The Registry grants permission to all WI institutions of higher education to use these materials. | Last Revised January 2012
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This is the fourth of four courses in early childhood leadership. This course will cover the use of transformational leadership, theories on change, action research, and advocacy strategies. As the final course in the leadership series, students will participate in an action research project to effect change. Overarching themes include the importance of excellence and diversity in early childhood programs, and the role of vision and reflective practice in reaching these goals.
This course is designed to provide the building blocks for successful leadership in early childhood programs. Upon completion of this course, it is expected that learners will be able to:

Identify and use transformational leadership

Understand the concepts of interconnectedness and interdependence as it relates to relationships, leadership and change

Understand action research

Use action research to investigate a problem

Advocate effectively for defined positions

Develop strategies for change

Develop programs to make fundamental changes at a community level

Implement a change action
Anderson, P. (2003). The gift of change. Exchange Magazine Nov/Dec 2003. pp. 45-48.
Redmond WA. Exchange Press, Inc. Pdf
Hernandez, L. (2009). Wake up and smell the demographics. Exchange Magazine
Nov/Dec 2009. pp. 6-9. Redmond WA. Exchange Press, Inc. Pdf
Jaworski, J. (1996). Synchronicity: The inner path of leadership. San Francisco. Berrett-Koehler
Publishers.
Levin, D. (2006). Action research: what is it? Why is it impaortant? Exchange Magazine
July/August 2006. pp. 38-40. Redmond WA. Exchange Press, Inc. Pdf
Neugebauer, B. (2004). A manner of speaking: house rules: lessons we learned about change.
Exchange Magazine July/August 2004. p. 85. Redmond WA. Exchange Press, Inc. Pdf
Neugebauer, R. (2009). Child care and the new economy. Exchange Magazine
Nov/Dec 2009. pp. 39-43. Redmond WA. Exchange Press, Inc. Pdf
Nyman, S. (2003). Mentoring advocates in the context of early childhood education. Exchange
Magazine January 2003. pp. 42-45. Redmond WA. Exchange Press, Inc. Pdf
Robertson, J. & Talley, K. (2002). Synchronistic leadership. Exchange Magazine July
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The Registry grants permission to all WI institutions of higher education to use these materials. | Last Revised January 2012

2002. pp. 7-9. Redmond WA. Exchange Press, Inc. Pdf
Sullivan, D. (2010). Welcome the change coming soon to your life. Exchange Magazine
March/April 2010. pp. 8-11. Redmond WA. Exchange Press, Inc. Pdf
Sullivan, D. (2003). Learning to lead: Effective leadership skills for teachers of young children.
St. Paul, MN: Redleaf Press. (Chap 4 -5)
Thompson Hirschy, S. (2008). Action research. Exchange Magazine March/April 2008. pp.74-
76. Redmond WA. Exchange Press, Inc. Pdf
Weaver, J. (2002). Implementing change with understanding and respect. Exchange Magazine
July 2002. Pp. 20-22. Redmond WA. Exchange Press, Inc. Pdf
Registry/Exchange Package Students in the Early Childhood Leadership Credential Program have the opportunity to purchase The Art of Leadership and two years of access to Exchange
Articles on Demand at www.childcareexchange.com through an arrangement between the
Registry and Exchange Press. Your instructor will provide you with the information.
* Articles available through Child Care Information Exchange website http://ccie.com/exchangeaccess/
Once students have purchased the WI Registry Package they can access On Demand Articles by following these instructions:
1. Visit the website: www.childcareexchange.com
2. Click on 'log in' in upper right corner
3. Enter the email that was used to purchase the package
4. First time visitors will need to create an account by entering the same email that was used to purchase the package.
5. As students create an account, they will identify a password
6. Once the account has been created, click on 'My Account' to allow access to Articles On
Demand.
Bellman, G. (1992). Getting things done when you are not in charge. San Francisco:
Berrett-Koehler Publishers.
Bruno, H.E. (2009). Leading on purpose. New York: McGraw-Hill Higher Education Chaleff, I.
(1995). The courageous follower: Standing up to and for our leaders. San Francisco:
Berrett-Koehler Publishers.
Covey, S. (1991). Principle-centered leadership. New York: Simon & Schuster.
Goldsmith, M., & Beckhard, R. (Ed.). (1996). The Leader of the future. (pp. 149-159). San
Francisco: Josey-Bass Publishers.
The Leader of the future (1988). Speaking out: Early childhood advocacy. Washington, DC:
National Association for the Education of Young Children.
Hargreaves, A. & Fullan, M. (1998). What’s worth fighting for out there? New York:
Teachers College.
Lanker, B. (1989). I dream a world: Portraits of black women who changed America. New
York: Stewart, Tabori & Chang.
National Research Council and Institute of Medicine (2000). From neurons to neighborhoods:
The science of early childhood development. Committee on Integrating the Science of
Early Childhood Development. Jack P. Shonkoff and Deborah A. Phillips, (Eds.). Board on
Children, Youth, and Families, Commission on Behavioral and Social Sciences and
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The Registry grants permission to all WI institutions of higher education to use these materials. | Last Revised January 2012

