Advocacy Identifies and discusses the skills required to be a strong advocate for the ECEC profession and the role that advocacy plays in early childhood education with clear reference to examples in one selected interview, two unit reading literature sources, and the NQS 25 marks	Achieves all the criteria for a high distinction to an exemplary standard, without any errors. Potential to add to the scholarship in this field of study.	Identifies and discusses a range of skills required to be a strong advocate for the ECEC profession Discusses the role that advocacy plays in early childhood education with examples from one interview .Integrates at least eight very relevant and valid unit reading literature sources and the NQS.	Identifies and discusses a range of skills required to be a strong advocate for the ECEC profession. Discusses and the role that advocacy plays in early childhood education with examples from one interview. Integrates at least six very relevant and valid unit reading literature sources and the NQS.	Identifies and discusses the skills required to be a strong advocate for the ECEC profession. Discusses the role that advocacy plays in early childhood education with examples from one interview. Integrates at least two relevant and valid unit reading literature sources and the NQS	Identifies and discusses one or two skills required to be a strong advocate for the ECEC profession. Discusses the role that advocacy plays in early childhood education with some examples from one interview. Integrates reference to two relevant and valid unit reading literature sources and the NQS.	Identifies and discusses skills that may not be relevant to strong advocacy in the ECEC profession. Discusses the role that advocacy plays in ECEC but lacks links to one interview. Either no use of literature and the EYLF 2.0 or the literature applied is not relevant.	The skills identified are irrelevant to advocacy in ECEC. The discussion of advocacy in ECEC is unclear or shows misunderstandin gs. No use of literature to support the discussion.	Not attempted.
Standard of writing and presentation - spelling, punctuation, grammar, paragraph structure 5 marks	Achieves all standards for a HD to a flawless standard	Achieves all required standards. Presentation is highly professional within the set word count and is appropriate for a workplace leader in an ECEC Service. Adherence to writing conventions, including grammar, spelling, and punctuation with no feedback given on improvements in presentation and professional language	Writing over all task responses is very professional, within the set word count. Very minimal feedback given on minor improvements that could be made to one or two of these areas.	Writing over all task responses is professional, within the set word count, and appropriate for a workplace leader in an ECEC service setting to share with staff and families. Some feedback given on improvements that could or need to be made over some of these areas.	Writing over all task responses shows developing professional language, is within the set word count, and is mostly appropriate for a workplace leader in an ECEC service setting to share with staff and families. Feedback is given on improvements that need to be made over these areas to improve leader communication.	Writing over some or all task responses requires improvement to be appropriate for a leader in an ECEC service workplace AND/OR the task is not within +/- 10% of the set word count/the writing is not succinct AND/OR all or some of the responses are not suitable for sharing with staff and families in an ECEC service.	Writing in the task response lacks professionalism AND/OR is inappropriate for a professional ECEC setting AND/OR is overly verbose/lacks conciseness AND/OR greater than +/- 10% of the set word limit AND/OR significant feedback is given on needed development of professionalism and/or appropriateness.	Presentation is unacceptable for this type of task.
Referencing: Follows APA7 referencing style convention. 5 marks	As per HD but with flawless in text referencing and Reference List	All referencing and Reference List meets APA7 standard with one or two minor errors.	All referencing and Reference List meets APA7 standard with one or two minor errors.	Referencing and Reference List generally meets APA7 standard with consistent errors throughout.	Referencing and Reference List attempted with APA7 standard but major errors exist throughout.	Referencing attempted but does not meet APA7 convention. Incorrect referencing format used. No Reference List Provided.	Referencing attempted but does not meet APA7 convention. Incorrect referencing format used. No Reference List Provided.	No Referencing attempted and did not provide a Reference List.

Description of SCU Grades

High Distinction:

The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and 5 applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as outstanding in relation to the learning requirements specified.

Distinction:

The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as distinguished in relation to the learning requirements specified.

Credit:

The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The student’s performance could be described as competent in relation to the learning requirements specified.

Pass:

The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The student’s performance could be described as satisfactory in relation to the learning requirements specified.

Fail:

The student’s performance fails to satisfy the learning requirements specified.

TCHR3004: Leadership and Advocacy in Early Childhood Assessment 2 Report.