Abstract
Hierarchical leadership models are not well matched to the early childhood field, which is a complex, diverse system where early childhood educators serve in multiple dynamic roles. Distributed leadership, which involves collaboration, inclusive engagement, and shared problem-solving, typifies efforts of leaders who advocate and work toward systemic change. This chapter explains how early childhood teacher educators used distributed leadership to push for statewide changes that removed barriers to degree completion for early childhood educators. In Phase 1, educators used a shared set of competencies and a common course system to improve articulation agreements between two- and four-year colleges. In Phase 2, educators expanded, revised, and delineated core competencies from national standards (NAEYC, CEC, DEC) to inform state endorsements. In Phase 3, educators built an inclusive, formal network to lay a foundation for a statewide articulation agreement system that will incorporate the Power to Profession's unified framework and standards.
TopBackground
The need for leadership in the early childhood sector is well-documented (Goffin & Washington, 2019; Nicholson et al., 2018); however, early childhood teacher educators are challenged to articulate what this leadership should look like, primarily because of a lack of consensus on what defines early care and education in the field itself (Goffin & Washington, 2019). Consequently, there has been a reliance on leadership models from other professions that may not adequately reflect the complexities and dynamics of the early childhood field. Traditional leadership frameworks borrowed from business, the public sector, and educational models assume a nested layer of ascending hierarchies with a central leader at each layer who directs those under them while taking directions from those above. Such models have limited theorization about what early childhood leadership should look like (Aubrey et al., 2013), and the business theories these models are based on do not align well with the organizational structures, philosophies, and ideals in early childhood education (Murray & Clark, 2013; Nicholson et al., 2018).
K-12 leadership models are also not directly transferrable, even though schools share ambitions with early childhood programs to support children’s development and learning, because early childhood programs are remarkedly diverse in setting, size, program type, and organizational structure (Aubrey et al., 2013; Muijs et al., 2004). The early childhood field is a complex system comprised of a wide range of professionals who may provide direct, ancillary, or supporting infrastructure services while working together to address the needs of children from zero to eight years of age (Graue et al., 2012; Nicholson et al., 2018). This complex system requires early childhood leaders to apply knowledge and experience to context-dependent situations (David & Ryder, 2016) and to work together in groups, influencing and valuing one another, rather than relying on one person to carry out tasks alone (Hallet, 2013). These leaders hold multiple and intersecting identities influenced by continually changing roles that are dynamic and cannot be captured in a neatly defined static set of leadership traits (Nicholson & Maniates, 2016). This context invites broader participation and engagement than that which is normally associated with a single hierarchical leader (Murray & Clark, 2013).
Key Terms in this Chapter
Traditional Student: Students who have completed high school, are under the age of 25, and attend college full-time.
Course Delivery: The method used to present instruction in a course (e.g. face-to-face classroom instruction, online, etc.).
Distributed Leadership: A form of leadership where leadership roles are shared, and where group collaboration and decision making are encouraged and valued.
Four-Year College: College which offers, at a minimum, bachelor’s degrees and may also offer advanced degrees such as a master’s or doctorate.
Nontraditional student: Students who are over the age of 25, balance a variety of work and family responsibilities, and may attend college part- or full-time.
Articulation Agreement: A list of courses from a two-year college that are matched to corresponding four-year college courses for transfer purposes. Also referred to as a transfer agreement.
Early Childhood Teacher Educator: A college instructor who teaches one or more early childhood specific courses to prepare early childhood educators.
Early Childhood Educator: The teacher in a classroom or program that serves young children who are in the age range of zero to eight years old.
Endorsement: Teaching certification for a specific area or age group (e.g., early childhood education may prepare early childhood educators to teach children 0-8 in any general education setting).
Two-Year College: A college that offers coursework and preparation for careers requiring only a certificate, a one-year, or a two-year degree (e.g., Associate of Arts degree in early childhood education). Also referred to as a community college.