ECE PROFESSIONAL LEADERS AND THE PROFESSIONAL GROWTH CYCLE Council provides professional learning for employers in ECE contexts to support their understanding of the role they may play in a PGC. In the PGC planning stage, valuable input can be sought from senior colleagues, peers or professionals outside the setting who may have specific expertise and experience. This could be to support an area of growth for the ECE professional leader and can be in the form of mentoring or coaching. In addition, contributions could come from whānau, family, kaumātua, iwi, hapū or community members. PROFESSIONAL NETWORK ECE professional leaders are encouraged to look beyond the boundaries of their own centres, and engage with peers and other leaders in the wider learning community for professional feedback. For example, Kāhui Ako could provide support and engagement opportunities and represent part of a leader’s professional network, as could professional membership networks. Networks can be facilitated locally or remote, face-to-face or via technology; professional leaders have the freedom to grow their practice through any collaboration they consider appropriate. ECE Professsional Leaders can be part of any number of networks, but only one of those networks at any one time should be considered their 'PGC network'. Feedback within the network community is ideally part of the ongoing interaction and collaboration, in addition to other feedback by mentors or coaches with specialist knowledge. As of 1 February 2023, appraisals are no longer the process used by the Teaching Council for making decisions about whether a professional leader meets Ngā Paerewa | Standards as required for their practising certificate type. In the early childhood education context, ECE centre owners and managers, who are also registered and certificated teachers, are professional leaders who must undertake a Professional Growth Cycle (PGC) to retain endorsement for certification. ARE ALL PROFESSIONAL GROWTH CYCLES THE SAME? ECE Professional Leaders have their own version of the PGC, which is different from kaiako PGC. Its focus is on learning, professional growth and engagement in professional learning networks for ECE professional leaders. A PGC network can bring together ECE professional leaders and leaders from the primary and secondary sectors – or be exclusive to the ECE sector. Each learning setting is unique and has its own complexity, having a bearing on professional aspects and skill sets. The teaching profession sets high expectations for themselves and the PGC is intended to support ECE professional leaders in their unique settings so they can focus on their growth. The PGC promotes personalised professional learning that recognises the importance of continuous learning throughout the career of an ECE professional leader. The Teaching Council’s Leadership Strategy | Rautaki Kaihautū and Rauhuia approach is also reflected in the PGC, notably in the recognition of networked leadership as a way to foster and share quality practices and leadership knowledge. SELF-MANAGING YOUR PROFESSIONAL GROWTH CYCLE: Working in a self-managing profession and in a high-trust environment, ECE professional leaders plan their own PGC. This should involve discussion and collaboration with others within their setting and beyond who understand the Standards | Ngā Paerewa. These discussions and informed feedback from others are to contribute to the plan and in turn should support meaningful professional reflection, conversations and professional growth. The plan should also be shared with the presiding board member or employer so they can understand and be effectively involved in planning the support needed for the professional leader’s PGC. The Teaching June 2023 { 36 }
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