Educational Leader


ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest. This month showcases the role of the Educational Leader, and a We Hear You blog series exploring the why, the what and the how of the role.

The first instalment, The role of the educational leader: aims, objectives and intent, includes information about why the role was introduced and what it aims to achieve.

Additionally, it provides questions to encourage educational leaders to self-assess their own skills, knowledge and understandings and put in place a plan to develop the areas that need strengthening.

The next phase considers how leaders then use their skills, knowledge and understandings to lead the development of the curriculum/program, culminating in the final instalment that looks at working with teams to set goals for both teaching and learning that help bring the program to life. The series includes a range of great resources for further reading and reflection.

We have also looked at ways we can bring ideas to life and so have published a presentation based on an address to the Educational Leaders Western Australia Forum. This presentation explores the way educational leaders around Australia drive quality practice by working to lead, coach, mentor and inspire educators towards continuous improvement, ultimately delivering quality outcomes for children and families.
Educational Leadership – National Education Leader presentation

Demystifying sustainability


ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.

You are not alone if you find yourself challenged when thinking about ‘embedding’ sustainability into your service, or how to engage young children in learning about environmental responsibility. In their recent research, Dr Sue Elliot and Professor Nadine McCrae from the University of New England identify gaps and challenges for educators when it comes to sustainability and environmental learning.

The research points to an ‘urgent need to demystify sustainability’ because ‘educators frequently require programming assistance to translate sustainability concepts into authentic practice’. It also suggests a key challenge for educators is in moving educational programs beyond sensory and scientific concepts and simply being outdoors, to authentic investigations and projects around real issues.

The importance of sustainability is reflected in all of the seven Quality Areas (for example, Quality Area 2 and maintaining hygienic practices with a sustainable focus) and is specifically identified under Quality Area 3 of the National Quality Standard (NQS):

Standard 3.3: The service takes an active role in caring for its environment and contributes to a sustainable future.

Element 3.3.1: Sustainable practices are embedded in service operations.

Element 3.3.2: Children are supported to become environmentally responsible and show respect for the environment.

Standard 3.3 is one that services find challenging. Nationally, Element 3.3.1 and Element 3.3.2 have consistently featured in the top 10 elements not met.

While this is the case, we do know that educators and service providers have been developing their collective skills, knowledge and experience in relation to:

  • how physical spaces and resources support learning
  • sustainability and what it means to embed sustainability across service operations
  • what education in sustainability looks like in practice, particularly for young children, babies and under three year olds
  • building confidence in educators about articulating and connecting sustainable practice and environmental learning.To help demystify sustainability, the Guide to the National Quality Standard outlines and unpacks Standard 3.3 to support quality outcomes for children, families and communities (including our global community). It is through our understanding and intentionality that:
  • educators and children work together to learn about and promote the sustainable use of resources and to develop and implement sustainable practices
  • children develop positive attitudes and values by engaging in learning experiences, joining in discussions that explore solutions to the issues that we face, and watching adults around them model sustainable practices (Climbing the little green steps, 2007)
  • school age care environments and resources can emphasise accountability for a sustainable future and promote children’s understanding of their responsibility to care for the environment, day to day and for long-term sustainability (Framework for School Age Care, p.15).

Sometimes hearing about examples of what this looks like in practice can also help demystify challenges and clarify expectations. KU Ourimbah Preschool & Children’s Centre (NSW) and their story about winning the 2016 UN Association of Australia Victorian Division World Environment Day Environmental Education Award immediately came to mind. Here the service’s Nominated Supervisor, Rosanne Pugh, shares some key messages about their journey to winning this prestigious award.

Further reading and resources
Sustainability in children’s education and care
Taking an active role in the environment and promoting a sustainable future 
IPA World – Children’s right to play and the environment
Australian Association for Environmental Education – Early Childhood
Special Interest Group (AAEE EC SIG)
ECA – ‘It will be a wasteland if we don’t recycle’

Practical strategies for reviewing, planning and improving team performance

ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.

