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Lead Educator with Educational Lead Duties (Perth, WA)

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  • Job ID: 05356
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Job Description

POSITION DETAILS

Position Title: Lead Educator with Educational Lead Duties

Department: Service

Classification:

Reports to: Service Manager/2IC

 

 

KEY RESPONSIBILITIES

 

 An appropriate Early Childhood Qualification that is recognised as a Children’s Services

Employee Level 4 or above.

 A sound understanding and knowledge of early childhood developmental principles

including the early years learning framework (or approved framework) –pedagogy

 Current Positive Notice Working with Children Check for child related employment

 Frist Aid Level 2 including CPR

 Anaphylaxis & Asthma Management Certificate

 Substantial professional experience.

 Administrative skills, including effecti

ve time and workload management is essential.

 Excellent interpersonal skills and an ability to communicate effectively with children and

adults.

 Good Leadership skills and a high level of self-motivation.

 Computer literacy.

 

MAJOR DUTIES

 

 To provide quality

care and education for children 0-6 years, that is inclusive and

culturally appropriate for all children.

 Ensure that documentation related to the program is kept current and up to date. This will

be reflected within Documentation Reporting and available to be accessed by any stakeholder.

 To ensure that the environment is hygienic and safe, so as to promote the children’s

wellbeing and learning.

 To implement smooth running and enjoyable routines, appropriate for the children, that

respects children’s agency, fosters individuality and encourages independence.

 To ensure that all equipment, indoor and outdoor is inspected regularly and is safe and

well maintained.

 To facilitate the development of a collaborative team within the Service and be responsible via the Service Manager for the day-to-day guidance and supervision of educators within your classroom.

 To report any concerns regarding, children, families, employees and equipment to the

Service Manager.

 

 

 

 

 To complete all documentation as specified in the Education and Care Services National

Regulations, National Quality Standards and the services policies and procedures.

 To prepare newsletter contributions as needed.

 To welcome and orientate all families into the room.

 To ensure each new child is supported intheir transition to the service by adhering to

attachment theory principles

 To communicate children’s learning and wellbeing with families on a day-to-day basis.

 To encourage family involvement within the program and the Service activities.

 To be knowledgeable regarding OHS requirements and follow Service procedures to

avoid potential accidents or injuries to self, other employees, children, parents and

visitors.

 To be responsible for your own health and report any accidents or illnesses to the Service

Manager as soon as they become apparent.

 To notify the Service of any absences from work (due to illness) within a suitable time

frame so as a relief educator can be secured.

 To engage in professional development to maintain exemplary practice.

 To be an advocate for the Service.

 To abide by all services Code of Conduct policies, practices and procedures.

 To act as a professional at all times.

 To respect the privacy of parents, children and employees and treat all information

confidentially.

 

EDUCATIONAL LEADERSHIP DUTIES

 Support educators to effectively implement the cycle of planning to enhance programs and

practices

 Lead the development and implementation of an effective educational program in the

service

 Ensure that children’s learning and development are guided by the learning outcomes of

the Early Years Learning Framework or other approved learning frameworks.

 Play a significant role in guiding and developing educators’ and families’ understandings

about play and leisure-based learning, and the significance of the early years in the

education continuum for children.

 Mentoring and supporting educators’ understanding of educational program and practice,

such as but not limited to:

How theory supports best practice in all parts of the program » building relationships

and interactions with children to assist their learning through play and leisure-based programs

Intentional teaching strategies and thoughtful, deliberate educator practices that

support children’s wellbeing, learning and development

Routines and transitions

Providing for continuity of learning when children transition to, from or within the

service

Developing documentation that is meaningful, relevant and promotes reflection on

educators’ pedagogy and practice Educational leadership Element 7.2.2 National

Quality Standard and Assessment and Rating | Guide to the National Quality Standard

305

 

 

 Drawing on a range of understandings about learning theories and styles, as well as

educators’ strengths, to develop educators’ professional skills and confidence

 Liaising with other early childhood education and care professionals (such as therapists,

maternal and child health nurses, and early childhood intervention specialists)

 Assisting educators to make connections in the community, including with diverse cultures

and Aboriginal or Torres Strait Elders or their representatives.

 Leading critical reflection discussions to examine program and practice, investigate

alternative approaches and ways of thinking, identify quality improvements required

and plan for improvements

 Leading further discussions after educators have implemented a change to program or

practice, and identifying if other improvements are needed

 Maintain current early learning knowledge and deliver the educational program across the Service that is keeping within contemporary early childhood practice

 Facilitate and participate in relevant professional research and education forums to

maintain currency, as required.

 Collaborate with the Service Manager to develop action plans that address identified

practice needs within the Service, using information sources including family feedback and

knowledge of the local community.

 

KEY PERFORMANCE OBJECTIVES

 

 Plan and Implement quality educational programs for children that are based on the

pedagogy of the Early Years Learning Framework (or approved framework).

 Ensure that the educational program is evaluated regularly to reflect children’s interests

and learning and this is documented accordingly.

 Maintain and regularly document children’s learning and development in accordance to

the Documentation Reporting thus ensuring a consistently high standard.

 Document observations of children, using the planning cycle to drive ongoing learning

and development.

