AECE-255 - Administrative Leadership - 3.00 Credits
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Course Details
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Students will study the differences between transformational and transactional leadership styles. Students will identify and practice the leadership skills which are required to be a daycare supervisor or to be an administrator.
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Part of the:CAREER TRAINING (EDUCATION) Department
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Prerequisites : AECE certificate or equivalent.
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Course Outline
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Instructors Qualifications:
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Relevant Master's Degree.
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Office Hours:
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1.5 hours per week.
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Contact Hours:
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45
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Student Evaluation
Procedure:
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Assignments 50%, Mid Term Exam 20%, Final Exam 30%
Grading procedures follow NVIT policy.
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Learning Outcomes:
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Upon successful completion of this course students should be able to:
1. outline leadership roles;
2. describe the stages of leadership;
3. demonstrate knowledge of leadership from a developmental leadership perspective;
4. develop leadership skills and abilities, related to infant toddler and special needs settings;
5. compare transformational and transactional leadership styles by:
defining each term;
distinguishing the characteristics of each;
6. compare great Aboriginal leaders with respect to their leadership styles;
7. identify the roles and values, visions, culture and perceptions influencing leadership;
8. describe how administrators create and maintain a safe and healthy environment for children, staff, support staff and families;
9. discuss leadership in teaching, negotiating, planning, resolving conflict, allocating, resources and motivating staff, parents and children as well as implementing good practice, child care policies, programs and procedures, and monitoring and evaluating programs to ensure effectiveness;
10. analyze how leadership skills can be used to support families with regards to culture, socio-economic status, family diversity, information on child care and resources, and promoting family involvement in policy and programming decisions.
11. describe how administrators share information appropriately with other community services and supports as well as contribute to individual service plans.
12. outline how administrators advocate and lobby for high quality, accessible child care locally and provincially.
13. demonstrate how administrators advocate for child’s rights by:
protecting children from abuse, neglect, and exploitation;
supporting children in high quality diverse settings;
identifying children’s right to participate in decisions that affect their developmental growth;
14. describe how an administrator communicates effectively, builds relationships with children, staff and other workers, and builds a repertoire with community members and services;
15. construct a personal and professional assessment that reflects on the students values, philosophy, strengths, weaknesses, personal limits, personal care and growth and development;
16. discuss the governmental mandates, jurisdictions, current licensing and registrations, and organizational structure and procedures for provincial and local Community Care Facilities licensing as well as the current Child, Family and Community Services Act, Freedom of Information and Privacy Regulations as related to administrators; and
17. describe how administrators incorporate community characteristics such as socio-economic status, cultural composition, and community services, resources and supports into their daycare setting and professional practice.
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Text and Materials:
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Hearron, P. F., Hildebrand, V. Management of child development centers (current edition). Upper Saddle River, NJ: Merrill/Prentice Hall.
Ren, D., Sullivan, E. (current edition). Learning to lead: Effective leadership skills for teachers of young children. St. Paul, MN: Redleaf Press.
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Other Resources:
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Transfer Credits:
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For more information visit: www.bctransferguide.ca
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Other Information:
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Education Council approved Jan 2008.
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