The importance of self-assessment in a culture of continuous quality improvement

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

‘Without continual growth and progress, such words as improvement, achievement and success have no meaning’ – Benjamin Franklin

The National Quality Framework (NQF) provides a national approach to quality improvement for education and care services across Australia. A key objective of the NQF is to promote continuous improvement in the provision of quality education and care services, with one of its six guiding principles focused on the expectation that best practice underpins service provision.

Self-assessment is fundamental to an effective cycle of quality improvement and is essential to providing quality outcomes for children and families. It is an important first step in the quality assessment and rating process, incorporating continuous self-assessment, the development and implementation of a Quality Improvement Plan (QIP), assessment and rating by the state or territory regulatory authority and the publication of quality ratings, which aims to raise quality and drive continuous improvement and consistency in education and care services.

What is self-assessment? 

All education and care services must complete self-assessment to inform the development of a QIP. The Education and Care Services National Regulations (Reg.55 (1) (a)) requires the approved provider of an education and care service to prepare a QIP, which includes assessment of the quality of practices against the NQS and the regulations. The need for an effective self-assessment and quality improvement process to support continuous improvement is also recognised in the National Quality Standard (NQS). Element 7.2.1 aims to support services to regularly monitor and review their performance to guide planning and improve service quality.

Self-assessment is about critically reflecting and evaluating your service practice, recognising strengths and identifying opportunities for improvement. It should provide an honest account and informed picture of your unique service context, your current practice and the quality of education and care experienced by children and families attending your service.

The self-assessment process is the starting point for determining and planning quality improvements within your education and care service. The outcomes of your self-assessment should directly inform the development of your QIP. There should be clear links between your service’s self-assessment documentation and identified priorities for attention in your QIP.

Remember: Your self-assessment identifies areas for improvement and your QIP can then be used to prioritise these improvements.

The narrative of quality improvement

It is important that all members of your education and care service community have an awareness of the process and requirements of self-assessment. Moreover, how this process directly informs, shapes and prioritises your service’s unique narrative, and ongoing journey, of quality improvement.

The diagram below provides a useful visual reference detailing the self-assessment process. It shows self-assessment as a comprehensive cyclical process involving five steps: critical reflection of your service philosophy, self-assessment of service practice against the NQS and the regulatory requirements, identification of strengths and opportunities for quality improvement, transferal of outcomes of the self-assessment to inform the development or update of your service QIP and review and reflection of the self-assessment process. This diagram, and further information on the role of self-assessment in driving reflection and determining quality improvements, can be accessed within ACECQA’s Self-assessment Tool.

Documenting your story of continuous improvement

It is important to remember that while it is not a requirement that self-assessment documentation is submitted to the regulatory authority, you must be able to demonstrate that the self-assessment has informed the development and review of the QIP.

ACECQA, in response to sector feedback, has developed a Self-assessment Tool to support education and care services to document their unique story of continuous quality improvement.

The Self-assessment Tool is a free optional resource suitable for all service types and provides a ‘starting point’ for planning to improve quality outcomes for children and families. Services may choose to apply or adapt the Self- Assessment Tool in a way that meets the needs of their unique service context.

The Self-assessment Tool offers a process aimed at helping services to identify strengths, areas of compliance, practices that are Exceeding the NQS, and areas and opportunities for quality improvement. It is also designed to complement and contribute to the development, review and update of your service QIP. The ACECQA Information Sheet Developing and reviewing your Quality Improvement Plan provides more information on the link between these documents.

The Self-assessment Tool provides one approach to documenting your quality improvement journey. However, it is important to remember that use of the ACECQA Self-assessment Tool is not a mandated requirement and approved providers, service leaders and educators are encouraged to choose a process and format that suits their unique service context, community, and self-assessment and planning approach.

Note: An optional Quality Improvement Plan (QIP) template is available on the ACECQA website for download. The template has recently been updated to include the three Exceeding NQS themes and quick links to resources for each NQS quality area.

Reflecting on the quality of your practice

Self-assessment requires all members of your service team to understand the NQS and the related regulatory requirements to effectively reflect on and evaluate current service practice, policies and procedures.

