iters/ecers

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CASE STUDY 1: Improved quality Empowering room leaders was the setting’s main focus of improvement during the study. Noelle developed a series of in-house leadership workshops focusing on which existing problems: ‘[We] felt it is important that room leaders feel confident within their rooms and are able to lead the room, rather than manage it, and get everyone on board.’ In terms of the observations undertaken in relation to process quality, Highbury improved the most dramatically of all the settings. It was one of three settings in the case study sample to show significant improvements in terms of both framing pedagogies (ECERS- R) and interactional quality (PCIT) and had the highest PCIT improvement score of all the settings.
CASE STUDY 1: Social Network Analysis (SNA) Highbury: Whose advice or support has substantively changed how you develop children’s learning in the last 12 months Nov 2010 Nov 2011 Lead Practitioner/EYP most ties, followed by Lead Practitioner (Mgr); few ties to Room leaders LP/EYP & LP still have most ties, but gap narrowed between them and Room Leader 1, RL2 & Coordinator
Page 1 and 2: Leadership and impact: case studies
Page 3 and 4: THEORETICAL FRAMEWORK Process and s
Page 5 and 6: CASE STUDIES The 30 settings were c
Page 7 and 8: Practitioner-child interaction tool
Page 9 and 10: Linking practice leadership and imp
Page 11 and 12: Impact: pedagogical framing ITERS/E
Page 13 and 14: Impact: Ofsted ratings There was a
Page 15 and 16: Impact: baseline quality and improv
Page 17 and 18: The overall development of practice
Page 19: CASE STUDY 1: Improved quality Volu
Page 23 and 24: CASE STUDY 2: Maintained high quali
Page 25 and 26: CASE STUDY 2: PCIT scores

iters/ecers

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