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.