The Guide to the National Quality Framework is a comprehensive reference document designed to help education and care providers, service leaders, educators and authorised officers understand and apply NQF. It is a vital tool in supporting the self-assessment process within your service.

Section 3 of the Guide provides useful information on the assessment and rating process – including self-assessment and quality improvement. This section also provides a guide to the NQS including introductory statements for each quality area, standard and element that describe the intent and how practices contribute to quality outcomes for all children and families. The guide to the NQS references regulatory requirements underpinning each element and includes a set of reflective questions, for each standard of each NQS quality area, that serve as useful prompts and a natural starting point for critical reflection on the ‘how’, ‘what’ and ‘why’ of your service practice.

What else could be considered?

Additional information, research and data may also be considered and contribute to effective self-assessment, examples may include:

    • Guiding principles of the NQF
    • Approved learning frameworks
    • Australian Early Development Census (AEDC) community profile information
    • Contemporary research
    • Action research
    • Professional standards e.g. Early Childhood Australia (ECA) Code of Ethics
    • Best practice guidelines e.g. Australia’s Physical Activity and Sedentary Behaviour Guidelines for Children
    • Service data e.g. incidents, complaints, maintenance registers etc.
    • Feedback from regular surveys provided by children, families, educators and/or the broader community etc.
    • Compliance history
    • Previous self-assessment, quality improvement plans and assessment and rating reports/outcomes

Remember, the ACECQA website is a useful repository of free and easily accessible information that can help you to navigate and implement the NQF.

 

Self-assessment is a continuous process – ‘there’s always room for improvement’

Aristotle reminds us that ‘we are what we repeatedly do. Excellence, then, is not an act, but a habit’. Under the NQF, education and care services are encouraged to continuously focus on quality improvement. Continuous improvement, as the name suggests, involves constantly re-examining and improving practice – finding a rhythm that works for your service and making change for the better. Remember, continuous improvement isn’t about setting a high pace –  some of the biggest differences can be made through small, incremental improvements done consistently.

A key strength of the NQF is that it supports education and care services to commit to best practice and engage in ongoing critical reflection and self-assessment (as a matter of habit) to inform professional judgements and drive continuous quality improvement. Importantly, these regular habits or patterns of behaviour, when engaged in with mutual respect and collaboration, can assist in establishing a positive organisational culture focused on quality and improved outcomes for children and families.

Self-assessment is fundamental in planning for and moving towards quality improvement. Without such processes, it is difficult to gain a clear, authentic picture of what you do well and identify the areas that should be prioritised for quality improvement. However, while self-assessment is often a ‘starting point’ for reflecting on and improving current practice, it is not an ‘end point’ finalised once current service practice has been evaluated.

To be most effective, self-assessment should be a continuous, regular and systematic process of critical reflection. This requires an ongoing commitment on behalf of education and care services and teams to attend to critical reflection, analyse practice and be open to the possibility of change motivated by quality improvement and the best interests of children and families. How this is reflected in practice will look different for each service.

A collaborative process and a shared vision  

The National Regulations (Regulations 55 and 56) require the approved provider of an education and care service to prepare, review and revise a QIP. However, it is not expected that they are solely responsible for all the work, decisions or outcomes. Rather self-assessment and quality improvement planning will benefit from being a shared and collaborative process engaging everyone: the approved provider, nominated supervisor, service leaders and management, coordinators, educational leaders, educators and other service staff.

Your service’s journey of self-assessment and quality improvement should also provide an opportunity for collaboration with and input from children, families and the broader community. Each member of your service team, families, children and the community will bring different perspectives, opinions and perceptions and have something unique to offer.

A continuous, regular and systematic process of critical reflection and self-assessment can provide a rich opportunity for professional development, learning and the building of professional competency within your service. When conducted as a collaborative process of professional inquiry, self-assessment can support educators to more confidently articulate practice, share ideas, pedagogical beliefs, knowledge, and opportunities for improvement at your service. Further, a regular and coordinated approach to self-assessment can build a spirit of collegiality and professionalism, support the building of shared professional knowledge, understanding and skills and the development of shared goals and vision. When all members of an education and care service have consistency of purpose and understand what is guiding their practice, they can work together for continuous quality improvements to enhance outcomes for children.

