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Ethical Teaching and Leadership
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ECCOP3002 - Ethical Teaching and Leadership
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20260200
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1.3
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2026-09-10
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2026-09-10
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Education
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Institute of Education, Arts & Community
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Education
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Undergraduate
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30
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070101
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Teacher Education: Early Childhood
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070101 - Teacher Education: Early Childhood
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<a href="http://www.federation.edu.au/locate/unit/eccop3002">View unit fees</a>
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Graded (e.g. HD, D, C, etc)
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<p>This capstone unit for Pre-Service Teachers (PSTs) explores ethical teaching and leadership in early childhood education. PSTs examine philosophical, theoretical, and legislative perspectives to critically shape their professional identity and ethical practice. Emphasis is placed on advocacy, reflective practice, and research-informed leadership that promotes collaboration and inclusion. Through engagement with leadership styles, communication strategies, and change management, PSTs will develop the capacity to lead teams, build partnerships, and foster positive organisational culture. The unit consolidates professional knowledge, pedagogy, and leadership capability in preparation for the final 10-day professional placement with children aged 3-5years. Under the supervision of a mentor teacher, PSTs will take responsibility for all aspects of the curriculum including routines, planning, team teaching and documentation. </p>
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<p><strong>Topics may include:</strong></p>
<p>· Images of the child, teacher and leader</p>
<p>· Theoretical perspectives and approaches to curriculum</p>
<p>· Relationships between policy, philosophy, pedagogy and context</p>
<p>· Reflective and ethical practice</p>
<p>· Leadership, management and administrative roles</p>
<p>· Legislative frameworks and ethical codes (e.g. NQF, ECA Code of Ethics)</p>
<p>· Change management and organisational culture</p>
<p>· Communication strategies and team collaboration</p>
<p>· Building professional resilience and wellbeing</p>
<p>· Collaborative partnerships with children, families, colleagues and communities</p>
<p>· Roles of the leader: ethical decision-making, conflict resolution and implementing change</p>
<p>· Ethical decision-making and conflict resolution strategies</p>
<p>· Confidentiality and legal responsibilities</p>
<p>· Planning, implementation, and evaluation of inclusive curriculum</p>
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<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
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2027
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2026
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ECCOP3002 - Ethical Teaching and Leadership
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2027
2026
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Overview
Key information
Requisites
Learning outcomes
Assessment
FedTASK
Parent Region
Overview
Unit description
<p>This capstone unit for Pre-Service Teachers (PSTs) explores ethical teaching and leadership in early childhood education. PSTs examine philosophical, theoretical, and legislative perspectives to critically shape their professional identity and ethical practice. Emphasis is placed on advocacy, reflective practice, and research-informed leadership that promotes collaboration and inclusion. Through engagement with leadership styles, communication strategies, and change management, PSTs will develop the capacity to lead teams, build partnerships, and foster positive organisational culture. The unit consolidates professional knowledge, pedagogy, and leadership capability in preparation for the final 10-day professional placement with children aged 3-5years. Under the supervision of a mentor teacher, PSTs will take responsibility for all aspects of the curriculum including routines, planning, team teaching and documentation. </p>
Unit content
<p><strong>Topics may include:</strong></p> <p>· Images of the child, teacher and leader</p> <p>· Theoretical perspectives and approaches to curriculum</p> <p>· Relationships between policy, philosophy, pedagogy and context</p> <p>· Reflective and ethical practice</p> <p>· Leadership, management and administrative roles</p> <p>· Legislative frameworks and ethical codes (e.g. NQF, ECA Code of Ethics)</p> <p>· Change management and organisational culture</p> <p>· Communication strategies and team collaboration</p> <p>· Building professional resilience and wellbeing</p> <p>· Collaborative partnerships with children, families, colleagues and communities</p> <p>· Roles of the leader: ethical decision-making, conflict resolution and implementing change</p> <p>· Ethical decision-making and conflict resolution strategies</p> <p>· Confidentiality and legal responsibilities</p> <p>· Planning, implementation, and evaluation of inclusive curriculum</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
30
EFTSL:
0.25
