The Five Faces of Leadership - Kagan and Bowman - Report Writing Management Assignment Help

Assignment Task:

Administrative leadership As the name suggests, this style requires leaders to be involved in the operational, day-to-day running or management of services. This could include preparing rosters, newsletters, excursion forms, budgets and compliance issues. 

Jobs could include: 

• Preparing rosters 

• Newsletters 

Excursion forms 

• Budgets 

Staffing issues 

• Creating mission statement 

• Planning the future direction of the program 

Kagan & Bowman (1997) list the following as competencies required of managers: 

Develop and maintain an effective organisation Plan and implement administrative systems that effectively carry out the program's mission, goals, and objectives Effectively administer a program of personnel management and staff development Foster good community relations and influence the early childhood policy that affects the program 

• Maintain and develop the facility 

Have the legal knowledge necessary for effective management Have financial management skills 

Early childhood managers work in the areas of personnel, budget, pedagogy, adult education and staff development, families, outreach to community, communication, planning, and overall attention to the internal and external values, mission, and goals of the program, however, management is one facet of the role. 

Management is one responsibility of an administrator; leadership is another. Rodd (1994) notes that while managers in early childhood settings focus on the specific details of daily practice, early childhood leaders spend more time in reflective, dynamic, value-based planning and organising. 

The administrator must pay attention to the bottom line, provide for ongoing learning for staff, direct child and family services, build internal and external communication networks that support the organisation's work towards its goals.

Pedagogical leadership 

Pedagogical leadership underpins the core of early childhood care and education, ensuring the quality of the day-to-day lives of participating children, as well as supporting and enhancing their growth, development and learning. 

Pedagogical leaders work to inspire, influence and motivate the team to want to achieve objectives and achieve action plans. They are interpreters of research and practice to those involved in both of these activities, assisting staff to reflect on their practice in an informed way and shaping staff discussion. 

Sergiovanni sees the role as encompassing: 'reciprocal influence...shared purpose...connected to moral obligations.' 

Helping shape the agenda and being active in the discussions on pedagogy are activities that pedagogical leaders must be engaged in. They need to be aware of current problems and be active in attempting to find solutions based on new knowledge or revisiting older theories and practices. 

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