Bachelor in early childhood education: Leadership and management

Table of Contents

1.0: Executive Summary. 3

1.1: Goals. 3

1.2: Vision. 3

2.0: Introduction. 3

3.0: Overview of the program.. 4

4.0: Stakeholders’ strategies. 4

5.0: Program initiative. 5

6.0: Outcomes. 5

7.0: Financial considerations. 6

8.0: Conclusion. 7

8.0: References. 8

 

 

1.0: Executive Summary

Hope School is an established child care centre catering primary school children ranging between 5-8 years. The facility is dedicated to offering quality care services for children through staff training in order to meet its objectives, short-term and long-term goals for the provision of sustainable early childhood education for the children. Through staff training, Hope School is expected to be among the leading child care centres in Australia. The facility will undertake to train teachers who form an imperative part in the development and supporting the early childhood education. The training program is meant to equip the staff with necessary skills in the provision of quality education for children to enhance their future careers. The program is supposed to commence on June 2014 and will take duration of one year.

1.1: Goals

The short-term goals for Hope School are to offer one year training for teachers and support staff on ethnically anti-bias relevant in supporting early childhood education. Further, the program will be intended to titivate policies that may act as impediments to achieve its goals. On the other hand, the long-term goal for the training programme includes establishment of a training centre for its members of staff to promote quality education for the children.

1.2: Vision

The Hope School vision is to offer multicultural early childhood education through development of programs that accommodate children and families from diverse cultural environments and economic groups.

2.0: Introduction

Early childhood education is vital in developing and supporting the academic foundation for the learners. However, the goals and objectives for the provision of sustainable education for the children will not be achieved if teachers will not be adequately trained to actualize them. Therefore, training of the teaching staff is channelled towards meeting education needs for learners in their early childhood education. Hence, the business plan is meant to explore on the training program for the teaching staff. The business plan will focus on teaching staff for primary school children aged between 5-8 years (Gina Coffee, 2013).

The main purpose of the training program is to help the trainees evaluate their current knowledge and compare it what is expected from the training. Hence, this will serve as an important link to promote the expectations of the training exercise with school curriculum (Leslie Williams, 2012). The training will equip the teaching staff with relevant skills that will enable them to adopt reflective assessment programs meant to ensure provision and delivery of proper education system for the children.

3.0: Overview of the program

According to the requirements of school promotional programs for the teaching staff in Australia, teachers are supposed to attend Early Childhood Education (ECD) training sessions on a regular basis. Therefore, the program will be supposed to establish effective mechanisms intended to evaluate the performance of teachers and to determine whether they meet the desired outcomes. Further, the program intends to promote implementation on new learning techniques that are in line with the current provisions for the early childhood education.

4.0: Stakeholders’ strategies

The school board of the directors will oversee the running of the program. the board will include the teachers, parent representatives, community, local government representative, as well as representatives from the ministry of education. The board members will consist of a minimum of seven members of the board to a maximum of fifteen members. Therefore, the program will be termed as inclusive as it will involve all stakeholders concerned.

The main aim of the program is not to benefit a single entity from the board of directors rather than improving the quality of early childhood education, as well the outcome of an individual student. Equally importantly, the program is supposed to help the teachers to gain more knowledge on inculcating values to the students channelled towards collective gain to the society (Waniganayake, 2012). The program will also involve experts from the Early Childhood Development department. These experts are generally the researchers and individuals who have a wide knowledge on the current issues that affect early child development. Hence, the panel will play a significant role in educating teachers on matters related to curriculum

5.0: Program initiative

Considering the significance of the program in meeting the goals and the objectives of equitable and quality childhood education, the program will involve a number of stakeholders. The Hope School will consider involving the ministry of education officials to enlighten the trainees on curriculum requirement for promotion of early childhood education. The officials will be expected to stress on the need for training programs for teachers. Another initiative of the program will involve engagement with ministry of information and technology to enlighten teachers on the need to incorporate early childhood education

6.0: Outcomes

Teachers will be expected to be able to develop appropriate lesson plans that will be in line with the learning objectives after the training. Further, they will be expected to examine the performance of their classrooms and access whether it conforms with schools expectations of the provision of quality education to he children. Similarly, they will be supposed to arrange the lesson plans in a successful manner so as to support each other. Hence, the lesson plans are intended to promote attaining of better educational outcomes. Similarly, teachers will be required to know the requirements for the lesson for children aged between 5-8 years. While developing their lesson plans, it should not put more emphasizes on the theoretical part of the curriculum rather than the practical part of it, as well as co-curriculum activities such as physical education to boost the morale of children into achieving desired learning outcomes.

Additionally, after the training program, teachers will be expected to identify the needs for special children so as to promote a suitable environment for them to achieve their goals and objectives. Teachers will be expected to provide necessary assistance to students who requires special care attention, for instance the slow learners, shy, stammer, hearing, as well as any other form of need that can be regarded as special (Gina Coffee, 2013)

Similarly, the training program for the teachers will be supposed to help them produce desired learning outcome and meet set targets. Further, the training will be intended to equip teachers with to document individual learning progress for children on a daily basis and keep the record inform of a journal. Hence, the information on children’s performance will always be available for parents who wish to discuss their children academic outcomes with their teachers.

7.0: Financial considerations

The school considered the training program as the most valuable for teachers, hence it will cover all the costs involved in making the program a success. The school will cater for accommodation and travelling expenses that teachers will incur in the course of the program. A one year budget will be prepared by the board of governors to cater for financial requirements for the program. Further, the board will explain to parents the importance of the training program and seek their support in making the program a success (Fishel, 2005). The team on the National Quality Standards will also provide funds to support the ECD teachers’ training. The team has supported other similar programs in the past such as the project referred to as Parkes Early Childhood Centre Inc (PECC) in Sydney, as well as Kristy Children’s Services in Western-Orange. Hence, this will align with the national educational goals for promotion of early childhood education.

8.0: Conclusion

In conclusion, the program intends to improve the educational outcome for primary school children aged between 5-8 years through involving teachers on a program that will help in equipping them with more knowledge to facilitate the provision of quality education for the children. Through offering the training program for the teachers, the school intends to support the educational curriculum that meets national goals of education.
References

Fishel, D. (2005). The Book of the Board: Effective Governance for Non-Profit Organisations, The Federation Press, NSW.

Gina Coffee, C. R.-S. (2013). Early Childhood Education: A Practical Guide to Evidence-based, Multi-tiered Service Delivery. New york : Routledge.

Leslie Williams, D. P. (2012). Encyclopedia of Early Childhood Education. New York : Routledge.

Waniganayake, M. (2012). Leadership: Contexts and Complexities in Early Childhood Education. Oxford University Press:  Melbourne.