1
Assessment Brief

TCHR3004 Leadership and advocacy in
Early childhood
ASSESSMENT BRIEF: Assessment 1

Summary
Title Assessment 1: Report
Due Date 15th September 2023 (End of week 3)
Length 1500-word
Referencing APA Style 7 SCU Library referencing guides
Weighting 50%
Submission Via the Turnitin link on the Assessment and Submission section on the unit

site.
Unit Learning
Outcomes

You will demonstrate the following Unit Learning Outcomes on the
successful completion of this task:
1. Demonstrate knowledge of the key principles of leadership and

management in practice in early childhood education and care services
and settings underpinned by theoretical and practical perspectives on
administration, management and leadership.

2. Demonstrate an understanding of how to build supportive and
collaborative environments for children, parents, community and staff.

3. Critically reflect on the role that advocacy plays in early childhood
education (locally, nationally and internationally) and identify the skills
that a strong advocate for the ECEC profession should display.

4. Critically analyse and understand the role of the educational
leader: including relationships, responsibilities, expectations,
ethical practice and transition to an educational leader.

Task Description
For this assessment, you are required to write a report of 1500 words. The report can include tables,
charts, figures, and/or graphs to illustrate your findings where necessary.
Rationale
As an early childhood educator, it is important you have an understanding about leadership and your
role as a leader.
Task Instructions

Write a report that responds to the following three tasks.
1. Identify and explain the key principles of a (one) leadership style that you aspire to follow and
justify how it aligns with your professional philosophy on leadership in the early childhood setting.
2. Demonstrate your knowledge of the theoretical underpinnings of this leadership style.
3. Critically review how this leadership style influences management in an early childhood setting in
relation to children, families and staff.
The report must include:

2
Assessment Brief

1. A brief introduction of no more than 100 words outlining the purpose and content if
the report.

2. A body of no more than 1320 words and broken into sections with short, appropriate
headings (based upon the 3 tasks listed above).

3. A conclusion of no more than 80 words, highlighting the key findings.
4. A reference list that includes all sources of information used.

Referencing Style
Referencing should conform to the APA 7th style. It is recommended that you refer to the
referencing guide available through the SCU library.

Task Submission
Report should be submitted using the Turnitin submission link titled “Assessment 1: Report” in the
Assessments Tasks & Submission section on the Blackboard TCHR3004 site. Only a word document
submitted via the Turnitin portal on Blackboard will be accepted. You must label your submission
with your surname and initials and the assessment task’s name, e.g: “JonesA_report.docx”

Special Consideration
As per Southern Cross University policy: Students wishing to request special consideration to extend
the due date of an assessment task must submit a Request for Special Consideration form via their
MyEnrolment page as early as possible and prior to the original due date for that assessment task,
along with any accompanying documents, such as medical certificates.
Late Submissions & Penalties
As per Southern Cross University policy, except when special consideration is awarded, late
submission of assessment tasks will lead automatically to the imposition of a penalty.
Penalties will be incurred as soon as the deadline is reached.
1. a penalty of 5% of the available marks will be deducted from the actual mark at one

minute after the time listed in the due date
2. a further penalty of 5% of the available mark will be deducted from the actual mark

achieved on each subsequent calendar day until the mark reaches zero.”
3. If student upload their paper to the incorrect submission point e.g. Draft Checker and NOT

the assessment submission point – academic penalty will be applied.
4. If students upload their draft paper to the final submission point – this paper will be

accepted as the final paper and marked.

3
Assessment Brief

Assessment Rubric
Marking Criteria and %
allocation

High Distinction+
100%

High Distinction
(85-99%)

Distinction
(75-84%)

Credit
(65-74%)

Pass
(50-64%)

Fail
(1-49%)

Absent Fail (0%)

Identification and
explanation of the key
principles of a
leadership style that
you aspire to follow
20%

Achieves all the
criteria for a high
distinction to an
exemplary
standard, without
any errors.

Outstanding
identification and
explanation of the
key principles of a
leadership style
that you aspire to
follow

Identification and
explanation of the
key principles of a
leadership style that
you aspire to follow
is articulated very
well.

Identification and
explanation of the
key principles of a
leadership style that
you aspire to follow
is articulated clearly.

Satisfactory
identification and
explanation of the
key principles of a
leadership style that
you aspire to follow
is articulated.

