Educational Leader
Organisation
Moresby Ave Child Care and ELC
For Provider
Moresby Ave Child Care and ELC
Closing date
20.09.2023
Primary role
Diploma Qualified Educator
Position type
Part-time
Location
Bulleen
State
VIC
About the Centre/Service
Moresby Avenue Childcare and Early Learning Centre (MACC) is a 39 place, not- for profit organisation. We are currently seeking a passionate and dedicated Early childhood educator to take on the role of Educational Leader alongside our skilled educators in a supportive team environment. This position of employment is to commence from mid September 2023. The successful applicant will be working for an Exceeding rated service in a dynamic, diverse and friendly environment with many additional benefits such as, above Award salary rates and planning time, RDO's and ongoing professional development.
For full time position: 38 hours a week, 2 days non-contact time, 3 days break cover for each room
For part time position: 20 hours a week
Work Days of the Role
Monday to Friday
Description
As an Educational leader at Moresby Avenue Childcare and Early Learning Centre
(MACC), you are expected to be an active team member, ensuring the provision of
high-quality early childhood education and care.
This includes:
• Comply with National Quality Standards (NQS), Child Safe Standards and
MACC’s Policies, Procedures and Requirements.
• Maintain a safe environment for children, families and team members.
• Implement MACC’s policies and procedures to support the Lead
Educator/Teacher in the delivery of high quality education program and
practice in the room.
• Build and maintain strong, positive relationships with children, families and the
Centre team.
MACC early childhood educator PD 2
• Actively contribute to the education program in the room and the Centre’s
Quality Improvement Plan.
• Support a culture of reflective practice and ongoing continuous
improvement.
• Contribute to a professional and positive work culture and a commitment to
always maintaining professional work standards, as set out in the centre’s
Code of Conduct policy
• Developing strong relationships with MACC’s children, their families and the
community
• Perform duties as required
• Be willing to be nominated as a person in a leadership position or day-to-day
charge of the service as required under the service Regulations, if required by
MACC
Key accountabilities
1. Safety: Ensure a safe environment and culture.
- Maintain and ensure a healthy and safe environment and culture, complying
with MACC’s philosophy, policies and procedures and relevant legislation
(Education and Care Services Act 2010, the Education and Care Services
Regulations 2011, the Early Years Learning Framework for Australia and the
National Quality Standard for Early Education and Care) to recognise risks and
non-compliance in the Centre.
- Escalate issues to the Centre Director and collaborate to develop and
implement timely actions to resolve and prevent the reoccurrence of
incidents.
- promote child safety and wellbeing and prevent harm to children and young
people by adopting and adhering to the National Principles of relevant Child
Safe Standards; Maintaining a thorough knowledge of relevant Child
Protection Law matters applicable to the jurisdiction, and proactive response
to child protection matters.
- maintain a safety culture, in line with Workplace Occupational Health and
Safety requirements.
- Ensure that children are safe and adequately supervised at all times.
- Demonstrate MACC’s code of conduct and code of ethics in all interactions
and relationships.
- Be a positive team player and support your colleagues through open
communication channels that are based on mutual respect, equity and
fairness.
2. Quality: Raise the quality of early learning.
- Maintain knowledge of the National Quality Framework (NQF) and support
Centre performance, with aim to exceed all National Quality Standards
(NQS).
- Comply with MACC’s Policies, Procedures and Requirements.
- Actively contribute and support the Centre’s continuous improvement
through the Quality Improvement Plan (QIP).
- Use and implement MACC’s policies and procedures to support the delivery
of high quality, inclusive education program and practice in a play-based
learning environment that supports children’s interests, strengths and needs
- Demonstrate a commitment to reflective practice.
- Reflect the Centre’s ‘Statement of Philosophy’ in everyday practice.
3. People: Support attraction, retention and engagement of great people.
MACC early childhood educator PD 3
- Identify and respond to performance issues appropriately and proactively
develop own professional capabilities and behaviour.
