Educational Leaders in early childhood education and care settings have become an important part of our quest for quality practice and a key driver of continuous improvement in our approach to teaching and learning. Through ongoing discussions In the sector, we have begun to realise the practice possibilities and operational challenges. However,  there remains work to be done. 

Links to APST    Knowledge 2.1, 2.2, 2.3   Practice 3.1, 3.6, 4.1     Engagement 6.2, 6.3, 7.1, 7.2

Links to NQS    QA1  QA4  QA7

At its best we can understand the role of an educational leader as a collaborative connection with educators that enables collective efforts to enhance and enrich children’s learning and our own understanding of pedagogy.   In the new articulation of Quality Area 1 in the NQS,  Educational Leaders will be increasingly charged with the responsibility to drive positive changes in teaching and learning and to explore and celebrate the rich possibilities of our work.

This session invites participants to explore and challenge the art of educational leadership, thinking with and how to use their understandings to consider daily practice and advocate for emerging understanding of professionalism and practice.  We will draw from current research endeavours and discuss the nature of teaching and learning and how we can inspire adults alike to become intentional learners and champions of inventive and responsive pedagogy.

Presenter: Catharine Hydon

ABOUT THE PRESENTER

Catharine has extensive experience in the early childhood sector in Australia and overseas.  Starting out as a kindergarten teacher, Catharine has managed a range of children’s services including long day care and community hubs. She is a dynamic speaker and collaborative facilitator, skilled in engaging professionals in reflective dialogue and creative conversations.  Catharine has a Masters in Early Childhood Education specialising in early childhood practice, policy and governance, the delivery of integrated services and the exploration of innovative programs to engage vulnerable children and their families.  Catharine draws on this study in her work with practitioners to consider how theory connects and informs practice.   Catharine’s involvement in the early childhood field is an important part of her commitment to the sector.  She is a long-time member of the Early Childhood Australia (ECA) currently serves as the Co-chair of the Reconciliation Advisory Group and is a regular contributor in ECA publications. Catharine is also a member of the Respectful Relationship Expert Advisory Group for the Victorian Department of Education and the EY-10 Curriculum and Assessment Committee for the VCAA.