Learning outcome

After successfully completing the course, the candidate will have achieved the following learning outcomes defined in terms of knowledge, skills and general competence.

Knowledge

The candidate has knowledge of:

• The kindergarten in relation to its administrative framework, social mandate, legal basis and policy documents
• Organizational theory in general, with special a focus on the kindergarten as an organization, and the diversity of types of organization
• The professional role, leadership theory, and the concept of leadership with particular emphasis on pedagogical leadership
• Power, participation, diversity, equality and democratic processes in the kindergarten
• Pedagogical development, innovation processes and the characteristics of learning organizations.
  

Skills

The candidate:

• Has knowledge and understanding of their own behaviour and professional role in various relationships, and can reflect critically on individual and organizational practices and make adjustments to both under guidance
• Is able to demonstrate independence by adopting appropriate methods and tools to guide supervision and cooperation processes in development and educational work with children and staff
• Can demonstrate an understanding of the kindergarten’s role as a social institution and management of the kindergarten’s values and social mandate
• Can lead communication and collaboration processes with parents and families in accordance with the kindergarten’s social mandate
• Can plan, justify, implement, document and evaluate educational work.

General competence

The candidate:

• Has knowledge of children’s rights, effective leadership and what characterises an inclusive, equal, healthful and educational kindergarten environment
• Has change and development expertise and can identify and evaluate management actions that are necessary to create change
• Has an understanding of their own behaviour in different relationships, and the ability to take professional responsibility internally and externally
• Is able to understand how structural and cultural factors provide a framework for management and development

• Has an understanding of professional-ethical issues related to responsibility, respect, and power perspectives in relationships.

Course Description

The content of this course places greater demands on the student’s professional reflection and understanding than the courses of the first two years of study, and is designed specifically to strengthen leadership abilities. The content is divided into four major course units: Leadership, The Kindergarten as an Organisation, Cooperation, and Development. However, several topics will be discussed across units. For example, perspectives such as ethics, diversity and equality will be examined throughout the knowledge area and be discussed in all the major course units.

Major course unit 1: Leadership
This major course unit focuses on organizational development and the ‘Learning kindergarten’. Educational leadership, professional ethics and knowledge are central themes. In addition, it focuses on professional practices, power, powerlessness and ‘The power of definition’.
Major course unit 2: The Kindergarten as an Organisation
This major course unit addresses the kindergarten as a social institution and learning environment, the kindergarten’s social mandate, and the kindergarten in relation to its administrative framework and organizational diversity.
Major course unit 3: Cooperation
This major course unit focuses on collaboration between parents and staff. In addition, it deals with cross-cultural communication, relational work, counselling, education and understanding of democracy.
Major course unit 4: Development
This major course unit focuses on key areas such as pedagogical documentation in leadership work, guidance, expertise, and change and development skills. Educational development, innovation processes and learning organizations are also essential topics.

Teaching and Learning Methods

The course is of one semester’s duration and includes a five-week period of practical training in a kindergarten, when individual development assignments will be completed by students. The teaching and learning methods will vary depending on thematic content; these will include dialogue, reflection, self-study, discussion of assignments, lectures, seminar groups and written and oral presentations. These methods will emphasise skills and knowledge in relation to leadership, cooperation, and development. Students will work both individually and in groups. It is important that there is active student participation in this course. The assignments will require cooperation and contact with the field of practical training.

Within this knowledge area it is possible to apply for alternative practical training.

The parts of the course instruction that are mandatory are described in the semester plans.

Assessment Methods

• Oral presentation for the class in relation to teaching. The coursework requirement must be passed before the student will receive a grade for the course.
• Completion of an individual development assignment related to the period of practical training, weighted 40%.
• An individual six-hour written examination, weighted 60%.

A single letter grade (A to F) will be entered on the diploma, where A represents the highest and E the lowest passing grade. Each element of the course must be completed with a passing mark in order for the student to achieve a passing mark in the course. Please refer to the Telemark University College Examination Regulations for further information.

The course is subject to minor changes.

Minor adjustments may occur during the academic year, subject to the decision of the Dean