http://www.humanmetrics.com/cgi-win/JTypes2.asp

http://www.naeyc.org/files/naeyc/image/public_policy/Ethics%20Position%20Statement2011_09202013update

Please use template

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

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

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.

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

8

Title of the Paper

in Full Goes Here

Student Name Here

Walden University

Abstract

This is the abstract, which is typed in block format with no indentation. The abstract briefly summarizes your paper in 120 words or less. Through your abstract, your readers should be able to fully understand the content and the implications of the paper. Also, note that writing this section after the paper itself may be helpful. See section 2.04 APA for tips and more information on writing abstracts. This template was updated April 25, 2016.

Title of the Paper

This template’s margins, page numbers, and page breaks are set for you, and you do not need to change them. Do not add any extra spaces between the heading and the text (you may want to check Spacing under Format, Paragraph in your word processor, and make sure that it is set to 0”). Instead, just double space as usual, indent a full ½ inch (preferably using the tab button), and start typing. The introduction should receive no specific heading because readers assume that the first section functions as your paper’s introduction.

After considering these formatting issues, you will need to construct a thesis statement, which lets readers know how you synthesized the literature into a treatise that is capable of advancing a new point of view. This statement provides readers with a lens for understanding the forthcoming research presented in the body of your essay (after all, each piece of literature should support and apply to this thesis statement).

Once you have established your thesis, begin constructing the introduction. An easy template for writing an introduction follows:

1.
Start with what has been said or done regarding the topic.

2.
Explain the problem with what has been said or done.

3.
Offer a solution in a concise thesis statement that can be supported by the literature.

4.
Explain how the thesis brings about social change.

Level 1 Heading

This text will be the beginning of the body of the essay. Even though this section has a new heading, make sure to connect this section to the previous one so readers can follow along with the ideas and research presented. The first sentence in each paragraph should transition from the previous paragraph and summarize the main point in the paragraph. Make sure each paragraph contains only one topic, and when you see yourself drifting to another idea, make sure you break into a new paragraph. Also, avoid long paragraphs (more than three-fourths of a page) to help hold readers’ attention; many shorter paragraphs are better than a few long ones. In short, think this: new idea, new paragraph.

Another Level 1 Heading

Here is another Level 1 heading. Note that, when you add additional headings, you should use the APA levels available in the Styles area of your toolbar. If you enter them manually instead, you may need to delete the automatic indent that appears because Word thinks you are beginning a new paragraph. Again, the topic sentence of this section should explain how this paragraph is related or a result of what you discussed in the previous section. Consider using transitions between sentences to help readers see the connections between ideas. Below are a few examples of how to transition from one statement to another (or in some cases, one piece of literature to another):

1. Many music teachers at Olson Junior High are concerned about losing their jobs (J. Thompson, personal communication, July 3, 2013), largely due to the state’s recent financial cutbacks of fine arts programs (Babar, 2007).

2. Obesity affects as much as 17% of the total population of children, an increase which may lead to other chronic health problems (Hera, 2008; Sinatra, 2008).

For more examples, see some of the transitions handouts on the Writing Center’s website.

Level 2 Heading

The Level 2 heading designates a subsection of the previous section. Using headings is a great way to organize a paper and increase its readability, so be sure to review heading rules on APA 3.02 and 3.03 in order to format them correctly. For shorter papers, using one or two levels is all that is needed. You would use Level 1 (centered, bold font with both uppercase and lowercase) and Level 2 (left aligned, bold, both uppercase and lowercase). This template provides examples of APA’s four heading levels, but remember that at least two headings on the same level are needed before the next heading level. For example, a paper must have at least two level 3 headings before a level 4 heading.

Level 3 heading.
Note that you should write Level 3 and 4 headings in sentence case, meaning that only the first word and any proper nouns are capitalized. The number of headings needed in a particular paper is not set, but longer papers may benefit from another heading level, such as this Level 3 heading (which is an indented, bold, lowercase paragraph heading).

Level 4 heading.
One crucial area in APA is learning how to cite in academic work. Make sure to cite source information throughout your paper to avoid plagiarism. This practice is critical: you need to give credit to your sources and avoid copying others’ work at all costs. Look at APA starting at 6.01 for guidelines on citing source information in your text.

