Module Code: H7LGCMHV
Long Title Leadership, Governance and Change Management in Early Childhood Home Visiting
Title Leadership, Governance and Change Management in Early Childhood Home Visiting
Module Level: LEVEL 7
EQF Level: 6
EHEA Level: First Cycle
Credits: 10
Module Coordinator:  
Module Author: David McCarthy
Departments: NCI Learning & Teaching
Specifications of the qualifications and experience required of staff  
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Demonstrate a critical understanding of theories, concepts, principles and practices of leadership, change management and governance in the context of early childhood education and care as it applies to Early Childhood Home Visiting.
LO2 Identify and demonstrate a critical awareness and understanding of dimensions of leadership, change management, and governance in early childhood education and care as it applies to Early Childhood Home Visiting.
LO3 Clearly articulate the occupational roles, responsibilities, values, and functions of quality leadership and governance in Early Childhood Home Visiting.
LO4 Identify and demonstrate a knowledge of a code of professional responsibilities and ethical professional practice relevant to Early Childhood Home Visiting.
LO5 Critically analyse and reflect on the challenges of current practice, leading a competent system, and sustainability in ECEC as it pertains to Early Childhood Home Visiting.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Entry requirements  
 

Module Content & Assessment

Indicative Content
Week 1 - Explanation of leadership, change management and governance in relation to Early Childhood Home Visiting focusing on the role of the co-ordinator.
Definition of quality leadership, management and governance in Home Visiting, the value and outcomes of active leadership, management and governance, international and national research on ECEC Leaders as it applies to the co-ordinators role in Home Visiting including the elements of leadership and governance.
Week 2-4 - Theoretical Approaches
An overview of a range of theories of leadership which may include but not limited to, Transactional/Management Theory, Situational Theory, Emotional Intelligence, Relationship /Transformational Theory, Behavioural Theory and Skills Theory of Leadership and their relationship with practice.
Week 4-5 - Leadership styles and dimensions of leadership in ECEC relevant to Home Visiting
o Leadership styles - Autocratic, Bureaucratic, Charismatic, Democratic/Participative, Laissez-Faire and Transactional. Recognition of personal leadership style in order to lead change. Pedagogic leadership, Distributive leadership, Catalytic leadership and how these approaches can be applied in the context of the management structures in Home Visiting. o Dimensions – educational leadership, economic management, administration, organisational design and development, collaboration, human resource management, strategic management and self-management, observation of conditions and trends in ECEC, particularly those relevant to co-ordinating Home Visiting.
Week 6 - Principles and Practices of leadership, management and governance in the context of ECEC
o Principles – Dedication, Values, Integrity, Charisma, Bravery, Motivation, Credibility, Accountability o Practices - Sustaining and maintain a community of practice, team building, motivation, mentoring, empowering, problem solving, decision making, modelling and promoting quality of service including curriculum, relationships, staff etc.
Wee 8-9 - Occupational roles, responsibilities, values, and functions.
Identifying the occupational profiles from ‘Basic’ through ‘Experienced’ to’ Expert’. Consideration of each role and its responsibilities resulting in an understanding and knowledge of a skills qualified workforce underpinned by policy frameworks and how they might be relevant in Home Visiting. Recognising knowledge values, skills and practices underpinned by the CoRE Project (2012) including the benefits for children, staff, the organisation and for the wider sector.
Week 10 - Critical evaluation of current practice, leading competent systems and sustainability as relevant to the Home Visiting.
Critically analyse current practices and emerging discourses in Early Childhood Education and Care both nationally and internationally which may include but not limited to economic sustainability, staffing, funding, professional qualifications, policy and procedures, management and leadership, regulatory and inspection procedures.
Week 11-12 - Codes of professional responsibilities and ethical professional practice in ECEC.
Principles underpinning codes of professional responsibilities and ethical professional practice, identifying ethical dilemmas that may arise in Home Visiting practice, reflecting on leadership, management and governance through ethical professional practice.
Assessment Breakdown%
Coursework100.00%

Assessments

Part Time

Coursework
Assessment Type: Assignment 1 % of total: 60
Assessment Date: n/a Outcome addressed: 1,2,3,4,5
Non-Marked: No
Assessment Description:
Students will be required to design, deliver and evaluate 8 hours of non-accredited training to home-visitors on their programme.
Assessment Type: Assignment 2 % of total: 20
Assessment Date: n/a Outcome addressed: 2,3,5
Non-Marked: No
Assessment Description:
Students will complete a self-evaluation/skills assessment at the start and the end of the programme, supporting them to identify personal strengths, vision, values and areas requiring development as they apply to their role as coordinators leading practice and provision in home-visiting programmes.
Assessment Type: Assignment 3 % of total: 20
Assessment Date: n/a Outcome addressed: 4
Non-Marked: No
Assessment Description:
Students will be required to consider a professional and ethical response to a specific scenario which may arise through their work as coordinators in home-visiting programmes.
No End of Module Assessment
No Workplace Assessment
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

NCIRL reserves the right to alter the nature and timings of assessment

 

Module Workload

Module Target Workload Hours 0 Hours
Workload: Part Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Seminars No Description 18 Per Semester 1.50
Directed Learning Directed eLearning 18 Per Semester 1.50
Independent Learning No Description 214 Per Semester 17.83
Total Weekly Contact Hours 3.00
 

Module Resources

Recommended Book Resources
  • Glenda MacNaughton,Gillian Williams. Techniques for Teaching Young Children, [ISBN: 9781442502710].
  • Mary Moloney,Jan Pettersen. (2018), Early Childhood Education Management, Routledge, p.176, [ISBN: 9781138494107].
Supplementary Book Resources
  • Glenda MacNaughton,Gillian Williams. Techniques for Teaching Young Children, [ISBN: 9781442502710].
This module does not have any article/paper resources
This module does not have any other resources
Discussion Note: