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Reflections Magazine : Reflections Magazine Issue 51
16 " When the National Quality Framework (NQF) was implemented in 2012, there was a great deal of discussion around the role of educational leaders, and what their responsibilities would include. Many of us, as centre Directors, made appointments based on our own best judgement. I asked one of our Group Leaders, who was studying for her Bachelor of Early Childhood Education, if she would be our centre's educational leader. Apart from her current study, she was always bringing in programming examples and was very confident using the NQF. As educational leader she was given non-contact time to support, train and check how the other rooms were going, and this arrangement seemed to work well for a month or so. Then, unexpectedly, she left me a letter saying that she didn't want the responsibility anymore, because she felt that she didn't have enough time to work with educators in the five children's rooms; educators were interrupting her during interactions with the children on a regular basis; and she had limited time outside work due to her studies. While, as a service, we were holding meetings around the NQF and how to use it, our educators were still feeling lost or anxious every time a change was made. I thought, "What am I going to do now?" Whether by luck, good timing, or pure coincidence, I had, at the time, registered to start the Gowrie Leadership Modules, and my first one was around the role of the educational leader in centres. Working through the leadership module gave me some helpful insights, "....services should choose a model of shared pedagogical leadership that works best for them. Regardless of the model, the team must establish objectives, delineate responsibilities, and articulate these broadly. .... The requirement of the National Quality Framework (NQF), in terms of both philosophy and implementation, entrusts the pedagogical leadership team with an overarching responsibility for ensuring that teaching and learning will be enriched" (ACECQA, 2011: 85-86). Law and Glover, as cited in Rodd (2006:34), suggest that leadership is about "..motivating others to followship. Through motivation, inspiration and persuasion of them to realise their goals which are based upon an understanding of who the followers are, what their needs are and what resources they can offer the group." The word 'followers' when put in the context of 'inspiring', and with a new grasp of my need to 'understand who the followers are' made my task more achievable. I was also inspired by the notion of Sharing Educational Leadership THE VOICE OF THE EDUCATOR: Author: Fiona Black Director Community Kids Mount Gambier Early Education Centre, SA
Reflections Magazine Issue 52