Pedagogical Leadership, cont.

Resources

What is it?

“Pedagogical leadership will vary from setting to setting in response to the different social, political and cultural contexts in which we work.  Our pedagogical practice will be influenced by our understanding of different educational theorists who have over the years helped to inform our early years pedagogy and practice.”  

(Realising the Ambition, Education Scotland, 2020, p. 54)

“Developing leadership behaviours and skills contributes to the continuous professional learning of the workforce. Developing leadership at all levels is important because everyone in the workforce, regardless of role or position, contributes to the delivery of quality care for the people of Scotland.”

(Scottish Social Services Council, 2021)

“Leadership is the capacity to translate vision into reality”.  Warren G Bennis

“Leadership is not a position or a title, it is action and example”.  Donald McGannon

Key messages:

Practitioners who:

    • Are well informed about child development and use it inform their practice.
    • Respect and understand the children in their care.
    • Are knowledgeable about and value the importance of play and the powerful contribution it makes to children’s development and learning
    • Understand the importance of building strong, nurturing relationships with children and adults.
    • Recognise learning contexts that are real and meaningful to the child.
    • Flexible and adaptable to the needs of the children and team.
    • Reflective educators who continually evaluate practice and its impact on children’s learning.
    • Learn in different ways and are continually engaging in professional development.
    • Collaborate and share with other professionals.
    • Learn from:
      • “empirical research
      • general evidence from practice
      • individual and group reflection
      • exploration and enquiry
      • being comfortable accepting that we are still learning.”

Scottish Executive- Learning Teaching Scotland: ‘Let’s talk about Pedagogy’, 2005.

 

 

Spotlight on Practice  

Quality Assurance 

Fiona Duncan-Kerr, funded childminder in SBC, shares her approach to quality assurance, self-evaluation & monitoring the impact of training on outcomes for children.

 

Quality Assurance Calendar

Argus Early Learning and Childcare, a Partner Provider Nursery for SBC, share their approach to quality assurance through a Quality Assurance calendar.

Ways we can do this:

Practitioners who:

Have a shared understanding, collaborate and create a Vision, Values and Aims. This will enhance a culture of learning and continued professional development and support dialogue.

Create a culture of improvement through continued self-evaluation.  The whole team need to understand the setting’s policies and practices and be involved in their development and review. 

Understand theory, research and best practice and how it is relevant to their setting, e.g. develop pedagogues; reflect, support and develop practitioner’s practice.  This will give the team clarity and purpose and support continued development of the shared vision, values and aims.

Motivate, inspire, listen to suggestions and drive improvement.

Embed the language of pedagogy into usual practice.  Drop key pedagogical language into conversation so that it becomes routine in daily dialogue.

Support the workforce to be become pedagogues, developing a shared understanding of a pedagogical base.  Pedagogy should be at the heart of the curriculum with practitioners leading and supporting children in their learning. 

Plan for the dialogue that allows these understandings to develop.  Nurturing pedagogical conversation will increase the team’s expertise and daily practice e.g. reflect through conversations in the playroom.  Stand beside, observe and discuss practice. 

    • What went well?
    • Why did it work well?
    • Reflect on why a child has settled well this morning?
    • How could we enhance particular areas of the environment?

 

 

Using AirDrop for Collaboration & Efficiency

Using Shared photo albums for Collaboration & Efficiency

Promote and use effective channels of communication within the team, with other professionals, children and families, e.g written, using diaries, boards, newsletters; virtual, using WhatsApp, Teams, closed Facebook, etc. and verbal, through staff meetings, informal on the floor chats.

Practitioners create a place where:

The environment and practitioners are providing learning experiences for all levels using our knowledge and experience.  Environments and spaces should reflect the culture, skills, interests and needs of each child and family. 

Nurture is at the heart.

Quality interactions are modelled which will enable children to learn to the best of their ability.

Practitioners are encouraged to value childhood and ensure that the rights of the child are upheld.

Practitioners are encouraged to value learning, the values that we bring to learning and the impact these have on children.

Practitioners are supported to become confident, competent individuals with high self-esteem and high aspirations.  Management teams should provide autonomy for their team to make suggestions and try out new ideas, developing their confidence to become pedagogical leaders themselves.

Leadership is valued and facilitated at all levels within the team.  Create an enabling environment and “have a go” attitude; support and empower practitioners to try out their ideas and evaluate the impact.  If the impact works and is positive, continue. If it doesn’t, reflect on why and try something different.

Diversity, tolerance and respect for self and others are valued and celebrated.  All members of the team support and care for each other and model positive relationships to the children and families.

Practitioners are encouraged to value all that children bring with them, their knowledge and experiences, and important aspects of their lives.

Relationships with children, families, colleagues and other professionals are at the heart of the setting and their contributions are highly valued and acted upon.

Strong relationships and open lines of communication with all stakeholders are actively developed.  Leaders foster relationships between key workers and families. e.g. by delegating responsibility to keyworkers to make the first home visit before a manager of the setting.