With this in mind, why not take this opportunity to reflect on your service’s self-assessment processes by identifying both strengths and areas for improvement. Consider the following reflective questions:

  • Is a commitment to ongoing self-assessment and continuous quality improvement reflected in your service philosophy?
  • Is self-assessment an ongoing, regular and systematic process? If not, how could practice be adapted?
  • Are all members of your service community invited to have a voice, participate in and be represented in the self-assessment process?
  • How do your self-assessment processes support educators to confidently articulate professional knowledge, values and practice?
  • How does your self-assessment process support professional collaboration (element 4.2.1)?
  • How are self-assessment and a focus on continuous quality improvement embedded into your service culture?

Further reading and resources to support your practice

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 5

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

A statement of philosophy guides all aspects of your service operations and your approach to achieving quality outcomes for children and families. But how can this statement be a living document that is the foundation for continuous improvement every day? In this final instalment, we wrap up the series by exploring the connection between your service philosophy and self-assessment and quality improvement processes.  

Part 5: A philosophy of continuous improvement

A statement of philosophy, which guides all aspects of a service’s operations, is a requirement under Element 7.1.1 of the National Quality Standard (NQS). The National Regulations (Regulation 55) further require the approved provider of an education and care service to ensure the service Quality Improvement Plan (QIP) links to a statement of the philosophy of service.

Your service’s statement of philosophy should be a living document used in daily experience, setting the foundation for your approach to achieving quality outcomes for children. It should be used in daily practice and clearly guide your decision making and service practice – outlining the purpose and principles under which your service operates. Further, it should reflect the unique ‘personality’ of your service and incorporate the beliefs, goals, commitments, aspirations and intentions of those who belong to your service community. This service philosophy should also express a shared understanding of the role of the service with educators, children, families and the community.

The 2018 NQS provides an opportunity to think through your service philosophy and actively consider the extent to which it references quality improvement and/or speaks to the intent and importance of self-assessment and quality improvement processes within your service. It is also an opportunity to reflect on how your service self-assessment and quality improvement practices are informed by the philosophy and how well this is understood in your service community. You may also look at the introduction of the 2018 NQS as a chance to reflect on how your service philosophy advocates more widely for the profession and the provision of quality education and care.


Tip
: In making decisions about operating education and care services and working to achieve the National Quality Standard to improve quality at services, the guiding principles of the National Quality Framework (NQF) apply. The guiding principles of the NQF can be found on pages 10-11 of the Guide to the National Quality Framework or section 3(3) of the National Law.

Your service philosophy should also reflect the approved learning framework/s that guide curriculum decision-making and inform educational program and practice.

 

Questions for consideration:

  • How is your service philosophy used to inform decision making, build commitment and align actions with your self-assessment and quality improvement priorities, goals and outcomes? How do your practices match your philosophy?
  • Is your service philosophy statement a living document that reflects the views, values and beliefs of current management, educators, children, families and the service community regarding quality, self-assessment, best practice and the commitment to continuous quality improvement? How often is it reviewed?
  • How accessible is your service’s statement of philosophy? Is it visible and made available to your service community, such as induction processes for all staff members, orientation processes for families, on the service website?
  • What messages does your philosophy communicate to the broader community about the importance of self-assessment and continuous quality improvement in providing quality outcomes for children and the importance of quality education and care more generally?

~o~

I hope this series has provided you with useful and practical ideas, prompts and resources to support and strengthen your self-assessment and quality improvement planning processes. It is important to recognise and remember these processes reflect the uniqueness of your service and are shaped by your meaningful and collaborative relationships with children, families and communities.

 

Read the complete series:

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 1

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 2

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 3

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 4

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 5

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 4

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

In the previous instalment, we explored the way collaborative relationships with families and the community can contribute to your quality improvement processes and goals. In part four, I want to build on this collaboration and focus on how engaging children’s voices and ideas in your decision making can reflect your service values and philosophy, as well as encourage and support children’s agency. 

Part 4: Engaging with children’s voices in service decision making – Are we truly listening? 

