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E‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍xplore a scenario that describes an early childhood setting facing multiple challenges. A new director has just been hired and is filled with high expectations to support the center in becoming “an engaging, warm, and safe learning space for young children.” Based on evidence from your personal/professional experience and the literature presented in the Learning Resources, your role is to advise the new director about specific leadership strategies she can use to influence positive change within Valley Hill. Review the case study scenario, “Leadership Problems at Valley Hill” Reflect on the knowledge and skills you have gained in the Learning Resources regarding leadership theory and evidence-based behaviors that support positive change. Identify theories and evidence-based strategies that you feel would be most relevant to the scenario presented. As you reflect on these, also consider their congruence with your own values and beliefs. Consider how you might use the leadership theories and/or evidence-based behaviors to approach the identified challenge. Note: Be sure to cite appropriate r‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍eferences in APA format to substantiate your thinking. Resources Amanchukwu, R. N., Stanley, G. J., & Ololube, N. P. (2015). A review of leadership theories, principles and styles and their relevance to educational management. Management, 5(1), 6–14. doi: Beyer, B. (2012). Blending constructs and concepts: Development of emerging theories of organizational leadership and their relationship to leadership practices for social justice. Retrieved from Bloom, P. J. & Abel, M. B. (2015). Expanding the lens—leadership as an organizational asset. Young Children, 70(2), 10–17. Hallet, E. (2013). We all share a common vision and passion: Early years professionals reflect upon their leadership of practice role. Journal of Early Childhood Research, 11(3), 312–325. doi: Hard, L., & Jónsdóttir, A. H. (2013). Leadership is not a dirty word: Exploring and embracing leadership in ECEC. European Early Childhood Education Research Journal, 21(3), 311–325. doi:‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍/

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