InstructionsBefore submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.RubricIn Part I of this Performance Task, you will complete a leadership inventory and reflect on your own leadership style and temperament. You will use this information to complete Part II, a Performance Task, in which you take on the role of a director at an early childhood care center who is responsible for leading change and dealing with ethical dilemmas.Access the following to complete this Assessment:
Overview of Early Childhood Care Center
Parental Letter
Memo to Center Staff
Humanmetrics. (2014). Jung typology test. Retrieved from http://www.humanmetrics.com/cgi-win/JTypes2.asp
National Association for the Education of Young Children (NAEYC). (2011). Code of ethical conduct and statement of commitment (Position Statement Update). Retrieved from http://www.naeyc.org/files/naeyc/image/public_policy/Ethics%20Position%20Statement2011_09202013update.pdf
This assessment has two-parts. Click each of the items below to complete this assessment.Part I: Leadership Inventory and Reflection
Complete the leadership inventory (Jung Typology Test) provided.
Using information gathered from the personality inventory and from your own experience, write a 2- to 3-page Reflection in which you:
Describe your own leadership style and temperament, along with the insights you gained from completing the inventory and how you can apply these insights to leadership in the early childhood field.
Explain how your own personal experiences and leadership style might influence your authentic leadership capacity.
Explain how emotional intelligence applies to leadership in early childhood contexts.
Part II: Applying Leadership PrinciplesFor Part II of this Performance Task, you will explain how you apply emotional intelligence and authentic leadership to handle ethical challenges and manage change.Imagine that you are the new director of Little Flower Child Care Center. Review the “Overview of Early Childhood Care Center” document to learn more about your staff and their leadership style and temperament. You are faced with two concerns from parents regarding staff at your center:
Families are concerned about the ethical reliability of a staff member who was arrested for driving while intoxicated (DWI). The DWI arrest was published in the local newspaper and a constituent of parents voiced outrage. Families of the children in the center are calling for the teacher’s resignation. (See the “Parental Letter” document.)
Another group of parents have voiced concerns about staff members who are texting on their mobile phones while caring for their children. You have issued a new policy banning cell phones during work hours, except in the case of emergency. Many of your staff members are unhappy with this change and have voiced their resistance to you during a weekly staff meeting. They say that it is an unfair rule that disrespects their personal freedom and family obligations. Nancy Ruiz, Leeza Knowles, and Danielle Freed are particularly vocal about their discontent with the new policy. See the “Memo to Center Staff” document.
Using the information from the three documents and your knowledge of the “Code of Ethical Conduct” in the early childhood care field write a 2- to 3-page response in which you:
Provide a detailed explanation of the strategies you will use to address the ethical dilemma of the DWI.
Explain how you will manage the change regarding cell phone use at the center.
Explain how your actions are informed by your understanding of authentic leadership, emotional intelligence, leadership style and temperament, and the NAEYC “Code of Ethical Conduct.”
rubric.pdf
memo_to_center_staff.docx
overview_of_early_childhood_care_center.docx
parental_letter.docx
Unformatted Attachment Preview
PV003: Leadership in the Early Childhood Field
Assessment Rubric
0
1
2
3
Not Present
Needs Improvement
Meets Expectations
Exceeds Expectations
Part I: Leadership Inventory and Reflection
Sub-Competency #1: Explain how leadership style, temperament, and personal experience influence authentic leadership capacity.
Learning Objective 1.1: Description is missing.
Response vaguely or
Response thoroughly
Response demonstrates
Describe leadership
incompletely describes
describes leadership style
the same level of
style and
leadership style and
and temperament
achievement as “2,” plus
temperament.
temperament.
the following:
Learning Objective 1.2
Explain how personal
experiences and
leadership style
influences authentic
leadership capacity.
Explanation is missing.
Response provides a vague
or incomplete explanation.
Response provides a
logical explanation of how
personal experience and
leadership style influences
authentic leadership
capacity.
Response is supported by
logical connections to the
professional knowledge
base.
Sub-Competency 2: Explain how emotional intelligence applies to leadership in early childhood contexts.
Learning Objective 2.1: Explanation is missing.
Response provides a vague Response provides a
Explain how emotional
or incomplete explanation. thorough explanation
intelligence applies to
regarding how emotional
leadership in early
intelligence applies to
childhood contexts.
leadership early childhood
contexts.
©2014 Walden University
Response includes specific
examples to illustrate
leadership style and
temperament.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Response includes a
critical analysis of personal
experience, as it relates
one’s own leadership
capacity.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Response makes relevant
1
0
Not Present
1
Needs Improvement
2
Meets Expectations
Response is supported by
