Core Values Protecting children from harm and ensuring their health, safety and wellbeingDeveloping partnerships with familiesDeveloping trusting, meaningful relationships with childrenDeveloping relationships with people, groups and organisations in the communityWorking together as a teamPresenting a professional imageUnderstanding and implementing the Regulations, NQS, policies, procedures and learning frameworkUnderstanding both Professional and Legal Ethics that puts the child's best interests at the center of decision making.
Strategic Responsibilities to Support Core Values Teaching, coaching and assessing educators and trainees in core valuesMentoring educators to improve their skills and practiceSetting transparent goals and monitoring their progressPrioritising activities to meet deadlinesProviding clear instruction to educators and traineesModeling quality practices e.g. educational, professional relationships and interactionsRespecting the diverse skills, abilities and interests of all educatorsImplementing culture of continuous improvementLeading reflective practice Tactical Responsibilities to Support Core Values 1. Protecting children from harm and ensuring their health, safety and wellbeingRecognising the indicators of abuse and neglect and notifying Child Protection Services or the Police in line with our reporting procedureManaging a disclosure of harm of suspicion of harm in line with our Child Protection Risk Management StrategyAdvising the Centre Manager of any information which could adversely affect your Working with Children CheckReporting breaches of the Child Protection Risk Management Strategy to the Centre ManagerProviding parenting information to families and information about family support servicesImplementing Medical Management and Risk Minimisation Plans for children with diagnosed health issuesAdministering authorised medication in line with medication procedureFollowing infection control procedures to minimise spread of diseaseMaintaining ratios and supervising children at all timesEliminating or minimising risks as a priorityMeeting children's needs for sleep and rest, as well as their hygiene needsPromoting a healthy and sustainable lifestyleImplementing practices which promote participation and inclusion
2. Developing partnerships with families Developing a professional and trusting relationship with families including always greeting parents by name as soon as enter the roomTalking with families about their jobs or hobbies, how their day's been, what their child learnt, who they played with, their child's activities and interests outside the service, what's happening at the family home etcLeading reflections eg about how families may feel and what they may think of our actions and practices,



how better to promote their child's learningPresenting learning documentation like art, photos, learning stories and the daily program in a beautiful and inviting mannerSharing information with families and encouraging them to share information about their child, home routines and daily lives 3. Developing trusting, meaningful relationships with childrenMaking children feel, safe, secure and supported eg by explaining what we're doing, where we're going, and being aware of their feelings and needsFocusing on getting to know parents and families so they feel comfortable sharing information that supports their child's learning and developmentIncluding information families have shared in the daily curriculum and conversations and interactions with childrenListening to children, asking for their ideas and suggestions, talking with them using open ended questions and giving warm and loving responses and non-verbal cuesProviding regular opportunities for children to engage in collaborative learningSharing individual strengths, hobbies, interests etc so these can be used to strengthen and enrich the curriculum.
4. Developing relationships with people, groups and organisations in the communityDeveloping existing links educators or families have with the community which may benefit children's learning eg excursion, incursions, learning activities based on children's or families' links with community eg through sport, music, culture, work, hobbies, servicesConnecting families with community services which support parenting and children's health and wellbeing
5. Working together as a teamPerforming all responsibilities professionally without supervisionSetting and managing the room routineSharing information (eg from enrolment) and knowledge about children, families and teaching practices with educatorsSharing information about service operations with educatorsValuing others educators' opinions and acting on them when appropriateAlways speaking about educators in a positive wayFocusing on educators strengths or potential rather than weaknessesEnsuring more experienced educators assist team members to improveWorking collaboratively with team members and sharing ideas about curriculum and practiceHelping to immediately remove risks and clean spillsLeading educators in reflective discussions about practiceLeading daily room meetings to discuss individual children, curriculum, Quality Improvement Plan feedback, reflections etcParticipating in regular staff meetingsModeling and promoting quality practiceCoaching, training and assessing educatorsRequiring that all educators contribute to the Quality Improvement Plan
6. Presenting a professional imageModeling professional appearance eg clothing and groomingMaintaining confidentiality at all timesAlways speaking positively about our service and colleagues to family, friends and our communityBehaving outside the service in a way which positively reflects the role of an early childhood professionalResolving conflict directly and respectfully with the person involved or through our complaint procedure, and not drawing colleagues or others into the conflictAllocating individual educators to specific cleaning duties for room/bathroomEnsuring room/bathroom is always fresh, clean and inviting and cleaning completed on time.
7. Understanding and implementing the Regulations, NQS, policies, procedures and learning frameworkHaving a good working knowledge of the Regulations, NQS, policies and proceduresReferring to the Regulations, NQS, policies and procedures before asking others for helpAlways following service philosophy, policies and proceduresActively working to implement a curriculum which meets the principles and practices of the learning framework Assessing and documenting what children know, can do and understand against the Learning OutcomesRegularly reviewing each child's portfolio and learning documentation to ensure its current, sufficient and shows child's progress against learning outcomesNotifying the Centre Manager if compliance obligations will or may not be met e.g. ratios.Understand and accept Certified Supervisor responsibilities at appointed times of the day by Nominated Supervisor or Approved Provider.
Understanding both Professional and Legal Ethics that puts the child's best interests at the center of decision making.Have a good working knowledge of the Regulations, Code of Ethics and UN Convention on the Rights of the child.Identify whether any decision-making requirement is a Legal requirement or a Professional Ethical situation.Follow Policies and Procedures to guide decision making.Place the best interest of a child in any situation as the number 1 priority.Understand that acting ethically means doing the right thing not the easy thing.Consider differing perspectives as part of decision making.Critically reflect on matters arising to support the best outcome for the child.When decision making outside of legal requirements ask yourself how I would explain how I reached that decision.
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📌 Room Leader (Melbourne)
🏢 Wattle Planet Early Learning Centre Vermont South
📍 Melbourne