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Martyn Mills-Bayne 2016

EDUC 4193 Leadership & Advocacy in Early Childhood

Assessment #2 Report

Leadership & Advocacy

MENtor Program Encouraging Men into Education
Sophie Robinson

Presentation Instructions

Please view in slideshow mode and progress through the slides manually by pressing the space bar.

The transcript of the original audio narration has been provided in the notes section of each slide.

Hyperlinks to the social media accounts of the MENtor Program for Males in ECE have been provided. These
are additional resources and should not be considered as part of the 20 minute time -frame for viewing.

Copyright has been attributed accordingly to several images as the conventions for UniSA Harvard in-text
referencing were not appropriate:
The image files for the MENtor Program for Males in ECE logo were provided by Martyn Mills-Bayne.
Screen captures have been provided by Sophie Robinson, Diamond Sinanis and Tess Portsch.

Table of Contents

1. Project Description.......pp. 4-7

1.1 Summary of Project...............p. 4
1.2 Project Screen Captures .......p. 5-7

2. Rationale..p. 8

3. Critical Reflection.......pp. 9-12

3.1 Advocacy & Leadership.....p. 9

3.2 Leading Collaboratively.............................................................................................p. 10
3.3 Leading Change.p. 11
3.4 Evaluation Processesp. 12

4. Conclusion & Recommendations....p. 13

5. References.pp. 14-15

1. Project Description
1.1 Summary of Project (Kieff 2009)

Martyn Mills Bayne 2016

Get Connected! Follow the MENtor Program for

Males in ECE

Sophie Robinson 2016



1. Project Description
1.2 Project Screen Captures

Sophie Robinson 2016

These screen captures are indicative of my contribution

towards our viral media marketing campaign (#MenInECE).

This information was shared online across both personal and

professional social networks (i.e. Facebook and Unijam).

Sophie Robinson 2016

Sophie Robinson 2016

1. Project Description
1.2 Project Screen Captures (Continued)

Sophie Robinson 2016

Sophie Robinson 2016

This Instagram
account was
created on
Thursday, 26th May

At our final
meeting, we
considered this
strategy to be a
success with 73
followers amassed.
However, it was
recommended that
the administrator
of the account,
Marty, furthers his
use of hashtags in
order to increase
the reach of each
image shared.

1. Project Description
1.2 Project Screen Captures (Continued)

Sophie Robinson 2016

Sophie Robinson 2016

Diamond Sinanis 2016

A variety of
strategies for
advocating for
male early
educators were
also explored.

These included
print media,
digital media,
a childrens
picture book
and a blog post
(not pictured).

2. Rationale

(DECD 2015; Heywood 2016; Janairo, Holm, Jordan & Wright 2010; Nagel & Scholes 2014;

Mills-Bayne 2016 & OBrien 2012)

A representative, diverse workforce...can help children develop an expectation

that both women and men are expected to fulfil a full range of adult roles and
responsibilities (Piburn, cited in Janairo, Holm, Jordan & Wright 2010, p. 30).

Raising the number of male teachers, even by a few, will benefit thousands of
children and families (Reynolds, cited in OBrien 2012, p. 6).

(Mills-Bayne 2016)

3. Critical Reflection
3.1 Advocacy & Leadership (Briggs & Briggs 2009; Kieff 2009)

Recognising and becoming informed about the holistic nature of
issues affecting young children and families and understanding
one's own capacity (Kieff 2009, p. 100) is essential for effective
This involved (Kieff 2009, pp. 100-111):
Recognition of the problem.
Becoming informed through researching the background of the
issue, defining the issue and researching the topic.
Considering our own talents, skills and resources (Kieff 2009,
p. 111).

Leadership Experiences Audit (Briggs & Briggs 2009, pp. 6-9).

(Statewide Parent Advocacy Network 2013)

3. Critical Reflection
3.2 Leading Collaboratively (Kieff 2009; Rodd 2013; Sullivan 2010)

Tess Portsch 2016


3. Critical Reflection
3.3 Leading Change (Page 2012)

(Larson n.d.)

Project Change Curve - Valley

of Death (Page 2012, p. 3):

(LeanHRM cited in Page 2012, p. 3)


3. Critical Reflection
3.4 Evaluation Processes (Cunningham & Cordeiro 2009)

(Yesgram 2016)

Genuineimprovement requires that evaluation

be built in. from the beginning (Cunningham
& Cordeiro 2009, p. 261).

Instagram followers and likes.

Facebook likes, comments and shares.

Website page views and unique visitors.

(CrossFit South Bend 2014)

Sophie Robinson 2016


4. Conclusion &

Recommendations to Myself:
Recognise my own capacity for leadership.
Further develop my ability to write effective blog posts, as an education
Continue to practice my effective listening skills.
Fully utilise the functions of social media when using these networks to
advocate, i.e. being aware of privacy settings which can restrict the
audience of shared posts.

Recommendations to the Project:

Consider the school calendar for senior students when planning future
school visits.
Plan evaluation from the start.
Use the materials developed on future school visits in collaboration with
UniSA College.
Follow up with UniSA Communication and Marketing Unit.


5. References

Briggs, M & Briggs, I 2009, Developing your leadership in the early years, Continuum International,
London, New York, pp. 4-12.

CrossFit South Bend 2014, Facebook notifications, CrossFit South Bend, viewed 6 May 2016,

Cunningham, WG & Cordeiro, PA 2009, Educational leadership: a problem-based approach, 4th edn,
Pearson, Boston.

Department of Education and Child Development (DECD) 2015, Preschool sector teacher workforce
summary, DECD, viewed 5 May 2016,

Diamond, A 2016, Project evaluation and your report with critical reflection, EDUC 4193, University of
South Australia, Adelaide, 24 May.

Heywood, M 2016, The benefits of men in childcare, QA Nursery, 5 May, viewed 24 May 2016,

Janairo, RR, Holm, J, Jordan, T & Wright, NS 2010, How we advocated for gender diversity in the early
childhood workforce, Young Children, vol. 65, no. 3, pp. 30-34.

Kieff, JE 2009, Informed advocacy in early childhood care and education: making a difference for young
children and families, Merill/Pearson, Upper Saddle River, New Jersey.


5. References

Larson, N n.d., Vector challenge signpost, Deposit Photos, viewed 6 May 2016,

Nagel, M & Scholes, L 2014, Gender, inclusivity and engagement, in M Hyde, L Carpenter & R Conway
(eds), Diversity, inclusion and engagement, Oxford University Press, South Melbourne, pp. 91-105.

Mills-Bayne, M 2016, Stepping out of isolation: supporting males in early childhood education through
the MENtor Program, paper presented to the EC-MENz Summit 2016, Bay of Plenty, 8 to 9 April.

OBrien, V 2012, Getting guys back into education, Wellington Family Times, 5 June, viewed 24 May
2016, <https://issuu.com/familytimesnewzealand/docs/family_times_well_autumn_2012_issuu>.

Page, S 2012, Managing change and transition, Every Child, vol. 18, no. 3, p. 3.

Rodd, J 2013, Leadership in early childhood: the pathway to professionalism, 4th edn, McGraw-Hill
Education, Berkshire.

Sullivan, DR-E 2010, Learning to lead: effective leadership skills for teachers of young children, 2nd edn,
Red Leaf Press, St Paul.

Statewide Parent Advocacy Network 2013, Logo, Eventbrite, viewed 7 May 2016,

Yesgram 2016, Instagram likes and comments, Yesgram, viewed 6 May 2016, <https://yesgram.com/wpcontent/uploads/2016/02/Instagram-likes-comments-300x184.jpg>.