Level 4 heading. You will want to include at least two of each kind of heading in your paper, hence this additional paragraph modeling effective heading usage. See below for further tips on using headings effectively.

Level 3 heading.
Again, if you choose to use Level 3 or 4 headings, at least two of each heading level should appear in the paper. Otherwise, if only one heading appears, your readers may question the need for a heading at all. If you find yourself questioning whether or how to use headings, consider consulting your instructor or committee chair for his or her input.

Level 1 Heading

APA can seem difficult to master, but following the general rules becomes easier with use. The Writing Center also offers numerous resources on its website and by email to help.

And so forth until the conclusion…..

Level 1 Heading

The conclusion section should recap the major points of your paper. However, perhaps more importantly, the conclusion should also interpret what you have written and what it means in the bigger picture. To help write your concluding remarks, consider asking yourself these questions: What do you want to happen with the information you have provided? What do you want to change? What is your ultimate goal in using this information? What would it mean if the suggestions in your paper were taken and used?

References

(Please note that the following references are intended as examples only. Also, these illustrate different types of references but are not all cited in the text. In your paper, be sure every reference entry matches a citation, and every citation refers to an item in the reference list.)

Alexander, G., & Bonaparte, N. (2008). My way or the highway that I built. Ancient Dictators, 25(7), 14–31. doi:10.8220/CTCE.52.1.23-91

Babar, E. (2007). The art of being a French elephant. Adventurous Cartoon Animals, 19, 4319–4392. Retrieved from http://www.elephants104.ace.org

Bumstead, D. (2009). The essentials: Sandwiches and sleep. Journals of Famous Loafers, 5, 565–582. doi:12.2847/CEDG.39.2.51-71

Hansel, G., & Gretel, D. (1973). Candied houses and unfriendly occupants. Thousand Oaks, CA: Fairy Tale Publishing.

Hera, J. (2008). Why Paris was wrong. Journal of Greek Goddess Sore Spots, 20(4), 19-21. doi: 15.555/GGE.64.1.76-82

Laureate Education, Inc. (Producer). (2007). How to cite a video: The city is always Baltimore [DVD]. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010). Name of program [Video webcast]. Retrieved from http://www.courseurl.com

Sinatra, F. (2008). Zing! Went the strings of my heart. Making Good Songs Great, 18(3), 31–22. Retrieved from http://articlesextollingrecordingsofyore.192/fs.com

Smasfaldi, H., Wareumph, I., Aeoli, Q., Rickies, F., Furoush, P., Aaegrade, V., … Fiiel, B. (2005). The art of correcting surname mispronunciation. New York, NY: Supportive Publisher Press. Retrieved from http://www.onewaytociteelectronicbooksperAPA7.02.com

White, S., & Red, R. (2001). Stop and smell the what now? Floral arranging for beginners (Research Report No. 40-921). Retrieved from University of Wooded Glen, Center for Aesthetic Improvements in Fairy Tales website: http://www.uwg.caift/~40_921

2/28/2020 Assessment Instructions – PV003: Leadership in the Early Childhood Field

https://tempolearning.brightspace.com/d2l/le/content/6714/viewContent/2062/View 1/2

Overview
For each part of this Assessment:

1. Use the Assessment documents and video as required.

2. Reflect the criteria provided in the Rubric.

3. Adhere to the required assignment length.

Use the APA Paper Template for reference. All submissions must follow the conventions of scholarly writing. Properly
formatted APA citations and references must be provided where appropriate.

Professional Skills: Written Communication is assessed in this Competency. You are strongly encouraged to use
the Writing Checklist and to review the rubric prior to submitting.

This Assessment requires submission of one (1) document that includes both parts of the Assessment. Save this file as
PV003_firstinitial_lastname (for example, PV003_J_Smith). When you are ready to upload your completed Assessment,
use the Assessment tab on the top navigation bar.

Instructions
Before 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.

Rubric

In 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

This assessment has two-parts. Click each of the items below to complete this assessment.

1. Complete the leadership inventory (Jung Typology Test) provided.

2. Using information gathered from the personality inventory and from your own experience, write a 2- to 3-page
Reflection in which you:
a. 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.

b. Explain how your own personal experiences and leadership style might influence your authentic leadership
capacity.

c. Explain how emotional intelligence applies to leadership in early childhood contexts.

