EDEC309: Reflective Essay on Leadership Styles and Personal Goals

Assessment 2

Students will write a Reflective Essay on leadership styles and personal goals.

1. A discussion on which leadership styles and characteristics are important to educational leadership.

2. A reflection on the student's preferred leadership styles and how it relates to their personal pedagogy and values as well as governing documents: EYLF, NESA, NQS, NQF. 

3. A reflection on the student's current strengths and weaknesses and short/long term goals.

Display links to theory and the practical.

• What areas do you do really well in - provide examples.
• What areas needs growth-provide examples
• Long term goals (1-2) (be specific and should be achievable within a 6-12 month period)
• Short term goals (3) (be specific and this should be achievable within a 3 month period)

Assessment Summary

Assessment Type: Reflective Essay
Focus: Leadership styles and personal goals in educational settings

Key Pointers to Be Covered:

1. Leadership Styles and Characteristics: Discussion on styles and traits important for effective educational leadership.
2. Reflection on Personal Leadership: Analysis of the student’s preferred leadership style in relation to personal pedagogy, values, and professional frameworks such as EYLF, NESA, NQS, NQF.
3. Self-Assessment: Identification of current strengths and weaknesses.
4. Goal Setting:
   • Short-term goals (3) achievable within 3 months.
   • Long-term goals (1–2) achievable within 6–12 months.
5. Theory-Practice Links: Demonstration of how leadership theory connects with practical examples in educational contexts.

Approach Guided by Academic Mentor

Step 1: Understanding the Requirements

• The mentor started by explaining the essay objectives, focusing on the reflective and analytical nature of the task.
• Emphasis was placed on linking theory (leadership styles, EYLF, NESA, NQS, NQF) to personal experiences in practice.

Step 2: Exploring Leadership Styles

• The student was guided to research key leadership styles (e.g., transformational, democratic, servant leadership) and characteristics relevant to educational leadership.
• Mentor suggested examples and case studies from classroom practice to illustrate each style.

Step 3: Self-Reflection

• Using reflective prompts, the student assessed their preferred leadership style and aligned it with their pedagogical values and professional standards.
• Mentor encouraged identifying specific instances where personal leadership positively influenced outcomes (strengths) and where there was room for improvement (weaknesses).

Step 4: Strengths and Weaknesses Analysis

• The mentor guided the student in documenting personal strengths with clear examples, such as effective communication, fostering teamwork, or mentoring colleagues.
• Weaknesses were also identified with evidence, e.g., time management, delegation, or conflict resolution skills.

Step 5: Goal Setting

• Mentor helped the student define specific, measurable, achievable, relevant, and time-bound (SMART) goals.
• Short-term goals (3) focused on immediate skill development within 3 months.
• Long-term goals (1–2) targeted broader leadership growth achievable within 6–12 months.

Step 6: Linking Theory to Practice

• The student was guided to connect reflective insights with educational leadership theories and governing frameworks (EYLF, NESA, NQS, NQF).
• Examples from their teaching practice were used to demonstrate application of theory in real classroom scenarios.

Outcome Achieved

• A well-structured reflective essay showcasing deep understanding of leadership theories and personal growth.
• Clear identification of personal strengths and weaknesses with concrete examples.
• Defined short-term and long-term goals aligned with professional standards and realistic timelines.
• Strong integration of theory and practical experience, highlighting the student’s professional development in educational leadership.

Learning Objectives Covered:

1. Critically reflect on personal leadership style and its alignment with professional standards.
2. Identify areas of personal strength and areas requiring development.
3. Formulate achievable, realistic short-term and long-term goals for professional growth.
4. Connect educational leadership theory with practical application in teaching environments.

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