Job Description
Core Values
Protecting children from harm and ensuring their health, safety and wellbeing
Developing partnerships with families
Developing trusting, meaningful relationships with children
Developing relationships with people, groups and organisations in the community
Working together as a team
Presenting a professional image
Understanding and implementing the Regulations, NQS, policies, procedures and learning framework
Understanding 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 values
Mentoring educators to improve their skills and practice
Setting clear goals and monitoring their progress
Prioritising activities to meet deadlines
Providing clear instruction to educators and trainees
Modeling quality practices e.g. educational, professional relationships and interactions
Respecting the diverse skills, abilities and interests of all educators
Implementing culture of continuous improvement
Leading reflective practice
Tactical Responsibilities to Support Core Values
1. Protecting children from harm and ensuring their health, safety and wellbeing
Recognising the indicators of abuse and neglect and notifying Child Protection Services or the Police in line with our reporting procedure
Managing a disclosure of harm of suspicion of harm in line with our Child Protection Risk Management Strategy
Advising the Centre Manager of any information which could adversely affect your Working with Children Check
Reporting breaches of the Child Protection Risk Management Strategy to the Centre Manager
Providing parenting information to families and information about family support services
Implementing Medical Management and Risk Minimisation Plans for children with diagnosed health issues
Administering authorised medication in line with medication procedure
Following infection control procedures to minimise spread of disease
Maintaining ratios and supervising children at all times
Eliminating or minimising risks as a priority
Meeting children's needs for sleep and rest, as well as their hygiene needs
Promoting a healthy and sustainable lifestyle
Implementing practices which promote participation and inclusion
2. Developing partnerships with families
Developing a skilled and trusting relationship with families including always greeting parents by name as soon as enter the room
Talking 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 etc




Leading reflections eg about how families may feel and what they may think of our actions and practices, how better to promote their child's learning
Presenting learning documentation like art, photos, learning stories and the daily program in a beautiful and inviting manner
Sharing information with families and encouraging them to share information about their child, home routines and daily lives
3. Developing trusting, meaningful relationships with children
Making children feel, safe, secure and supported eg by explaining what we're doing, where we're going, and being aware of their feelings and needs
Focusing on getting to know parents and families so they feel comfortable sharing information that supports their child's learning and development
Including information families have shared in the daily curriculum and conversations and interactions with children
Listening to children, asking for their ideas and suggestions, talking with them using open ended questions and giving warm and loving responses and non-verbal cues
Providing regular opportunities for children to engage in collaborative learning
Sharing 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 community
Developing 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, services
Connecting families with community services which support parenting and children's health and wellbeing
5. Working together as a team
Performing all responsibilities professionally without supervision
Setting and managing the room routine
Sharing information (eg from enrolment) and knowledge about children, families and teaching practices with educators
Sharing information about service operations with educators
Valuing others educators' opinions and acting on them when appropriate
Always speaking about educators in a positive way
Focusing on educators strengths or potential rather than weaknesses
Ensuring more experienced educators assist team members to improve
Working collaboratively with team members and sharing ideas about curriculum and practice
Helping to immediately remove risks and clean spills
Leading educators in reflective discussions about practice




Leading daily room meetings to discuss individual children, curriculum, Quality Improvement Plan feedback, reflections etc
Participating in regular staff meetings
Modeling and promoting quality practice
Coaching, training and assessing educators
Requiring that all educators contribute to the Quality Improvement Plan
6. Presenting a professional image
Modeling qualified appearance eg clothing and grooming
Maintaining confidentiality at all times
Always speaking positively about our service and colleagues to family, friends and our community
Behaving outside the service in a way which positively reflects the role of an early childhood professional
Resolving conflict directly and respectfully with the person involved or through our complaint procedure, and not drawing colleagues or others into the conflict
Allocating individual educators to specific cleaning duties for room/bathroom
Ensuring room/bathroom is always fresh, clean and inviting and cleaning completed on time.
7. Understanding and implementing the Regulations, NQS, policies, procedures and learning framework
Having a good working knowledge of the Regulations, NQS, policies and procedures
Referring to the Regulations, NQS, policies and procedures before asking others for help
Always following service philosophy, policies and procedures
Actively 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 Outcomes
Regularly reviewing each child's portfolio and learning documentation to ensure its current, sufficient and shows child's progress against learning outcomes
Notifying 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