- Support All Educators to build and sustain a constructive teaching
environment
- Seek examples of best practice to build capability and contribute to Centre
performance.
- Communicate clearly with the Centre team, proactively contribute to team
meetings and maintain a positive team environment.
4. Partnerships: Create and maintain productive and purposeful relationships.
- Create and maintain productive and purposeful relationships.
- Build and maintain positive and reciprocal relationships with families and
children to respond to individual child and family needs.
- Work collaboratively with internal and external partners, as required.
- Develop an awareness of community and external partnerships and support
the Lead Educator in delivering best outcomes.
5. Inclusion: Support access, active participation and inclusion of all children
and families.
- Support the Centre’s commitment to inclusion to ensure access for all children
and families.
- Support the Lead Educator and Centre Director to ensure families and
children, especially those experiencing vulnerability can meaningfully
participate within the program.
- -Support the Lead Educator to recognise and respond to need and ensure
timely support and follow up is provided in collaboration with families.
6. Change: Support change to realise MACC’s vision and goals
- Support and role model change initiatives at room level and across the
Centre as required
- Support MACC’s commitment to continuous improvement
- Seek to maintain evidence-based practice in the field of early leaning
education and practice
Knowledge and Skills
• implement high quality education and care programs
• demonstrated ability to plan and efficiently organise time and complete tasks
• well-developed communication skills, enthusiasm, and self-motivation
• proven ability to work effectively as part of a small close-knit team
• ability to take direction from Centre Directors, lead educators and work
collaboratively with team members
• ability to take personal responsibility for own actions, evaluation, and
professional development
• ability to accept, and provide, guidance, advice and training from and to
colleagues
• Positive relationship skills that allow you to build trust and respect with all
stakeholders, including children, families and staff
• good problem-solving skills
• ability to work unsupervised and be flexible
• ability and commitment to maintaining confidentiality
• computer literacy
Behavioural Expectations
MACC early childhood educator PD 4
Professional Work Standards- behaviors to reflect MACC’s code of conduct and Early
childhood code of ethics, observe boundaries and standards and demonstrate
respectful and transparent communication
Accountability- Take responsibility and reflect on personal work outcomes and seek
to be positive and solution focused
Interpersonal Skills- effectively communicate with all individuals and groups, working
harmoniously within each room and across the centre
Innovation- seek to improve current work practices and processes by generating new
ideas, adapting to change and helping others adapt
Resilience- respond well to changing circumstances, receive and give feedback and
persist in assisting MACC to achieve its goals, particularly in high demand and when
under pressure. Display a positive outlook in difficult situations
Responsibilities on a daily basis/ EL planning time:
1. Spend time in each of the rooms observing practices and taking notes on
areas of improvement with regard to the Individual Room’s monthly audit
checklist
2. Having situational conversations after seeking Centre Director’s permission/
point of view.
3. Audit: stories are being done in all the rooms, hand over missing
documentation to the respective room leaders to be finished by the end of
the month
4. Gather evidence and documentation to form a part of QIP
5. Determine whether cycle of planning is visible on individual room’s programs
6. Family engagement and driving centre excursions. Establishing and
maintaining school connections where necessary to organize Pre-k/ Kinder to
be a part of their program
7. Role modeling best practices
8. Joining individual room for Critical Reflection Meetings where possible to
derive action items
9. Having open-ended and inspiring conversations with educators in practice,
giving them constructive feedback while respecting their ideas and allowing
flexibility for them to demonstrate them in practice. Review as required
10. Using the Educational Leader Framework to guide your practice and support
others in doing so
11. Active involvement in relevant PDs and Research
Qualifications
• Diploma / Graduate Diploma / Certificate III (or relevant qualification as
approved by ACECQA
• Current Provide an Emergency First Aid response in an Education and
Care Setting qualification
• Accredited Child Protection Training
Requirements
WWCC
Industrial Agreement/Award
Children’s Services Award 2010
