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Early childhood education is now ‘front and centre’ in social policy debates internationally, as politicians commit to the idea that high-quality experiences in the early years of life reap benefits across the lifespan. This policy emphasis has brought increased expectations on early childhood educators to teach in ways that actively intervene in children’s learning and development. This, in turn, means that leaders in early childhood settings are charged with leading whole-centre development to promote effective professional practice. But there’s a catch: most leaders in ECE know a lot about child development but very little about adult development. This means many leaders struggle to know how to foster the learning of their colleagues in order to develop centre practice. In this webinar I share some insights from recent work with educational leaders in ECE in Victoria and Queensland, Australia. This work is identifying new ways of thinking about the development of leaders so that they can reach beyond their traditional roles of management, administration, and performance development, to become ‘leaders-for-learning’ both with colleagues and with children.
Associate Professor Joce Nuttall is a Principal Research Fellow in the Faculty of Education at the Australian Catholic University. Joce’s research describes, theorises and implements effective professional development for teachers, particularly in early childhood settings. Joce’s current projects include research into developing ‘leadership for learning’ with Children’s Services Managers in local government in Victoria, Australia, and a study of the induction and mentoring of beginning ECE teachers, for the New Zealand Teachers Council (in collaboration with NZCER). Joce is well-known in Aotearoa New Zealand as the Editor of ‘Weaving Te Whāriki: Aotearoa New Zealand’s Early Childhood Curriculum Document in Theory and Practice’ (NZCER, 2013).