Activity 1.1 | Shared Leadership and Peer Mentorship

Bringing Teams Together

You have explored some of the roles, responsibilities, skills and dispositions that childcare leaders may take on or require. 

Whichever role you play, bringing teams together for a common purpose, vision and goals is integral to success. 

Watch the YouTube video "Why Creating a Sense of Purpose Helps Leaders Lead," in which Simon Sinek engages in a Capture Your Flag interview with host Erik Michielsen about how creating a sense of purpose in teams supports successful leadership. 

“Shared leadership is related to but distinct from other team processes such as cooperation or helping, which refer to team members working with and/or assisting other team members with their tasks” 

(Kozlowski & Bell, 2003). 

Simon Sinek emphasizes the transformative power of purpose in leadership, asserting that a clearly defined sense of purpose enhances a leader's ability to inspire and engage others. Within the context of early childhood education, fostering a shared leadership model that actively involves all educators in decision-making and collaboration can serve as a powerful mechanism for empowerment and professional growth. This process begins with the intentional establishment of a shared purpose and collective goals that align with the overarching vision and values of the center. Developing shared philosophy statements and collaboratively setting visions and goals not only creates a unified direction but also cultivates a culture of mutual commitment, fostering deeper engagement and cohesion among team members.

References

Kozlowski, S. W. J., & Bell, B. S. (2003). Work groups and teams in organizations. In W. C. Borman, D. R. Ilgen, & R. J. Klimoski (Eds.), Handbook of psychology: Industrial and organizational psychology (Vol. 12, pp. 333–375). John Wiley & Sons.

Simon Sinek. (2009) [Video]. Why Creating a Sense of Purpose Helps Leaders Lead. YouTube. https://www.youtube.com/watch?v=VmV0kFmATi0&t=39s

Peer Mentorship

Peer mentorship in Early Childhood Education (ECE) fosters collaboration, professional growth, and a supportive community among educators. By pairing experienced practitioners with less experienced colleagues, peer mentorship provides a platform for sharing knowledge, strategies, and practical insights. It encourages reflective practice, enhances teaching skills, and builds confidence in navigating complex scenarios in childcare settings. This relationship is mutually beneficial, as both mentors and mentees gain new perspectives and deepen their understanding of child development and best practices. Ultimately, peer mentorship cultivates a culture of continuous learning and professional connection within ECE environments.

Danielle Schmuecker hosts a podcast for people in the ECE field in British Columbia to "connect, talk, and learn from each other." ECEBC, WAGE, and SRDC support her podcast, which covers various ECE-relevant topics. Listen to episode four: Dr. Laura Doan on Peer Mentorship. 

After watching the video and listening to the podcast episode, consider:

• What do you see as some advantages of a shared leadership model? 
• What do you see as some issues that might arise? How might you mitigate these? 
• How do you incorporate democratic practices and/or shared leadership in your context?

References

ECE in Rural BC. (2023). Episode Four: Dr Laura Doan on Peer Mentorship. Episode Four: Dr Laura Doan on Peer Mentorship 

Conversation Starters

The way we frame our questions and statements plays a crucial role in fostering a culture of curiosity, collaboration, and respect in shared leadership and peer mentoring. 

When we shift from judgment to curiosity, we create space for open dialogue, deeper reflection, and mutual understanding.

Examples of ways to start a conversation with a colleague when you may not understand or agree with a decision or action that they made:

Instead of saying: 

"Why did you take away Sue's special blanket? She was so upset."

We could frame it with curiosity: 

“What was your idea behind putting Sue's blanket away?"

This small shift invites conversation rather than defensiveness. It assumes positive intent and opens up an opportunity for learning and reflection rather than blame.

Similarly, how we talk about children shapes how we perceive and respond to them. Instead of:

"He is such a problem when we head outside."

We can reframe with curiosity: 

"I wonder what is happening with George when we get ready to go outside?"

This shift moves from labeling a child as a "problem" to exploring the underlying emotions, needs, or challenges they might be experiencing. It encourages us to approach behaviours with empathy and seek solutions collaboratively.

A colleague puts away a toy because children were fighting over it: 

“Why did you take that toy away? The children were having fun before that!”

We can shift to be curious: 

“I noticed you put the toy away, what were you thinking in that moment?”

This reframing acknowledges the colleague’s action without assuming a negative intent. It opens the door for them to share their reasoning, which could lead to a discussion about guiding conflict resolution rather than removing the toy altogether.

Reflect on a recent incident that you could view from a different perspective, and write about it in your journal to help contextualize the experience.