Personal Reflection In Personal Development

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This portfolio is written based on the two changes that I led in a preschool in Klang to critically analyze the leadership process that I went through as an early years professional (EYP). Although I had two different sets of team in the both changes due to the high practitioner turnover rate, we were still able to exchange our knowledge and experiences due to our qualifications. However, in both circumstances my team had shallow knowledge on the roles of an agent of change. I introduced the concept and allowed opportunities for them to lead. Knowing that the EYP leadership has traditionally been linked with the personal qualities of the workforce (Ritchie, 2015), helped me understood the concept of teachers as leaders as I studied and reflected on how to manage the different characteristics of my team along the journey. Besides, I also ensured that my team stood by the school’s principle of having the voice of the children taken seriously. Therefore, we managed to involve the children’s views and participation especially from the K2 and K3 levels because they were more vocal and initiative.

Change 1: To redo the old learning boards
I first observed the setting to learn the areas that needed improvement (Campbell-Barr and Leeson, 2016). I also used an environmental checklist (Appendix 1.1) as a justification to the facts that I discovered. I discovered that the data I collected were too wide and would take up time if I were to present it. I was probably
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