Development of the Pedagogical Leadership

Think, Feel, Act

Think, Feel, Act is an excellent source for educators to identify and familiarize themselves with different approaches to learning. When studying it, the topic of pedagogical leadership attracted me most of all. I believe that this knowledge is important for my role as a future RECE and when teaching at an early stage of training. I chose this particular topic because, at this age, students need the right guidance from a teacher to form the basis for further education. Moreover, pedagogical leadership helps to see the strengths of each student and shape further work in such a way as to improve existing data and facilitate learning new ones. Thus, this scientific work aims to consider the phenomenon of pedagogical leadership and how it can be helpful in early childhood education.

Therefore, the main topic that will be considered in this assignment is pedagogical leadership. This phenomenon implies the direction of the educational activity process by the teacher (ONgov, n.d.). However, this is a simplified version of the definition of this concept. This is due to the fact that it has excellent versatility and complexity. Thus, in this process, the teacher-leader structures and controls the process while not limiting the capabilities of students.

Moreover, pedagogical leadership implies the effective performance of all aspects of teaching. It is worth emphasizing that in order to become such a leader, more is needed than just knowledge of the basics of pedagogical activity (Heikka et al., 2021). This aspect also includes behavioral tactics that help diversify the learning process at an early age but will also increase its effectiveness. Pedagogy plays a significant role in this type of leadership, as it includes many valuable factors. This area implies not only an understanding of how the learning process works but also practices that will have the best result. In this case, the choice of the necessary practice remains within the rights of the school. Such safety is ensured by the fact that the most critical thing for pedagogical leaders is knowledge and practices that have proven to have great results. Therefore, for example, at an early stage of familiarization with new sounds, a video can be included, and further work on tasks can be carried out.

Another important aspect of pedagogical leadership is the factor of teacher interaction with the main participants of the educational process. Thus, the ability to properly manage to learn while maintaining healthy and good relationships should be inherent in every teacher. The peculiarity of this aspect is the possibility of self-study development of the training plan and concept (“Think, feel, act,” 2013). This helps to achieve better results since the training will be based on certain students and not on the general average. On the contrary, it is worth remembering that it is necessary to rely on generally accepted concepts of lessons, which can be transformed depending on the conditions.

Further, pedagogical leaders who have knowledge about the application of methods of teaching children and know how important correct and carefully formed interactions are for children, parents, and other teachers can have a significant impact and positive impact on the learning process. However, it is also worth emphasizing the fact that not everything can go according to plan, and some deviations may occur. Henceforth, despite the forecasts of the teacher, students can perceive information differently, whereby the child’s knowledge has developed in a way that the specialist did not understand (“Think, feel, act,” 2013). A teacher, as a pedagogical leader, should be able to accept the results and learn how to work with them. This is the complexity of this approach. Despite what is expected, the results can be excellent, and the teacher should be able to adapt and encourage, and direct students to further education.

I believe that the concept of pedagogical leadership is very multifaceted and broad. In addition to directing the educational process and helping to maintain motivation, specialists following this approach contribute to the direction of the educational process as a whole. This includes not only working with children but also with other specialists and parents of students. Thus, an example of this condition is the ability of pedagogical leadership to establish organizational norms for continuous improvement of the quality of education provided. Moreover, the pedagogical leader promotes the involvement of parents and guardians in the process of acquiring new knowledge for children. This is due to the fact that there is not enough training within the educational institution. Students, especially in the early stages, should constantly work out and practice their knowledge for better memorization. In addition, the functions of the pedagogical leader include evaluating the effectiveness of the applied curriculum and compliance with educational standards to improve learning conditions in early childhood.

Next, I would like to emphasize two characteristics of a pedagogical leader, which are the most important for me. These aspects are self-reflection and the ability to constantly self-study. The first function is one of the most valuable for an educational specialist who constantly works with students. It consists in analyzing people’s actions and evaluating them without involving other people (Pedrosa-de-Jesus et al., 2017). This skill gives valuable insight into the strengths and weaknesses of a person’s activity as a teacher. Self-reflection is a kind of feedback, as it gives an assessment of efficiency and productivity while avoiding a negative focus on areas requiring improvement. Therefore, a person independently identifies weaknesses and forms an action plan for the development and achievement of successful results.