Education. Washington DC: National Academy Press.
Neugebauer, B. & Neugebauer, R. (Eds.). (2003). The art of leadership: Managing early childhood organizations. Redmond, WA: Exchange Press, Inc.
Senge, P., Kleiner, A., Roberts, C., Ross, R., Roth, G. & Smith, B. (1999). The dance of change. New York: Doubleday.
Wheatley, M. (1999). Leadership and the new science. San Francisco: Berrett-Koehler
Publishers.
Wheatley, M. & Kellner-Rogers, M. (1996). A simpler way. San Francisco: Berrett-
Koehler Publishers.
Zaslow, M. & Martinez-Beck, I. (2006). Critical issues in early childhood professional development. Baltimore: Paul H. Brooks publishing Company.
The Registry grants permission to all WI institutions of higher education to use these materials. | Last Revised January 2012
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Small Group Activities (3)
Activity # 1
In groups of 3-5 students, discuss the changing demographics referenced in the Hernandez article along with the concepts of interdependence, interconnections and the importance of relationships.
Activity # 2
In groups of 3-5 students, discuss how you relate personally and professionally to change. How does your personal relationship to change affect your ability to develop and implement successful strategies for change? What will you need to do to become successful?
Activity # 3
In groups of 3-5 students, discuss a successful advocacy campaign. What made it successful, what were the challenges that were overcome? Discuss an unsuccessful advocacy campaign.
What failed? Why?
Strategies for Change --Individual Assignment
Content:
Write two strategies for change: one in the community and one in the profession. Define your position and explain what would be needed to advocate successfully for your change. (These may be an aspect of or related to your action research project, but are not the same as the action research project.)
Organization:
Develop content logically and systematically
Documentation:
Paper should be double-spaced, have appropriate pagination and follow APA style guidelines.
Clarity and Quality:
Write in a style that is easy to read and communicates clearly. Paper should be free of gender and cultural bias, and grammatical, spelling and punctuation errors.
Action Research Project
Students will identify an action research topic related to their area of interest within the arena of the early care and education field. Students may work independently or in groups of 3 or less.
Students will identify the problem/question, develop an approach to the question, collect information including outside resources, plan and implement strategies for change and evaluate the strategies as they are implemented. Topics will be selected in class and submitted to instructor for approval. An oral presentation by each student or group will be done on the last day of class to the whole class. A report including all elements with 6 or more references (APA style) is due with the presentation. A one-page abstract will be made available to all students.
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The Registry grants permission to all WI institutions of higher education to use these materials. | Last Revised January 2012

Organization:
Develop content logically and systematically
Documentation:
Paper should be double-spaced, have appropriate pagination and follow APA style guidelines.
Clarity and Quality:
Write in a style that is easy to read and communicates clearly. Paper should be free of gender and cultural bias, and grammatical, spelling and punctuation errors.
Discussion Topics
- The curriculum was designed as an 8 day (8 hours/ day) delivery mode; however can be modified to meet instructor’s individual needs for course offerings.
Day 1

Transformational leadership – an especially significant form of leadership that is essential for change (Sullivan, 2003)

Synchronicity, relationships, interconnectedness and interrelatedness (Jaworski
1996, Robertson 2002.)

What is affecting the field now? (Hernandez 2009, Neugebauer 2009.)

Activity # 1
Day 2

Change – What is it? How do we live with it? Embrace it? Use it! (Jaworski 1996,
Sullivan, 2003 & 2010, Anderson 2003, Weaver 2002.)

Determine topics (and groups if used) for Action Research Projects

Activity # 2
Day 3

Action research – what is it? Why is it important? How is it developed? Why is it important to implement changes? (Levin, 2006, Thompson Hirschey, 2008)

Advocacy – as a strategy and as a skill (Sullivan 2003, Nyman 2003, Weaver
2002.)

Activity # 3
Day 4

Action Research in the field
Day 5

Action research in the field
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The Registry grants permission to all WI institutions of higher education to use these materials. | Last Revised January 2012

Day 6

Independent and Group Project presentations

Reprise leadership
– as an individual, in programs, in the field and as intentional change agent.

Plans for the FUTURE!
UNDERGRADUATE ASSIGNMENTS
In-class Participation
Group Activities (3)
Strategies for Change
Action Research project
TOTAL
POINTS
15
15
20
50
100
Course grades will be based on the following formula.
Total Points
100 - 96
95 - 91
90 - 86
85 - 81
80 - 76
75 - 71
70 - 66
65 - 61
60 - 56
55 - 51
Grade
A
A-
B+
B
B-
C+
C
C-
D+
D
The Registry grants permission to all WI institutions of higher education to use these materials. | Last Revised January 2012
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