William Shakespeare said ‘we know what we are but not what we may be’. One of the many roles of leaders is to assist team members to realise, and reach their full potential.

Assessment and rating data shows that element 7.2.2 of the National Quality Standard (NQS) is among the top five most challenging to meet, requiring that ‘the performance of educators, coordinators and staff members is evaluated and individual development plans are in place to support performance improvement’.

Professional development supports educators in their work to provide quality outcomes for children and families. We know when education and care services establish and maintain a culture of ongoing reflection and self-review, team members are more likely to feel challenged and motivated, and experience job satisfaction (Early Years Learning Framework p.13, Framework for School Age Care p. 12).

The Guide to the National Quality Standard refers to a cyclical process for performance review and improvement, but doesn’t set specific guidelines around timing or how the process should work in practice. Services should establish a process that works best for their staff and management structure. The process should be one that identifies staff members’ strengths and assesses and enhances staff performance.

Strategies

When implementing a performance review system, (including Professional Development Plans for each team member) a self-assessment tool developed by the Professional Support Coordinators Alliance is a useful resource. The tool can be used to establish goals and identify areas for professional development.

When education and care professionals engage in self-assessment with managers, they’re able to build on strengths, identify areas they would like to develop and celebrate the successes and contributions of all team members. Whatever system is used, it’s important the purpose is communicated clearly to staff and they feel empowered and supported in the process.

Another approach to self-assessment might be regular one-on-one catch ups to discuss current achievements and challenges. Meeting regularly ensures the team is supported on an ongoing basis and through periods of change. This is especially helpful when teams consist of casual or short term members. It can also reduce the sometimes onerous task of undertaking the process annually.

Additional strategies to self-assessment can be found in our previous article on professional development planning, as well as the Gowrie Tasmania fact sheetLeadership in Early Childhood Education and Care Services.

Quality Improvement Plan

Reviewing your current process for planning, supporting and improving team performance is important and can form part of your Quality Improvement Plan. How does the team feel about the process? Are there opportunities to share achievements? How do other services approach professional development? These are some questions you might like consider when reviewing your service’s plan.

Connecting with communities

 ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.

Standard 6.3 of the National Quality Standard (NQS) highlights how helping children contribute to their community can improve children’s wellbeing and learning.

When educators make connections within the wider community, they advocate for children’s rights to be seen as active citizens who contribute to society. Children’s understanding of citizenship and stewardship develops and the community is reflected in the service program, practice and operations.

Early Childhood Australia’s Code of Ethics includes a set of statements related to engaging with the community, advocating for children’s rights, and promoting shared aspirations for children’s learning, health and wellbeing. These statements also emphasise the value of learning about the community to:

  • enhance practice and the educational program, ensuring it is reflective of the context and community priorities
  • promote community understandings of how children learn.

It is useful to find out what is happening in your local community and identify national or international events that children can be involved in. This can help children to feel a sense of belonging in, contributing to and influencing their world.

Recent posts on our We Hear You blog highlight the practices of two services that have effectively engaged with their communities. Larapinta Preschool in the Northern Territory focused on developing and nurturing partnerships with families and their local community by working alongside organisations in the community to develop an understanding about Indigenous perspectives in the local context. Gowrie Victoria Docklands worked with the Melbourne Museum on the redevelopment of the museum’s children’s gallery, advocating for children’s ideas and suggestions to be taken into account in the design and development stages of the project.

Making links with the local library, schools, Indigenous communities and family support services, for example, can help build understandings and make relevant and authentic connections and partnerships in the community. The Australian Early Development Census (AEDC) also is a useful source of information about your community, that can inform decision making.

Engaging in authentic and respectful community celebrations is also a great strategy for building children’s understanding of their community and respect for diversity. You might like to develop a calendar of relevant community events and add national events appropriate for young children and their families, such as Children’s Week (22-30 October), NAIDOC Week (3-10 July), Book Week (20-26 August 2016) and Literacy and Numeracy Week (29 August-4 September).