Field of education:
070101 - Teacher Education: Early Childhood
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
Yes
Placement hours:
75
Fee information:
<a href="http://www.federation.edu.au/locate/unit/eccop3002">View unit fees</a>
Requisites
Prerequisite
<p>must have completed <a href="/ords/r/curriculum/catalogue/course?p6_code=ECCOP2001" target="_blank">ECCOP2001</a> AND must have completed <a href="/ords/r/curriculum/catalogue/course?p6_code=ECCOP2002" target="_blank">ECCOP2002</a> AND must have completed <a href="/ords/r/curriculum/catalogue/course?p6_code=ECCOP2003" target="_blank">ECCOP2003</a> AND must have completed <a href="/ords/r/curriculum/catalogue/course?p6_code=ECCOP2004" target="_blank">ECCOP2004</a></p>
Corequisite
None
Exclusion
None
Learning outcomes
Learning outcomes
<p>On successful completion of this unit, students are expected to gain the following [K]nowledge, [S]kills and [A]pplication of knowledge & skills</p>
Learning Outcomes
Ref
Outcome
K1
<p>Describe the multifaceted role of early childhood leaders in diverse educational settings.</p>
K2
<p>Analyse how key theories and perspectives influence current approaches to leadership and professional identity.</p>
K3
<p>Evaluate the impact of policy, philosophy, theory and context on early childhood curriculum and pedagogy.</p>
K4
<p>Understand the value of collaborative partnerships with families, professionals, and communities in supporting quality outcomes for children and ongoing professional learning.</p>
S1
<p>Identify strategies for ethical decision-making, advocacy, and change leadership.</p>
S2
<p>Implement communication strategies that build inclusive and empowered learning communities.</p>
S3
<p>Engage in reflective practice to identify professional learning, strengths and areas for future growth. </p>
A1
<p>Establish and maintain collaborative partnerships with children, families, colleagues and the community. </p>
A2
<p>Apply contemporary theory, pedagogy and legislation to plan, implement and evaluate curriculum that supports children's participation and learning. </p>
A3
<p>Apply professional frameworks and codes to ethically teach and lead.</p>
Assessment
Learning Tasks and Assessment
Ref
Learning task
Assessment type
Weighting
Learning outcomes assessed
1
<p>PSTs will develop a professional portfolio that synthesises learning across their study and demonstrates readiness for teaching and ethical leadership. The portfolio, made up of two assessments, must showcase reflective, evidence-informed practice and the capacity to lead and collaborate in early childhood education settings.</p><p><strong>Portfolio Part 1 </strong>– Prepare to teach and lead</p><p>· Professional Philosophy Statement</p><p>· Context analysis</p><p>Pedagogical documentation to find out and communicate about children’s interests, ideas and strengths </p>
<p>Professional Portfolio – </p><p>Prepare to lead curriculum</p><p> </p><p>Individual task</p>
<p>30%-50%</p>
K1, K2, K3, K4, S1, S2, A1, A3
2
<p><strong>Portfolio Part 2 </strong>- Plan and assess curriculum, teaching and leadership</p><p>· Collaborative planning for individuals and group based on observations (plan, implement and assess/reflect on curriculum including indoor, outdoor and routine experiences) </p><p>· Evidence of ethical leadership </p><p>· Engagement with professionals and community</p><p>· Reflection on personal learning journey including goals and strategies for ongoing professional growth.</p><p> </p>
<p>Professional Portfolio – Plan and assess</p><p> </p><p> </p><p>Individual task </p>
<p>50%-70%</p>
K3, K4, S1, S2, S3, A1, A2, A3
3
<p>10 days professional experience in early childhood education setting with children aged 3 -5 years (external to workplace)</p>
<p>Placement. Not available for supplementary assessment.</p>
<p>Hurdle S/U</p>
K1, K2, K3, K4, S1, S2, S3, A1, A2
Supplementary assessment available:
Yes
Supplementary assessment information:
<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
FedTASK
FedTASK
Description of FedTASK outcome
Level
FedTASK 1: Interpersonal
The ability to effectively communicate, interact and work with others both individually and in groups.
<p>Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context</p>
FedTASK 2: Leadership
The ability to apply professional skills and behaviours in leading others.
<p>Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context</p>
FedTASK 3: Critical Thinking and Creativity
The ability to work in complexity and ambiguity using imagination to create new ideas.
<p>Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context</p>
FedTASK 4: Digital Literacy
The ability to work fluently across a range of tools and applications to achieve a range of skills.
<p>Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context</p>
FedTASK 5: Sustainable and Ethical Mindset
The ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions.
<p>Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context</p>
FedTASK
<p>Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FedTASKs (<strong>T</strong>ransferable <strong>A</strong>ttributes <strong>S</strong>kills and <strong>K</strong>nowledge) provide a targeted focus on five key, transferable Attributes, Skills, and Knowledge that are embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and co-operative learning opportunities.</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
30
EFTSL:
0.25
Field of education:
070101 - Teacher Education: Early Childhood
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
Yes
Placement hours:
75
Fee information:
<a href="http://www.federation.edu.au/locate/unit/eccop3002">View unit fees</a>
Additional information
Add Info Static Text
Internal reference: ECCOP3002 - U1.3