Unsatisfactory
identification and
explanation of the
key principles of a
leadership style that
you aspire to follow.

Not attempted.

Justification for how
this leadership style
aligns with your
professional philosophy
on leadership in the EC
setting
20%

Achieves all the
criteria for a high
distinction to an
exemplary
standard, without
any errors.

Outstanding
justification for how
this leadership style
aligns with your
professional
philosophy on
leadership in the EC
setting

Justification for how
this leadership style
aligns with your
professional
philosophy on
leadership in the EC
setting has been
articulated very well.

Justification for how
this leadership style
aligns with your
professional
philosophy on
leadership in the EC
setting has been
articulated clearly.

Satisfactory
justification for how
this leadership style
aligns with your
professional
philosophy on
leadership in the EC
setting has been
articulated.

Unsatisfactory
justification for how
this leadership style
aligns with your
professional
philosophy on
leadership in the EC
setting has been
articulated.

Not attempted.

Knowledge of the
theoretical
underpinnings of this
leadership style
20%

Achieves all the
criteria for a high
distinction to an
exemplary
standard, without
any errors.

Outstanding
demonstration of
knowledge of the
theoretical
underpinnings of
this leadership
style.

Knowledge of the
theoretical
underpinnings of this
leadership style has
been clearly
identified and
articulated very well.

Knowledge of the
theoretical
underpinnings of this
leadership style has
been clearly
identified.

Satisfactory
knowledge of the
theoretical
underpinnings of this
leadership style has
been demonstrated.

Unsatisfactory
knowledge of the
theoretical
underpinnings of this
leadership style has
been demonstrated.

Not attempted.

Critical review how this
leadership style
influences management
in an early childhood
setting in relation to
children, families and
staff.
20%

Achieves all the
criteria for a high
distinction to an
exemplary
standard, without
any errors.

Outstanding critical
review of how this
leadership style
influences
management in an
early childhood
setting in relation

Critical review of
how this leadership
leadership style
influences
management in an
early childhood
setting in relation to
children, families

Critical review of
how this leadership
leadership style
influences
management in an
early childhood
setting in relation to
children, families

Satisfactory critical
review of how this
leadership
leadership style
influences
management in an
early childhood
setting in relation to

Unsatisfactory
critical review of
how this leadership
leadership style
influences
management in an
early childhood
setting in relation to

Not attempted.

4
Assessment Brief

to children, families
and staff.

and staff has been
demonstrated very
well.

and staff has been
demonstrated
clearly

children, families
and staff has been
demonstrated.

children, families
and staff has been
demonstrated.

Links to the literature
on leadership, the EYLF
(AGDE, 2022) and NQS
(ACECQA, 2020)
10%

Achieves all the
criteria for a high
distinction to an
exemplary
standard, without
any errors.

Outstanding inks
made to the
literature on
leadership, the EYLF
and NQS.

Very good links to
the literature on
leadership, the EYLF
and NQS.

Clear links to the
literature on
leadership, the EYLF
and NQS have been
made.

Satisfactory links
made to the
literature, EYLF and
NQS.

Unsatisfactory or no
links have been
made to the
literature, EYLF and
NQS.

Not attempted.

Standard of writing and
presentation – spelling,
punctuation, grammar,
paragraph structure,
APA 7th referencing
style

10%

Achieves all the
criteria for a high
distinction to an
exemplary
standard, without
any errors.

Outstanding
standard of
academic writing
including APA 7. No
errors evident.

Clear and correct
use of academic
writing and APA 7
referencing. No
errors evident.

Clear and correct
use of academic
writing and APA 7
referencing. No
errors evident.

Academic writing
and APA 7
referencing is mostly
correct. Very minor
errors are evident.

Poor academic
writing including
APA 7 referencing.
Errors are present.

Not attempted.

Description of SCU Grades

High Distinction:
The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in
researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate
knowledge. The student’s performance could be described as outstanding in relation to the learning requirements specified.
Distinction:
The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in
researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate
knowledge. The student’s performance could be described as distinguished in relation to the learning requirements specified.
Credit:

5
Assessment Brief

The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in
researching, analysing and applying relevant skills and concepts. The student’s performance could be described as competent in relation to the
learning requirements specified.
Pass:
The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level
studies in the subject area. The student’s performance could be described as satisfactory in relation to the learning requirements specified.
Fail:
The student’s performance fails to satisfy the learning requirements specified.