Further reading and resources
Creating a sense of community – KidsMatter
Working with communities – AEDC

 

Reflecting on and planning for inclusion

ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.

Practices can sometimes unintentionally limit children’s inclusion in education and care services. If vulnerable children and their families are not considered and supported, it can result in children not enrolling in a service.

Inclusion is broader than considering children with additional needs. It’s also about being inclusive of different family compositions as well as refugee, Culturally and Linguistically Diverse (CALD) and Aboriginal and Torres Strait Islander children and families. Inclusive practice is acknowledging, respecting and valuing diversity and recognising the opportunities to learn from each other through meaningful participation.

The Early Years Learning Framework and the Framework for School Age Care assist educators in providing opportunities for all children through a strength-based approach focusing on all children’s strengths, skills and capabilities and promoting each child’s learning and development.

Promoting inclusive programs and practices requires a commitment to continuous improvement and the confidence to ensure all children’s experiences are recognised. Quality Improvement Plans (QIP) and Inclusion Improvement Plans (IIP) are useful planning tools involving self-assessment and goal setting for continuous improvement. The IIP is a valuable self-assessment tool for reflecting on your service being ‘inclusion ready’. Both can inform each other and reduce duplication.

KU Children’s Services, as the National Inclusion Support Subsidy Provider (NISSP), has developed some helpful resources that focus on critical reflection, problem solving and planning. The videos and tip sheets are designed to support educators to be proactive and take ownership of both the QIP and IIP.

You might like to consider the following questions when critically reflecting on inclusive practice:

  • Is the service welcoming, accessible and responsive to the diverse range of children and families in the community?
  • What links are established and maintained to understand community needs and access resources?
  • Are educators intentional in scaffolding learning in group play?
  • How are children’s peers involved in inclusion?
  • Are physical and human resources adapted and used flexibly to support every child (regardless of abilities, needs and interests) to achieve maximum participation in all routines, transitions and learning opportunities?
  • How are educators supporting children’s social and functioning skills with a particular focus on supporting transitions?
  • How is the orientation process adapted according to the needs of each child and family?
  • Does the service know and acknowledge the traditional owners of the land?
  • Has the service considered developing a Reconciliation Action Plan (RAP)?

 

Celebrating diversity at Larapinta Preschool

try thi sone

Harmony Day on 21 March was an opportunity to celebrate Australia’s diversity.

This month, we hear from Jenny Ashenden, Teacher in Charge, at Larapinta Preschool in the Northern Territory about their daily practice and programs that encourage respect, curiosity, and develop children’s knowledge, particularly in regards to its local Aboriginal and Torres Strait Islander communities.

At Larapinta we use a parent’s eye to understand where children have come from and a teacher’s eye to plan for where they are going to as learners. This means that age, gender, position in family, developmental levels, prior experiences, strengths, needs, cultural backgrounds and family expectations are used to inform our pedagogy, planning and practice.

We strive to create a sense of belonging for the families and children that attend Larapinta Preschool. There is an emphasis on developing and nurturing partnerships with families, local community services and children. Each year we revisit and update the Larapinta Preschool Philosophy to ensure we have a clear understanding of how we can act in a respectful manner towards all cultures.

At our preschool we believe that relationships and partnerships form the foundation for learning and inform our daily practice and long term planning. As we are based in the Northern Territory, we have a particular focus on Indigenous communities but we celebrate and embrace all cultures of our children, families and staff.

Learning at Larapinta

Community partnerships

Working alongside organisations in our community helps develop our understanding about Indigenous perspectives in our local context. Some examples of these partnerships include:

  • partnering with the Central Australian Aboriginal Congress Health Service through the Preschool Readiness Program
  • provision of a playgroup organised and run by Indigenous staff members – initially established for Indigenous families but extended to welcome all local families
  • attending a Central Australian Early Childhood Educators’ Association meeting, organised by one of our preschool staff members – learning about the world view of traditional owners of the land around Alice Springs via a cultural explanation of how local landmarks and sites of significance were created.