logical connections to the
professional knowledge
base.
3
Exceeds Expectations
connections to personal
experience and
professional practice.
Part II: Applying Leadership Principles
Sub-Competency 3: Apply emotional intelligence, authentic leadership, and leadership style and temperament in addressing
common leadership challenges.
Learning Objective 3.1:
Explain how emotional
intelligence, authentic
leadership, and
knowledge of
leadership style apply
to leadership
challenges.
Explanation is missing.
Response vaguely or
incompletely explains how
emotional intelligence,
authentic leadership, and
knowledge of leadership
style will be used to
address both challenges
presented in the scenario.
Response clearly explains
how emotional
intelligence, authentic
leadership, and knowledge
of leadership style will be
used to address both
challenges presented in
the scenario.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Response is supported by
specific examples from
personal experience or
professional practice.
Response is supported by
logical connections to the
professional knowledge
base.
Sub-Competency 4: Apply strategies to address ethical challenges in the early childhood field.
Learning Objective 4.1: Description is missing.
Response provides a vague Response provides a
Apply strategies to
or incomplete description
logical and appropriate
address ethical
of strategies to address
description of strategies to
challenges.
the ethical dilemma
address the ethical
presented in the scenario. dilemma presented in the
scenario.
Response is supported by
logical connections to the
NAEYC Code of Ethical
©2014 Walden University
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Response is supported by
specific examples from
personal experience or
professional practice.
2
0
Not Present
1
Needs Improvement
2
Meets Expectations
Conduct.
Sub-Competency 5: Apply effective strategies for managing change in early childhood contexts.
Learning Objective 5.1: Description is missing.
Response provides a vague Response provides a
Apply strategies for
or irrelevant description of logical and appropriate
managing change in
strategies to manage
description of strategies to
early childhood
change and assist resistant manage change and assist
contexts.
staff.
resistant staff.
Response is supported by
logical connections to the
professional knowledge
base.
Professional Skill 001: Written Communication: Demonstrates graduate level writing skills.
Learning Objective
Multiple major and minor
Multiple minor errors in
Writing reflects competent
PS 1.1:
errors in grammar,
grammar, spelling, and/or use of standard edited
Use proper grammar,
spelling, and/or mechanics mechanics are distracting
American English.
spelling, and
are highly distracting and
and negatively impact
mechanics.
seriously impact
readability.
Errors in grammar,
readability.
spelling, and/or mechanics
do not negatively impact
readability.
Learning Objective
Writing is poorly organized Writing is loosely
Writing is generally wellPS 1.2:
and incoherent.
organized. Limited use of
organized. Introductions,
Organize writing to
Introductions, transitions,
introductions, transitions,
transitions, and
enhance clarity.
and conclusions are
and conclusions provides
conclusions provide
missing or inappropriate.
partial continuity.
continuity and a logical
progression of ideas.
Learning Objective
Writing does not integrate Writing loosely integrates
Writing sufficiently
PS 1.3:
appropriate resources and some appropriate
integrates appropriate
Support writing with
content in support of ideas resources and content in
resources (which may
appropriate resources. and argument.
support of ideas and
include peer-reviewed
©2014 Walden University
3
Exceeds Expectations
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Response includes a logical
and appropriate
explanation of more than
one strategy to assist staff
members who may be
resistant to change.
Grammar, spelling, and
mechanics reflect a high
level of accuracy in
standard American English
and enhance readability.
Writing is consistently
well-organized.
Introductions, transitions,
and conclusions are used
effectively to enhance
clarity, cohesion, and flow.
Writing effectively
integrates appropriate
resources (which may
include peer-reviewed
3
0
Not Present
Learning Objective
PS 1.4:
Apply APA style to
written work.
©2014 Walden University
APA conventions are not
applied.
1
Needs Improvement
argument.
APA conventions for
attribution of sources,
structure, formatting, etc.,
are applied inconsistently.
2
Meets Expectations
resources) and content in
support of ideas and
argument.
APA conventions for
attribution of sources,
structure, formatting, etc.,
are generally applied
correctly in most
instances. Sources are
generally cited
appropriately and
accurately.
3
Exceeds Expectations
resources) and content to
support and expand upon
ideas and arguments.
APA conventions for
attribution of sources,
structure, formatting, etc.,
are applied correctly and
consistently throughout
the paper. Sources are
consistently cited
appropriately and
accurately.
4
PV003
Memo: To All Little Flower Staff
Re: Texting and Cell Phone Use
Over the past few weeks, we have received over 20 phone calls or in-person complaints from parents
regarding the use of mobile phones by staff members during teaching and caregiving hours. They find it
to be unprofessional and reflective of a lack of vigilance in the care we provide. While you are at work,
your full attention should be devoted to the children under your care.
We understand that you may have family members or other issues that require your attention during