Part I: Leadership Inventory and Reflection

http://academicguides.waldenu.edu/writingcenter/templates/general

https://tempolearning.brightspace.com/d2l/le/content/6667/Home

https://tempolearning.brightspace.com/d2l/lor/viewer/viewFile.d2lfile/6714/162,-1/

https://tempolearning.brightspace.com/d2l/lor/viewer/viewFile.d2lfile/6714/236,-1/

https://tempolearning.brightspace.com/d2l/lor/viewer/viewFile.d2lfile/6714/237,-1/

https://tempolearning.brightspace.com/d2l/lor/viewer/viewFile.d2lfile/6714/238,-1/

http://www.humanmetrics.com/cgi-win/JTypes2.asp

http://www.naeyc.org/files/naeyc/image/public_policy/Ethics%20Position%20Statement2011_09202013update

https://tempolearning.brightspace.com/content/enforced/6714-PV003_DEV/Assessment.html?d2lSessionVal=LDGlm6EZxhtRiV9Ufh5ojhB9K&ou=6714&d2l_body_type=3#collapse_acc_1

2/28/2020 Assessment Instructions – PV003: Leadership in the Early Childhood Field

https://tempolearning.brightspace.com/d2l/le/content/6714/viewContent/2062/View 2/2

It is strongly recommended that you review all Learning Resources and complete the Learning Activities prior
to attempting the Assessment.

For 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:

1. 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.)

2. 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:

1. Provide a detailed explanation of the strategies you will use to address the ethical dilemma of the DWI.

2. Explain how you will manage the change regarding cell phone use at the center.

3. 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.”

Part II: Applying Leadership Principles

https://tempolearning.brightspace.com/content/enforced/6714-PV003_DEV/Assessment.html?d2lSessionVal=LDGlm6EZxhtRiV9Ufh5ojhB9K&ou=6714&d2l_body_type=3#collapse_acc_2

FEEDBACK PV3

Learning Objective 1.1: Describe leadership style and temperament.

Response vaguely or incompletely describes leadership style and temperament.

Criterion Feedback

Thank you for your description of leadership style and temperament. Please note that leadership style with benefit from support via competency resources. This is an expectation for each of the concepts presented in your paper.

Learning Objective 1.2 Explain how personal experiences and leadership style influences authentic leadership capacity.

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.

Criterion Feedback

Thank you for your description. You did a nice job in your applications.

Learning Objective 2.1: Explain how emotional intelligence applies to leadership in early childhood contexts.

Response provides a vague or incomplete explanation.

Criterion Feedback

I would encourage you to expand your discussion of emotional intelligence. Please also be sure to support these connections with competency resources, inclusive of in-text citations and references.

Learning Objective 3.1: Explain how emotional intelligence, authentic leadership, and knowledge of leadership style apply to leadership challenges.

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 is supported by logical connections to the professional knowledge base.

Criterion Feedback

Thank you for your overview. You did a nice job in your application, particularly in the area of temperament.

Learning Objective 4.1: Apply strategies to address ethical challenges.

Response provides a vague or incomplete description of strategies to address the ethical dilemma presented in the scenario.

Criterion Feedback

Please be sure to apply the Code to each of the scenarios presented.

Learning Objective 5.1: Apply strategies for managing change in early childhood contexts.

Response provides a vague or irrelevant description of strategies to manage change and assist resistant staff.

Criterion Feedback

Good general description. I would encourage you to provide a bit more expansion, inclusive of connections to competency resources.

Written Communication PS 1.1: Use proper grammar, spelling, and mechanics.

Writing reflects competent use of standard edited American English.

Errors in grammar, spelling, and/or mechanics do not negatively impact readability.

Written Communication PS 1.2: Organize writing to enhance clarity.

Writing sufficiently integrates appropriate resources (which may include peer-reviewed resources) and content in support of ideas and argument.

Written Communication 1.3: Support writing with appropriate resources.

Writing loosely integrates some appropriate resources and content in support of ideas and argument.

Criterion Feedback

Please see my feedback regarding additional opportunities for incorporation of resources.

Written Communication 1.4: Apply APA style to written work.

APA conventions for attribution of sources, structure, formatting, etc., are generally applied correctly in most instances. Sources are generally cited appropriately and accurately.