We also make use of the expertise of staff. Last year we celebrated NAIDOC week by organising an excursion to the Alice Springs Desert Park where children and educators worked together to cook kangaroo tail and damper the traditional way, in the hot ashes of a campfire.

Partnerships with families and children

We strongly believe families are the very first teachers and we work in partnership with them. Simple strategies include greeting family members in their home language, having daily conversations, communicating via email and having a suggestion box for feedback.

A ‘My Place’ poster is on display for families to share events, interests and questions from home. Children are encouraged to share their stories in class.

Larapinta - My Place photo

Parent meetings allow us to learn about the backgrounds and cultures of families in detail. A parent shared her childhood memory of a lantern walk, a German tradition celebrating St Martin, and we organised a version that was adopted by the Larapinta Community the following year.

Just a small selection of examples of how we do this when working with and supporting our children and families are:

  • staff build relationships that can be nurtured over time as families return with younger siblings
  • educators exhibit pictorial and photographic displays so children and families can see themselves reflected in the program and learning environment
  • our end of year performance celebrates and reflects our similarities, differences and diversity and children are encouraged to wear traditional clothing.

Resources

The Harmony Day website has a number of resources and activities to assist educators to embed respect and celebration of cultural diversity into practice, policies and programs. These include lesson ideas, lesson plans and activities.

Let us know on the ACECQA Facebook page if you have any other ideas or activities to share with educators.

Networking – opportunities for sharing practice and creating professional learning communities


 ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.

One of the things that inspires me in the national workshops I’ve been facilitating is how much educators enjoy getting together and engaging in professional conversations about the work they do. Most educators enjoy sharing practice ideas and working together to critically reflect on the situations they come across each day.

What if you had these opportunities more regularly, building local learning communities where you come together as professionals and talk about what you do and reflect on issues and trends together? Professional learning communities can connect people who might not otherwise have the opportunity to interact, enabling them to explore new possibilities, solve challenging problems, and create new, mutually beneficial partnerships. These communities stimulate learning by serving as a vehicle for authentic communication, mentoring, coaching, and self-reflection.

Opportunities to network in this way can come from conference attendance, workshops and professional development opportunities. You could also join an online community, such as the ACECQA and Early Childhood Australia Facebook pages and blogs or establish your own sharing platform. KidsMatter offer some useful thoughts about keeping safe within an online community. There is a range of learning and networking communities already established, some examples are listed below.

Under National Quality Standard Quality Area 7, Standard 7.1, leaders in the service are encouraged to develop professional learning communities. This is also reflected in the Early Years Learning Framework and the Framework for School Age Care principle of ongoing learning.

A professional learning community within a service has a shared vision for service operation in which everyone makes a contribution and is encouraged to collectively reflect on, with the view of improving, practice. A professional learning community in the wider sense enables sharing multiple perspectives from a range of services, providing a vehicle on which to engage in critical reflection on and about practice.

KidsMatter, in their Being collaborative learning communities article, share nine essentials for leading a collaborative learning community. While this article focuses on individual services, many of the principles can be used to establish networking opportunities within your wider early education community. You could do this by asking:

  • What are the benefits of a professional learning community?
  • What does a professional learning community look/feel/sound like in our community?
  • How can we build our collaborative learning community?
  • How might we involve all services within our community?

There is a range of established networks, including the following:

Gowrie NSW Networking Hub
Gowrie Victoria
Community Early Learning Australia
PSC ACT
Child Australia NT
Workforce Council QLD
Gowrie Tasmania
Child Australia WA

Further reading and resources
Child Care Staff: Learning and growing through professional development

Useful email subscriptions for early childhood services could include:

ECA Web Watch
Australian Early Development Census
Australian Policy Online
Australian Research Alliance for Children and Youth