the daytime hours. You each receive two half-hour breaks throughout the 8-hour day. During those
breaks, you may use your cell phone to text, call, or e-mail in the staff room only. During all other times,
you may not use your mobile phone. Your cell phone should never be visible in the presence of the
children you care for.
A refusal or inability to follow these new guidelines will result in disciplinary action.
This is a very serious issue, and we have tried the informal approach of speaking to the individuals who
have raised parents’ concerns. The lack of results from those conversations has forced us to implement
a strict zero-tolerance policy. We appreciate your understanding in this matter.
We will discuss details and concerns at next week’s staff meeting. In the meantime, please adhere to
this policy as detailed above.
©2014 Walden University
1
PV003
Overview of Staff at Little Flower Child Care Center
Nancy Rodriguez
Position: Head teacher (0- to 2-year-olds)
Degree/Education: Master’s in child development
Humanmetrics Jung Personality Typology: ESFJ (Extrovert, Sensing, Feeling, Judging)
Notes: Nancy has been with Little Flower for over 10 years and has enormous influence on the other
staff.
Leeza Knowles
Position: Assistant teacher (0- to 2-year-olds)
Degree/Education: Bachelor’s in early childhood
Humanmetrics Jung Personality Typology: ISTP (Introvert, Sensing, Thinking, Perceiving)
Notes: Leeza joined Little Flower 2 years ago and is well-loved among children and families. She is a
good friend of Danielle Freed, who brought her on board last year.
Gregory Chung
Position: Head teacher (2- to 3-year-olds)
Degree/Education: Bachelor’s in psychology
Humanmetrics Jung Personality Typology: ENTJ (Extrovert, Intuitive, Thinking, Judging)
Notes: Gregory has been at Little Flower for 3 years. He is a favorite of some families, but there have
been a few complaints from both families and other staff because he is very set in his ways about
certain approaches to childcare.
Danielle Freed
Position: Assistant teacher (2- to 3-year-olds)
Degree/Education: High school diploma, previous childcare experience
Humanmetrics Jung Personality Typology: ISFP (Introvert, Sensing, Feeling, Perceiving)
Notes: Danielle joined Little Flower last year at the recommendation of Leeza Knowles. She is wonderful
with the children but often resistant to taking guidance from more experienced teachers and authority
figures.
©2014 Walden University
1
Nicholas Rye
Position: Head teacher (3- to 5-year-olds)
Degree/Education: Master’s in early childhood education
Humanmetrics Jung Personality Typology: ESFJ (Extrovert, Sensing, Feeling, Judging)
Notes: Nicholas has been with Little Flower for 8 years and has helped develop innovative curricula for
all age groups. He is known for his fun and challenging approach with children.
Sarah Winsor
Position: Assistant teacher (3- to 5-year-olds)
Degree/Education: Bachelor’s in child development
Humanmetrics Jung Personality Typology: INFP (Introvert, Intuitive, Feeling, Perceiving)
Notes: Sarah joined Little Flower last year and is still learning the ropes. She is very compassionate and
caring but is still learning how to manage a large group of children. She was placed with Nicholas to
learn from an experienced teacher.
©2014 Walden University
2
PV003
To the Director of Little Flower Child Care Center,
We are writing as a group of gravely concerned parents about a recently publicized incident
involving Nicholas Rye, the head teacher of the 3- to 5-year-old group at your center. It was published in
last week’s local newspaper that Mr. Rye was charged and convicted of a DWI (driving while
intoxicated). While we understand that this incident occurred outside of work hours and away from
Little Flower premises, we strongly believe that it is cause to believe that Mr. Rye is unfit to care for our
children and provides grounds for his dismissal.
Many of us currently have children in Mr. Rye’s classroom and are shocked at the lack of action
by Little Flower administration on this issue. We do not believe that a man who uses such little
judgment, and is willing to put his own life and the lives of others in such danger, has any place caring
for our children. We acknowledge that he has in the past created a fun and structured learning
environment for children—we had come to trust and rely on Mr. Rye. This makes this news all the more
devastating for our families. We are deeply disappointed in his actions and have lost complete
confidence in him as a teacher. We understand that all humans make mistakes, but some mistakes are
unforgiveable, especially when the well-being of children is at stake. We are, therefore, calling for the
resignation of Mr. Rye.
A lack of disciplinary action from Little Flower administration on this issue may force some of us
to seek childcare elsewhere. We hope for a clear and decisive resolution to this issue. Please make Little
Flower safe for our children again.
Sincerely,
Concerned Little Flower parents:
Daniel and Luana Ruiz
Stephen and Mary Chase
Fiona Lawland
Diane Martin and Lee Harrison
Benjamin Wong
Carrie Inglebreed
Samson McConnell
George and Wendy Suthers
Gary Weissman
Nory and Eugene Perez
Nathaniel Louis-Charon
Bette Oliveira
©2014 Walden University
1

Purchase answer to see full
attachment

Are you having trouble with the above assignment or one similar?

To date, 239 students have ordered this same assignment from us and received 100% original work. We can do the same for you!

We offers 100% original papers that are written from scratch.We also have a team of editors who check each paper for plagiarism before it is sent to you.

Click this “order now” button to see free Cost Breakdown!