The right of the child to be heard is set out under Article 12 of the United Nations Convention on the Rights of the Child (UNCRC). It establishes the right of every child to have their say in decisions that affect them and to have their opinions taken into account. The articles within the UNCRC are embedded within the guiding principles of the National Quality Framework (NQF) which apply when making decisions about operating education and care services and working to meet or exceed the National Quality Standard (NQS). Similarly, the approved learning frameworks explicitly incorporate the Convention and highlight the central role of children’s rights in the provision of quality curriculum decision making and service delivery.

The NQF, NQS, approved learning frameworks and the Early Childhood Australia (ECA) Code of Ethics (as a professional standard) apply a strengths and rights-based approach that positions children as active participants in their learning and as owners of rights, respect and agency. The concept of ‘agency’, applied within the NQS and approved learning frameworks, refers to children’s ability to ‘make choices and decisions, to influence events and have an impact on one’s world’ (Early Years Learning Framework, p.45; Framework for School Age Care, p. 41). Even very young children have preferences, make choices, and have the ability to influence others, actively construct their own understandings and contribute to others’ learning. Having a sense of agency is closely linked to the key concepts of being, belonging and becoming, and to developing a strong sense of identity.

The process of embedding the 2018 NQS provides an opportunity to reflect on how your self-assessment and quality improvement processes meaningfully involve children’s input and welcome their feedback and suggestions. Remember, children are the best source of advice for matters affecting them – as the quality improvement goals you are seeking to make mainly benefit children, it makes sense to engage them and reflect their voices in the process.

The 2018 NQS also supports you to consider how self-assessment and quality improvement processes are informed by and reflect the values, beliefs and philosophy of your service. For example, if your service philosophy values children as ‘active participants and decision makers’, how might this belief be embedded and enacted in your self-assessment and quality practices?

Questions for consideration:

  • Do your self-assessment and continuous improvement processes encourage children’s developing sense of agency by embracing their input  and incorporating their decisions and ideas? Are children provided with the sense their ideas and opinions matter?
  • What strategies are used to encourage children to express their ideas as fully and richly as possible? Are the processes accessible, inclusive and meaningful to children? How do you respond to children’s comments and criticisms?
  • How do your self-assessment and quality improvement processes reflect Article 12 of the UNCRC: ‘Respect for the views of children’? Do you consider the way your decision making ‘affects children, their right to say what they think should happen and have their opinions taken into account’?
  • The approved learning frameworks note that ‘viewing children as active participants and decision makers opens up possibilities … to move beyond pre-conceived expectations about what children can do and learn’ (Early Years Learning Framework,9; Framework for School Age Care, p.7). How does authentically listening to children inform your work as an educator?

~o~

In the final instalment of this series, we will further explore the importance of your service philosophy, the way it guides all aspects of service operations and your approach to achieving quality outcomes for children.

 

Read the complete series:

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 1

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 2

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 3

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 4

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 5

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 3

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

How can families and the community contribute to your quality improvement processes and goals? How can these collaborative relationships support children and contribute to quality outcomes? In this third instalment, I turn my attention to the partnerships at the heart of Quality Area 6 and their potential for supporting and enhancing outcomes for children.

Part 3: Family and community engagement – Continuous improvement is a shared endeavour 

Relationships are very much at the heart of our profession. Quality Area 6 – Collaborative partnerships with families and communities speaks to the familiar adage ‘it takes a village to raise a child’ and reflects current research that suggests when educators, families and communities work together as partners to collectively support children’s healthy development and wellbeing, the potential for improving positive learning outcomes is enhanced. This quality area focuses on educators, families and communities uniting around a shared vision for children and working together to achieve goals.

The changes to the National Quality Standard (NQS) present an opportunity to reflect on existing practices and consider how families – as children’s first and influential educators – are meaningfully supported from the time of enrolment to exercise their agency and contribute to service self-assessment, decision-making and quality improvement processes. The 2018 NQS can also help you consider how your service establishes and maintains an active presence in the local community, seeks to strengthen community links and learn about local community contexts, aspirations and needs to develop inclusive and responsive programs and quality improvement goals. You might also like to reflect on  the way family and community engagement in your service’s self-assessment and quality improvement processes speak to the advocacy of education and care in your community and help raise public awareness of the importance of early childhood development and the benefits of quality education and care.