The following important aspect that should be considered is the self-education and self-education of pedagogical leaders. This fact is most strongly influenced by the opinion that the pedagogical process is characterized by continuity and variability. Despite the fact that some fundamental aspects persistently maintain their position, changes are made to the process of presenting knowledge depending on the development of society. This is due to the fact that there is a change of generations; thereby, there is a need to adapt to their unique features. That is why pedagogical leaders must constantly develop and improve their skills in the field of education, personal skills, interaction with participants in the educational process, and others. This can play an essential role in how effectively the specialist will work and what results will be obtained from the students.

In conclusion, pedagogical leadership is a topic of the most significant interest to me. This is due to the fact that every teacher should be able to help and guide students while motivating them to learn something. Moreover, pedagogical leaders can provide assistance in making decisions related to the educational process. Pedagogical leadership is also intrinsically linked to self-reflection and self-education, which contributes to achieving the best results, better adaptation, and confidence.

Plan of Action for Professional Learning

The formation of a high-quality and well-thought-out action plan is of particular value in the educational process. One of the most critical aspects of the four foundations of How Does Learning Happen is the formation of an authentic and close relationship between a teacher and students (“How does learning happen?”, 2014). The same can be attributed to the very connections of the students. This is due to the fact that the formation of relationships allows you to conduct training more efficiently and productively. Further, the first point of my plan would be to conduct various activities to build them. Examples could be engaging in some bond-building games where participants have to interact closely with each other.

It can also have its own difficulties since each person has his own unique background that needs to be taken into account. It can be not only everyday aspects but also cultural education. It is necessary to take actions that can minimize the appearance of prejudice and negative relationships between students as much as possible. Therefore, the teacher should take on a big responsibility and become a behavioral role model. Hence, students, especially at the stage of early childhood education, will have an example of the right behavior and communication tactics. Thus, when establishing the right relationships, the effectiveness and productivity of the educational process can increase.

The next step of my plan will be the formation and provision of a positive educational experience in early childhood. Its importance is supported by the fact that it can become the basis for learning throughout later life. Early childhood education plays a significant role, as it is the first stage of education. Thus, as the second step, I think it is necessary to focus on the formation of a positive attitude to study and instill motivation for this process. I consider this a fundamental aspect, not only because of instilling a desire to be educated but also because positive emotions contribute to faster and longer-term memorization of information. In the same way, information that was not supported by desire and was deprived of individuality can quickly be forgotten in early learning.

As already mentioned, I consider self-regulation as a critical aspect of pedagogical leadership. Thus, the next step I regard as essential is to involve my colleagues in activities on this skill. This will include learning activities to analyze and highlight the strengths and weaknesses of teaching practice. Based on the information received, it is possible to identify areas in the learning process that might require changes. Moreover, I think it essential to reflect on the personal experience of my colleagues. A look at how previous generations were brought up can provide valuable insight into how modern society is being formed. In the same way, positive aspects or negative aspects can be highlighted, which should be avoided. In the end, pedagogical self-reflection is a necessary aspect, as it allows the formation of the professional experience of teachers. In conclusion, the main points of my action plan are establishing measures for positive relations between participants in the educational process, a positive attitude to learning, and the motivation for teachers’ self-regulation.


Heikka, J., Pitkäniemi, H., Kettukangas, T., & Hyttinen, T. (2021). Distributed pedagogical leadership and teacher leadership in early childhood education contexts. International Journal of Leadership in Education, 24(3), 333-348. Web.

How does learning happen?. Ontario’s pedagogy for the early years. (2014). Ontario. Web.

ONgov. (n.d.). Pedagogical leadership: Guiding teaching and learning in early years settings [Video]. YouTube. Web.

Pedrosa-de-Jesus, H., Guerra, C., & Watts, M. (2017). University teachers’ self-reflection on their academic growth. Professional Development in Education, 43(3), 454-473. Web.

Think, feel, act: Lessons from research about young children. (2013). Ontario. Web.

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ChalkyPapers. "Development of the Pedagogical Leadership." April 11, 2023.