 Effectively co-ordinate and implement the educational program to ensure it meets the

needs of individual children whilst facilitating this alongside families.

 Provide individual attention to all children and families on an equitable basis.

 Ensure that all educators have the necessary information

to supervise each child effectively and be aware of the procedures that relate to releasing each child to authorised people.

 Plan appropriate programs for children who have additional needs and provide other

educators with direction in the implementation of these programs.

 Supervise educators in your classroom and others, (students etc.) as requested by the

Service Manager.

 Take responsibility for sharing the household tasks of preparation, hygiene, safety, and

packing away, with other educators that are related to the daily program.

 Ensure that the environment, and all equipment is checked regularly so that it remains

safe and well maintained and is meeting all OHS requirements.

 Ensure that all work practices adhere to the Education and Care Services National

Regulations and National Quality Standards.

 Ensure that work practices are in line with the services policies and procedures.

 Communicate openly and work co-operatively with all stakeholders.

 Follow the Services procedures to promptly report any concerns to the Service Manager or

Assistant Service Manager.

 

 Participates in any additional Service events, which may from time to time be in the

evening or on a weekend i.e.: parent information nights, parent events, and Christmas

parties.

 Attend monthly educator forums as required.

 Participate in discussion relating to policy development, quality standards and the future

directions of the Service’s programs.

 Actively participate in regular leadership and mentoring discussions and annual

performance appraisals.

 Perform other duties as requested by the Service Manager peripheral to the position.

 Ensure interactions with parents, educators and other professionals are at all times

professional, taking care not to cross professional boundaries and maintain

confidentiality.

 

MAJOR RESPONSIBILITIES

 To openly communicate with the Service Manager and employees and report any

challenges to the Service Manager.

 To ensure that all duties are performed at a high professional standard.

 To ensure that any special dietary requirements for children in accordance with Nutritionist/Doctors advice are respected and followed.

 To support parents in their parenting role by listening to and respecting parent requests

that relate to health, culture or personal preferences.

 To support parents in their parenting role by providing relevant information to support

them in making decisions.

 To be aware of the needs of colleagues and to support them in the educational program

and assist in conflict resolution whenever required.

 To engage in professional development to maintain currency in ‘best practice’ for the

effective implementation of the Services educational program.

 To attend educator forums and/or professional development meetings.

 

 

KEY PERFORMANCE INDICATORS

 

The following will be used as part of the annual performance review and will form the basis upon

which any pay increment may be considered.

 Evidence of the planning and the Implementation of quality educational programs for

children are based on the pedagogy of the Early Years Learning Framework (or approved framework).

 Ensures a safe environment is maintained for employees and children (Duty of Care and

OHS requirements).

 Evidence that the quality care and education for children 0-6 years is inclusive and culturally appropriate for all children.

 Evidence that documentation related to the program is kept current and up to date. This

will be reflected within the Documentation Reporting and available to be accessed by any stakeholder.

 Evidence that all educators have the necessary information to supervise each child

effectively and are aware of the procedures that relate to releasing each child to authorised people.

 Evidence that all work practices adhere to the Education and Care Services National

Regulations and National

Quality Standards.

 Evidence that work practices are in line with the Service’s policies and procedures.

 

 

 Participates in discussion relating to policy development, quality standards and the future

directions of the Service’s programs.

 Ensure interactions with parents, educators and other professionals are at all times

professional.

 To provide leadership and work as an active member of a multi-disciplinary team to

ensure that the service is responsive to the needs of families and children using the

service.

 Evidence of maintaining expert knowledge of child development and learning and

effective approaches to teaching and learning.

 Evidence of strategies and processes to ensure continuous improvement of education and

practice at the Service.

 Strong partnerships with all educators to deliver and extend children’s learning and

development.

 Ability to motivate and support a culture of ongoing reflective practice in the

Service.

 Establish community links and work collaboratively with other early childhood

professionals to promote the Service’s educational program and practice to incorporate

more effective learning experiences.

 Contribute to the Service team to improve individual performances and practice.

 Aware of available funding sources and services which may enhance children’s learning

and access these as appropriate.

 

QUALIFICATIONS, EXPERIENCE & CERTIFICATIONS

 

 Diploma in Children’s Services (or recognized and approved equivalent) or higher.

Knowledge, Skills and Experience:

 A sound understanding and knowledge of early Childhood Developmental Principles

including the Early Years Learning Framework (or approved framework), and Early

Childhood Australia’s Code of Ethics

 Excellent interpersonal skills and an ability to communicate effectively with children and

adults.

 

Certifications:

 Current Blue Card/Sustainability Card (or ability to obtain prior to start of employment).

 Current First Aid and CPR.

 Anaphylaxis and Asthma

Management certificate (preferred).

KEY CONTACTS

As part of this role, please note the following physical demands:

 Service Manager

 Educators/Teachers

 Parents and Children

 Community Stakeholders

 All government departments

 Early childhood peak bodies

 

 

OCCUPATIONAL REQUIREMENTS

 

As part of this role, please note the following demands:

 General childcare service based activities including walking around the service and during

excursions, standing, reaching, bending and lifting (up to 10kg) as part of daily childcare

management.