Tip:
‘Family’ is a single word with many different meanings. Children have diverse understandings of ‘family’ and unique relationships with those who feature predominately in their lives. Extended families, kinship ties, carers and guardians can provide essential relationships in children’s lives.

How do you reflect on what the concept of family means to each child and nurture the important relationships that exist between children and their families?

Does your concept of family reflect the diversity of family structures in the service and the wider community?


Questions for consideration:

  • How are your self-assessment and quality improvement processes shaped by meaningful engagement with families and the community?
  • What techniques or strategies do you use to encourage families and the community to meaningfully inform the development and review of quality improvement planning processes, including self-assessment? How effective are these strategies in receiving and addressing feedback?
  • Is your service’s Quality Improvement Plan displayed or accessible so families can view the current goals and strategies for quality improvement? How do you share your progress and celebrate achievements with families?
  • How is community level data (e.g. the Australian Early Development Census [AEDC]) used to identify the vulnerabilities of children in your community, identify quality improvement priorities and support partnerships that provide targeted support to children and families?


Tip
: Early Childhood Australia (ECA) and the Queensland Department of Education have developed a free suite of resources to help services use the AEDC data. The AEDC data provides important information about the development of Australia’s children, with these resources providing clear links to the NQS and approved learning frameworks. View the AEDC resources and read more about how you might use the results to inform your self-assessment and quality improvement practices and support areas of vulnerability in your community.

 

Building on these collaborative relationships, in the next instalment we will look at relationships with children and their active and meaningful participation in your self-assessment and quality improvement processes.

 

Read the complete series:

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 1

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 2

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 3

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 4

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 5

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 2

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

In the first instalment of this series, I explored the role of critical reflection in supporting and strengthening self-assessment and quality improvement planning processes. In this next part, I want to focus on the way professional collaboration can strengthen and inform both of these processes.

Part 2: Professional collaboration – Together we can achieve so much  

The importance of promoting a positive organisational culture and professional learning community built on a spirit of collegiality and trusting, respectful relationships is well recognised in the National Quality Standard (NQS). Likewise, professional collaboration, building shared professional knowledge and active participation in a ‘lively culture of professional inquiry’ are acknowledged in the NQS, the approved learning frameworks and the Early Childhood Australia (ECA) Code of Ethics, as fundamental to supporting continuous quality improvement.

While the National Regulations (Regulations 55 and 56) require the approved provider of an education and care service to prepare, review and revise a Quality Improvement Plan (QIP), it is not expected that the provider be solely responsible for all the work, decisions or outcomes. Rather, self-assessment and quality improvement processes should be a shared and collaborative process engaging everyone: the approved provider, nominated supervisor, services’ leaders and management, co-ordinators, educational leaders, educators and other service staff. Your service’s journey of self-assessment and quality improvement should also provide an opportunity for collaboration with and input from children, families and the community (which I will explore further in my next instalment).

Implementing the 2018 NQS provides an opportunity to consider how your self-assessment and quality improvement processes:

  • support the development of shared visions and goals
  • foster and sustain a culture of collaborative professional inquiry
  • empower educators by instilling a sense of ownership and shared accountability.

You might also consider how your service’s self-assessment and quality improvement processes support your team to articulate professional values, knowledge and practice, and assist in building confidence regarding the changes to the National Quality Framework (NQF) and what these mean for service practice and continuous quality improvement.

Questions for consideration:

  • How are the views and suggestions of all members of your service team used to support self-assessment and the development and review of quality improvement plans? What are some of the challenges to involvement that you have faced?
  • How does your service create and sustain a ‘lively culture of professional inquiry’ that contributes to continuous improvement? Are there regular opportunities for self-assessment and quality improvement discussions?
  • How do you develop a strengths-based approach to self-assessment and quality improvement planning that recognises the diverse skills, capabilities and experiences of all team members and supports a sense of shared responsibility? Are there opportunities for various team members to be ‘QIP champions’ responsible for aspects of quality improvement goals?
  • Are all team members aware of the strengths and quality improvement goals and strategies identified in your service QIP? Is the intent and vision of your quality improvement goals clear and able to be communicated by all team members? Are these discussed at team and/or planning meetings?

