Quality services regularly update and maintain their Quality Improvement Plan as a dynamic document to guide progress towards improvement. Quality services use the this for continuous assessment against the National Quality Standard and the approved learning frameworks, to identify new goals for the service as part of an effective cycle of improvement.

(National Quality Standard and Operational Requirements Guide to the National Quality Standard 2017 p306)

Links to APST    Practice 3.1, 3.6, 3.7, 4.1     Engagement 6.2, 6.3, 7.2

Links to NQS   QA1  QA2  QA3  QA4  QA5 QA6  QA7

In any effort to make improvements we need plans and strategies that helps us decide how we will channel our available resources to get the job done.   When such plans are shared with all those involved, extraordinary things can be achieved.  The Quality Improvement Plan (QIP) is such a planning device.  It is a powerful mechanism to support the development of clear plans, celebrate achievements and develop collaborative strategies.

This interactive workshop will explore the place of the QIP in an effective children’s service showcasing ideas and strategies that bring the QIP from the private space of a leadership team to a public space where everyone can be involved and contribute to new ways of knowing and being. Participants are encouraged to bring along their QIP and engage with others to workshop ideas and make plans to utilise this important document in more creative ways.

Presenter: Catharine Hydon

About the presenter

Catharine has extensive experience in the early childhood sector in Australia and overseas.  Starting out as a kindergarten teacher, Catharine has managed a range of children’s services including long day care and community hubs. She is a dynamic speaker and collaborative facilitator, skilled in engaging professionals in reflective dialogue and creative conversations.  Catharine has a Masters in Early Childhood Education specialising in early childhood practice, policy and governance, the delivery of integrated services and the exploration of innovative programs to engage vulnerable children and their families.  Catharine draws on this study in her work with practitioners to consider how theory connects and informs practice.   Catharine’s involvement in the early childhood field is an important part of her commitment to the sector.  She is a long-time member of the Early Childhood Australia (ECA) currently serves as the Co-chair of the Reconciliation Advisory Group and is a regular contributor in ECA publications. Catharine is also a member of the Respectful Relationship Expert Advisory Group for the Victorian Department of Education and the EY-10 Curriculum and Assessment Committee for the VCAA.