~o~

Following on from these professional conversations, the next instalment in the series will explore the meaningful collaborations and engagement with families and the community, and the way they can shape your quality improvement processes.

 

Read the complete series:

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 1

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 2

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 3

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 4

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 5

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 1

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

We know a comprehensive process of critical reflection, self-assessment and evaluation, along with a commitment to continuous quality improvement, is essential in contributing to and enhancing quality outcomes for children. But how often do we take time to reflect on the effectiveness and intent of our self-assessment and quality improvement practices? 

In a sector that recognises the importance of high quality education and care and is driven by a focus on raising continuous quality improvement, it is appropriate that the changes to the National Law and Regulations* and the introduction of the 2018 National Quality Standard (NQS) merit an opportunity for services to reflect, review, update and enhance their self-assessment and quality improvement planning processes and arrangements.

In this series, we explore five ideas to support and strengthen your self-assessment and quality improvement planning processes building on the ideas and the 2018 NQS self-assessment strategies discussed in the February ACECQA Newsletter.  This first instalment will provide a starting point,  and offer practical support to guide reflective practice, spark professional conversation and identify ‘where to next’ actions.

*Changes to the National Law and Regulations came into effect on 1 October 2017 in all states and territories (except Western Australia, which will commence by 1 October 2018). The 2018 NQS and related changes commenced on 1 February 2018 across all states and territories.

Part 1: Critical reflection – Take a brief look back to pave a path forward

Rear Admiral and pioneering computing scientist, Grace Murray Hopper, stated that the most dangerous phrase in our language is: ‘We’ve always done it this way.’ A key strength of the NQS is the way it supports education and care services to commit to best practice and engage in ongoing critical reflection and self-assessment to inform professional judgements and drive continuous quality improvement. Educators are encouraged to stop, reflect and rethink the ‘what’ and ‘how’ of their practice and consider ‘why’ they do things in particular ways. This assists in assessing the effectiveness of current practices and analysing what might be changed or improved. It also has the potential to enrich decision making and provide opportunities to explore new ideas and approaches.

The 2018 NQS represents an opportunity for education and care services to consider the efficiency and effectiveness of existing self-assessment and quality improvement practices. It is an opportunity to identify the implementation of successful strategies and celebrate the achievement of goals as well as acknowledge what has proved challenging and/or confronting. Reflecting on previous self-assessment and continuous improvement processes can provide the impetus for change and is an important step in paving an informed path towards continuous quality improvement and improved outcomes for children and families.

Questions for consideration:

  • How does your service undertake self-assessment, decide what is being done well and identify areas where quality improvements could be made? Is self-assessment an ongoing, regular and systematic process? If not, how could practice be adapted?
  • How is feedback from children, families, community representatives and critical friends invited and incorporated?
  • How does your service prioritise areas for quality improvement and identify goals that will enhance the quality of children’s and families’ experiences? What processes exist to monitor goals and regularly review progress?
  • What information, resources and guidance currently inform and assist your service’s self-assessment and quality improvement practices? For example, how are the Guide to the National Quality Framework, National Law and Regulations, approved learning frameworks, and the Exceeding NQS guidance for standards being used in your service?
  • Are there opportunities to streamline processes and integrate other service plans (such as the Strategic Inclusion Plan, Reconciliation Action Plan) into your service Quality Improvement Plan?


Tip
: You may also like to refer to the questions, included in the Guide to the National Quality Framework, to guide reflection for Standard 7.2 – Leadership. The guide to practice for Element 7.2.1 – Continuous Improvement, which describes how the element might be put into practice at the service and how the element may be assessed, may also be a helpful reference to for professional discussions at your service.

Refer to the Assessment and rating chapter of the Guide to the National Quality Framework for further guidance on the self-assessment and quality improvement and planning process available on the ACECQA website.

 

In my next instalment, I will explore how professional collaboration and ‘a lively culture of professional inquiry’ can strengthen and inform your self-assessment and quality improvement processes. Additional questions will be provided to further stimulate critical thinking and build on your professional conversations.

 

Read the complete series:

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 1

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 2

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 3

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 4

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 5

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.